the particular dialect or language that a person chooses to use on any occasion is called a code 538 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 2, december 2021 pp. 538 – 542 speech act of pragmatic novia widyasari rahayu noviawidyasarirahayu@gmail.com fib, universitas brawijaya, malang, indonesia received: 2021-06-11 accepted: 2021-12-15 doi: 10.24256/ideas.v912.1924 abstract when a speaker says anything, there are specific goals beyond the words or phrases. this is an aspect of pragmatics. the activity performed by generated utterances is referred to as speech actions. saying something can be used to perform an action. speech actions allow the speaker to portray physical activity using just words and phrases. the acts taken are mostly determined by the words spoken. there are several things to consider when it comes to english as a foreign language. if utterances are delivered in the mother language, it is simple for speakers or listeners to figure out what they imply. keywords: pragmatic, speech act, utterances introduction pragmatics is a study in belief is what is communicated is more than what is said, there are two types of communication, they are verbal and nonverbal communication. verbal communication is the way of communicating messages by using words as elements. nonverbal communication is the way of communicating messages by using gesture, body movements, eye contact, facial expression, or general appearances as the elements. pragmatics is a branch of linguistics and semiotics concerned with how context affects meaning. in philosophy, sociology, linguistics, and anthropology, pragmatics includes speech act theory, conversational implicature speaking in interaction, and other approaches to language behavior. unlike semantics, which analyzes conventional or "coded" meaning in a given language, pragmatics investigates how the transmission of meaning is influenced not only by the speaker's and listener's functional and linguistic knowledge (grammar, http://u.lipi.go.id/1457703302 mailto:noviawidyasarirahayu@gmail.com ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 539 lexicon, etc. ), but also by the context of the utterance, any prior knowledge about those engaged, the speaker's inferred motive, and other variables. description of speech act speech acts is when a speaker says something, there are specific goals beyond the words or phrases. this is an aspect of pragmatics. according to (hidayat, 2016) in human life, communication has always been a requirement, communication allows for the exchange of ideas among individuals, which directly contributes to the improvement of the quality of life. the ability to perceive communication statements can influence the actions taken. according to buck (2002), there are two modes of communication: verbal and non verbal interaction. speech act is a type of verbal communication and a subset of pragmatics that occurs frequently in both verbal and non verbal. speech actions, according to yule (1996), are a study of how speakers and hearers utilize language. according to bach (1979), an action in verbal communication has its own message, therefore interaction is not just about language but also about action. finally, a speech act is an utterance that occurs, and an act is an action. types of speech act locutionary the act of locutionary speech is basically comparable to making a specific utterance with a specific sense and reference, which is roughly comparable to meaning in the traditional sense (austin, 1962: 108). cutting (2002: 16) agrees, stating that locutionary refers to what is stated. the locutionary act, as defined by yule (1996), is the act of making meaningful utterances. illocutionary the illocutionary act is carried out through the communicative energy of a word, such as promising, apologizing, or offering (yule, 1996:48). this is also known as the act of saying something while doing something. the illocutionary act is the most important degree of action in a speech act since it is determined by the force desired by the speakers. perlocutionary according to hufford and heasley (1983:250), a speaker's perlocutionary act is the act of making an utterance that has a specific effect on the hearer and others. the act of offering someone is also known as a perlocutionary act. the effect of an novia widyasari rahayu speech act of pragmatic 540 utterance on the other person's ideas or behavior is referred to as a perlocutionary act. a perlocutionary act is unique to the circumstances of issuance, and hence cannot be accomplished simply by speaking that particular utterance. it encompasses all of the effects, intentional or unforeseen, and frequently undetermined, that a certain speech in a specific occasion has. speech acts classification representatives, instructions, commissives, expressive, and declarations are the five kinds identified by searle in levinson (1983: 240). speech act in a second language when it comes to speaking act in a second language context, there are a few things to keep in mind. if utterances are spoken in the mother tongue, it is simple for speakers or listeners to figure out what they imply. idiomatic terms and cultural conventions do not serve as roadblocks in determining the intended meaning. when it comes to foreign languages, such characteristics may make it difficult for someone to properly comprehend what is being said. the speaking model of speech analysis was proposed by hymes (1974). according to hymes, learning a language requires not just learning its vocabulary and syntax, but also understanding the context in which words are employed. aspects of the linguistic situation are considered and applied to various components of a speech sample or communicated message in the speaking model. speaking model of speech analysis (hymes, 1974): 1. s setting and scene setting relates to the time and place, whilst scene specifies the scenario or activity's environment. (morning, amicable discussion at a school, bar, or coffee shop) 2. p participants this refers to the people who are involved in the speech, such as the speaker and the audience, as well as the interrogator, caller, and performance. 3. e ends the speech's aim and objectives, as well as any consequences, functions, or impacts. 4. a act sequence the order in which events occurred during the speech, both in terms of form and substance. 5. k key the speech's general key, tone, mood, or manner. (formal, serious, caustic) 6. i instrumentalities the speech's shape and style. stream (verbal, nonverbal, face to face, telephone, sms,) if you want to be more formal, you (emoticons, dialect or language variety) ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 541 7. n norms establishes what is socially acceptable during the event, as well as the rules that govern interaction and interpretation. 8. g genre the speech's style. (hello, joke, apologies, lecture) english language teaching (elt) speech acts since english is a foreign language for indonesian students, the teacher or instructor should keep certain points in mind when teaching the speech act in the classroom. depending on the amount of time available and the level of comprehension that teachers want their students to gain, there are three different degrees of goals that can be attained in teaching speech acts in the classroom. fujimori (2004) proposes three goals: 1. conscious rising, 2. knowledge building, and 3. productive development. according to the explanations on speech acts and , some individuals comprehend and comprehend the responses that are accompanied with explanations, and they are particularly interested in responses that include meanings, such as "i'm thirsty," which implies that i'm asking you to drink, which is ambiguous. but it naturally acts beyond grammar (or any rules). in the context of foreign language learners students must be equipped with adequate vocabularies so that they can express ideally, to fully understand the language (linguistic rule). conclusion the capacity to decipher the hidden message of a speech is extremely valuable. if we are not careful, certain words or expressions may be diverted into something terrible. we can have a better grasp of utterances through knowing pragmatics and speech acts. english is the official foreign language in indonesia. there are several things in english that indonesians don't have, such as some idiomatic idioms. those phrases are obstacles that may prevent someone from properly comprehending the true meaning of words or utterances. speech actions might be socialized in the classroom as part of this endeavor to raise awareness of those barriers. novia widyasari rahayu speech act of pragmatic 542 references austin, j. l. (1962). how to do things with words. oxford: oxford university press bach, k. and r. m. harnish. (1979). linguistic communication and speech acts, cambridge, mass: mit press. bach, k. (2003). speech acts and pragmatics. blackwell. guide to the philosophy of language, 147-167. buck, r and vanlear c. arthur. 2002. verbal and nonverbal communication: distinguishing symbolic, spontaneous, and pseudo-spontaneous nonverbal behavior. journal of communication. 15, 522-528. retrieved november12, 2012 fujimori. john. (2004). practical criteria for teaching speech acts. tokyo: jalt publications. hymes, d. (1974). foundations of sociolinguistics: an ethnographic approach. philadelphia ohmann, r. (1971). speech acts and the definition of literature. philosophy & rhetoric, 1-19. yule, g. (1996). pragmatics. oxford: oxford university press development learning material esp fadhliyah rm mahasiswa pascasarjana universitas negeri jogyakarta abstract: one of the aspects of teaching esp is development materials. esp teaching should be linked to a specific discipline, make use of methodology that differs from that used in english for general purpose teaching. they assert that it is essential that an esp course take into consideration register, genres and associated language that students need to understand and to manipulated in order to carry out activities related to their disciplines. key words: esp, development learning, material esp is generally defined as a language teaching area requiring careful research and design of pedagogical materials and activities for indentifiable group of learners within specific learning context ( dudley-evans, 1998: 298). esp teaching should be linked to a specific discipline, make use of methodology that differs from that used in english for general purpose teaching. they assert that it is essential that an esp course take into consideration register, genres and associated language that students need to understand and to manipulated in order to carry out activities related to their disciplines. dudley-evans and st. john (1998: 4) believe that a definition of esp should reflect the fact that much esp teaching, especially where they are specifically linked to a particular profession or discipline, make use of a methodology that differs from that used in general purpose english teaching. they also define esp by using absolute and variable characteristic as follows: 1) absolute characteristic a). esp is designed to meet specific needs of learner. b). esp make use of the underlying methodology and activities of the disciplines it serves. c). esp is centered on the language (grammar, lexis, register); skills, discourse and genres appropriate to these activities. 2) variable characteristic a). esp may be related to or designed for specific disciplines b). esp may use, in specific teaching situation, a different methodology from that of general english. c). esp is likely to be designed for adult learners, either at a tertiary level institution or a professional work situation. it could, however, be used for learners at secondary school level. d). esp generally designed for intermediate or advanced students. most esp course assume basic knowledge of the language system, but it can be used with beginners. materials development learning materials form an important part of most english teaching programmes. materials mean anything which is used to help to teach language learners. it is the source which can be used in teaching and learning process. materials can be in the form of a textbook, a workbook, a cassette, a cd-room, a video, a photocopied handout, a newspaper, a paragraph written on a whiteboard or anything which presents or informs about the language being learned (tomlinson, 1998: xi). tomlinson (1998:7) gives some basic principles of good english learning materials as stated below. 1. materials should achieve impact. impact is achieved when materials have a noticeable effect, on learners, that is when the learners’ curiosity, interest and attention are attracted. materials can achieve impact through: a. novelty (e.g. unusual topics, illustrations and activities) b. variety (e.g. breaking up the monotony of a unit routine with an unexpected activity; using many different types of sources: using a number of different instructor voices on cassette); c. attractive presentation (e.g. use of attractive colours; lots of white space; use of photographs); d. appealing content (e.g. topics of interest to the target learners; topics which offer the possibility of learning something new; engaging stories; universal themes; local references). 2. materials should help learners to feel at case. materials should help learners to feel at case in a number of ways. for example: a. feel more comfortable with lots of white space than they do with materials in which lots off different activities b. are more at case with texts and illustrations that they can relate to their own culture than they are with those which are culturally exotic (and therefore potentially alien); c. are more relaxed with materials which are obviously trying to help them to learn than they are with materials which are always testing them. 3. materials should help learners to develop confidence. relaxed and self-confident learners learn faster (dulay, burt and krashen,1982). 4. learners should perceive what is being taught as relevant and useful. in esp materials it is relatively teaching points are relevant and useful by relating them to know learner interests and to ‘real-life’ tasks which the learners need or might need to perform in the target language. 5. materials should require and facilitate learners’ self-investment. 6. learners must be ready to acquire the points being taught. 7. materials should expose the learners to language in authentic use. 8. the learner’s attention should be drawn to language in authentic use. 9. materials should provide the learners with opportunities to use the target language to achieve communicative purposes. 10. materials should take into account their the positive effects of instruction are usually delayed 11. materials should take into account that learners are different in learning styles and effective attitudes 12. materials should permit a silent period at the beggining of instruction 13. materials should maximize learning potential by encouraging intellectual, aesthetic, and emotional involvement, which stimulates both right and left brain activities 14. materials should not rely too much on controlled practice 15. materials should provide opportunities for outcome feedback materials development procedures in esp the application of procedures of developing materials is described focusing on materials development for specific purposes of the teaching of english. in order to develop learning materials for specific purposes, one thing that should become the starting point is the learners’ needs. developing materials must begin with a need analysis in the context of esp, determining course content, devising materials. 1. needs analysis needs analysis for esp course refers to the identification of language and skills is used in determining and refining the content for the course. the esp teacher or course developers needed to conduct needs analysis process. the needs analysis process (basturkmen, 2010: 19) involves: 1. target situation analysis: identification of tasks, activities and skills learners are using english for; what the learners should ideally know and be able to do. 2. discourse analysis: descriptions of the language used in the above. 3. present situation analysis: identification of what the learners do and do not know and can or cannot do in relation to the demands of the target situation. 4. learner factor analysis: identification of learner factors such as their motivation, how they learn and their perceptions of their needs. 5. teaching context analysis: identification of factors related to the environment in which the course will run. consideration of what realistically the esp course and teacher can offer. needs analysis can take a number of forms including questionnaires, interviews, observations of interactions and analysis of language use in the target situation. questionnaires and interviews allow the needs analyst to explore people’s opinions of needs, difficulties and the importance of language skills and areas. 2. determining course content and writing planning syllabus after doing needs analysis, they are determining course content. needs analysis plays an important role in determining course content in esp. in esp, course content includes real content and carrier content. real content relates to pedagogical aims such as the features of language learner will become more aware of or be better able to produce or the language skills they gain control of. carrier content refers to the means of delivering the real content. these means include the use of texts or activities (basturkmen, 2010: 59). analysing the needs analysis will help in planning syllabus. in the planning syllabus, teachers/course developers make decisions about what to include in terms of: 1. types of units; such as skills, vocabulary, genres, functions, notions, and disciplinary, professional or cultural content. 2. items in the units; such as genres, semantic sets and functions 3. sequencing: it is what should come first, second and so forth and decisions made according to considerations; such as immediate and less immediate need, level of difficulty with easier items before more difficult items and logical flow. 3. developing materials and making task in esp, teacher or course developers select and devise authentic texts as well devise task. materials development in esp, harding in basturkmen (2010: 63) proposed three states as stated below. 1) use contexts, text and situations from the students’ subject area. whether they are real or simulated, they will naturally involve the language the students need. 2) exploit authentic materials that students use in their specialism and do not be put off by the fact that it may not look like “normal english”. 3) make the tasks authentic as well as the texts. get the students doing things with the material that they actually need to do in their work. 4. evaluating course and materials the teacher or developers materials need to know how effective the course is. information gained from this evaluation is a useful source of data about the effectiveness of a course. evaluation tries to answer the question, “is this a good course?”the range of meanings that can be attached to “good” depends on who is doing the evaluating (the teacher, the learners, the owner of the school, the parents, the course designer) and determines what sources of information are used to carry out an evaluation. an evaluation of a course can have many purposes, the main ones being to assess whether to continue or discontinue the course or to bring about improvements in the course. conclusion to sum up, in kpi department, it did needs analysis to find out about the target situation ( the courses the students would be studying, the assignments and the speaking and writing situations they would face). after analyzing the needs analysis, it is essential to determine course content. after that, the next step is devising authentic materials. selecting authentic texts and producing the created materials consisted of comprehensive activities on written texts on communication and broadcasting-related topics is important to do. for example, the texts can come from literature, from songs, newspapers and magazine, from television programmes and from films. those texts should be selected based on the principles of language learning points and related to the interests of the students in terms of communication and broadcasting-related topics. they should be in line with target learners. finally, in order to assess the effectiveness of course, a questionnaire and interviews are developed to assess theri response to the course and learning from it. references azar, betty s, 1989. understanding and using english grammar. the second edition. new jersey : prentice-hall, inc. collier,1971. the key to english vocabulary, london : mc millan limited. good, c.v. 1959. dictionary of education. new york : mc brown hill book co. goodman, d.j and c. mohr. 1991. building vocabulary skills. new jersey : c. meriam co. gove, philip babcock. 1996. webster third new international dictionary. massachuhusetts : c. meriam co. harmer, jeremy. 1991. the practise of english language teaching. new york: longman. maba, ghufron. 1995. guided in mastering english. surabaya: terbit terang manser, martin h. 1980. oxpord learner’s pocket dictionary. university press. nation, i.s.p. 1990. teaching and learning vocabulary. boston: heinle and heinle publisher. nunan, david. 1991. language teaching methodology. a textbook for teacher. hertford shire : prenctise hall international. richard, jack c and a. renandya, willy. 2002. methodology in language teaching. united state of america: cambridge university press. simanjuntak .2004. bahasa inggris sistem 52 jam. jakarta : visipro the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2020 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 554 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 8, number 2, december 2020 pp. 554– 560 teaching writing narratives online by using storyboard technique during the lockdown period of the virus covid-19 outbreak edi pujo basuki 1, tiyas saputri2 ediayarga@unusa.ac.id 1,2 ftte,nahdlatul ulama university, surabaya, indonesia received: 17 november 2020 accepted: 29 november 2020 doi: 10.24256/ideas.v8i2.1682 abstract living among the virus covid-19 epidemic, lecturing was conducted online. one such learning technique is the storyboard technique. the media picture (storyboard) is a media that is a reproduction of the original form in dimensions, in the form of photographs or paintings. storyboard technique is activity before writing that emphasizes the elaboration (detailed explanation) predictions or estimates, the growth of ideas, and sequencing. this study aims to (1) describe the process of predeveloping of a storyboard, (2) show a model of the sequence of the story of storyboard (3) show an inspiring lesson plan of teaching writing of narrative text online using storyboard technique. the design of this study is descriptive qualitative. the design of this study is descriptive qualitative. the research framework is semantic construction, specifically limits the focus on coherence. the construction of the pre-developing of the storyboard is built on two concepts: building the coherence theory of van dijk's building text and the generic structure of the narrative text. the result of this study are (1) in order to produce a storyboard in creating narrative text, the teacher should simplify the global coherence of complex story to the local one, after that it is continued by the technique of visualization as following the generic structure of a narrative text (2) the storyboard is drawn digitally (3) the lesson plan of teaching using this technique keywords: online teaching; storyboard technique; writing narrative text ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 555 introduction living among the virus convid-19 epidemic, lecturing were conducted online. the teaching of writing about narrative is hampered because explicit explanations by lecturers cannot be carried out. the alternatives given by the government to online teaching have been welcomed by the rector's policy. because of that, creative and inspirational teaching is needed, which uses electronic media and digital resources that can be easily accessed by students. in the world of modern education, many learning techniques are offered by experts for teachers to use in learning activities in class, learning techniques offered vary according to the purpose, form and type of learning to be conveyed. one such learning technique is the storyboard technique. according to ahmad rohani (2007: 21), the media picture (storyboard) is as a media which is a reproduction of the original form in dimensions, in the form of photographs or paintings. the same thing was stated by arsyadr (2006: 91) that visual forms can be in the form of representational images such as drawings, paintings or photographs that show the appearance of an object so as to facilitate understanding of information that has been convinced. according to wiesendanger (2001: 161), storyboard technique is an activity before writing that emphasizes the elaboration (detailed explanation) predictions or estimates, the growth of ideas, and sequencing. this is used to motivate students to develop their ability to write, which begins by examining a sketch in the form of a picture and then develop it into a paragraph. this storyboard technique involves reading, writing and illustrating. this is effective because it motivates novice writers. the storyboards in this research are in the form of sequential stories with interesting and inspirational designs in digital form. because depictions are made digitally paperless. writing skills are one of language skills and are more difficult to master for language learners. writing activity is one of the activities carried out to produce writing that is created from the form of thoughts or feelings of a person. writing skill is just as important as other language skills, and in fact writing languages are making rapid progress. writing can be said as an activity to convey the intent and purpose of an idea. writing is a basic skill that everyone has. often a person cannot express it in writing. therefore, writing becomes an important skill. ideas that are already in the mind can be poured into a writing. although it has been realized that writing skills are very necessary in modern times, but in reality teaching writing in schools is still not good. many factors cause the lack of student skills in writing, especially short story creative writing. writing difficulties are often caused by complex problems in writing. a writer is not only required to master the problems to be written, but also must master the basic elements of writing. the main elements are discovery, arrangement, and style (enre, 1988: 7). in applying the 2013 curriculum, one of the writing competencies in learning activities is writing short stories. english teacher program students who later become english teachers must be able to become figure to their students how to write better. writing activities in the narrative genre edi pujo basuki, tiyas saputri teaching writing narratives online by using storyboard technique during the lockdown period of the virus convid-19 outbreak 556 is to tell a story or tell a life event according to the correct plots. one problem that usually arises, is that students sometimes have difficulty developing ideas and lack of coherence techniques that give impact on the low ability of students to produce a work in the form of short stories. on the other hand, the short story text is one of the texts that requires a fairly high imaginative power in the process of compilation. to overcome these problems, learning techniques are needed that can help and facilitate students in writing paragraphs. learning techniques are one of the elements that influence learning success. the use of learning techniques will attract student learning interest and make it easier for students to understand the material. one technique that can be used to help make it easier for students to write short story text is the storyboard technique. the storyboard technique will stimulate students' creative power to be creative in telling the story contained in the storyboard. this study aims to find out the process of predeveloping of a storyboard, to show a model of sequence of story of storyboard and to show an inspiring lesson plan of teaching writing of narrative text online using storyboard technique. method design of this study is descriptive qualitative. the research framework is semantic construction, specifically limits the focus on coherence. the construction of pre-developing of story board is built on two concepts: building the coherence theory of van dijk's building text and the generic structure of narrative text. this study aims to (1) describe the process of predeveloping of a storyboard, to (2)show a model of sequence of story of storyboard and to (3) show an inspiring lesson plan of teaching writing of narrative text online using storyboard technique. results 1.the construction of predeveloping of a storyboard teachers should know the cognitive process of the students that are aged as teenager, so that to make good storyboard, teachers do not just make sequence of picture without any consideration, and all done. the teacher should define first what students should imagine and then what they should shift to written form. ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 557 figure 1. construction of pre-developing story board 2. model of sequence of story of storyboard the writer can not to state all pictures here. so that to suit with the limited space of conference of proceeding paper, he stated one picture as example below. the pictures are made as interesting as it can. so that students will encourage to write their ideas figure 2. model of story board 3. lesson plan of teaching writing of narrative text online using storyboard technique. in order to teach writing online. the writer show the lesson plan as model of teaching by using this technique (1) make a good story board as follow the chart above and the pictures should be interesting and saved as png or jpg format so that can save and share digitally (2) open an online teaching process by using social media that can be accessedby all students in classroom (3) give clear command to students and make sure they understand well. give brief command that they should write a story by following story board (4) show one pictire first and ask them what they see, make brainstorming. make sure that all elements of picture succeed to mention. this is for the students get the hyponomy. (5) give example to translate those elements of picture into sentences (6) after that let them make their story freely. (7) after 20 minutes. ask three students to read their witing. edi pujo basuki, tiyas saputri teaching writing narratives online by using storyboard technique during the lockdown period of the virus convid-19 outbreak 558 discussion ni’mah (2014) in her article which is entitled ‘the writer used storyboard in teaching writing of narrative text for eight graders of smpn 13 surabaya’. she collected data through observation, writing task, and questionnaire. the result shows that the use of storyboard could help to stimulate the students’ idea in writing narrative text also the students’ responses toward the use of storyboard are positive. it is proved that storyboard is helpful to stimulate the students’ idea. idea is the basic development in writing because the failure of writing is the writer stop to write. to know the influence of using storyboard towards students’ narrative text writing ability, we can read the article of hasan (2016).in her article which is entitled ‘storyboard in teaching writing narrative text’. this research methodology used was quasi experimental design. in collecting the data, she used instrument of writing test. based on the data analysis, it was found that the result of the data analysis computed by using spss was sig 0.047 and 𝛼 = 0.05. she found that there is a significant influence of using storyboard towards students’ narrative text writing ability at the second semester in the tenth grade of sman 2 bandar lampung in the academic year of 2015/2016. the two articles shown above can convince us that storyboard is meaningful to developing paragraphs of narrative text. from several articles i read, so far i know there limited research that analyze how to build storyboard based on construction the pictures themselves semantically. it means in my article i bring idea, that to construct the chronology of pictures, in order to stimulate students to build a good narrative text, the creator of pictures of storyboard should pay attention to coherence and cohesive of story. because the students should define the teacher/creator’ story idea which are formed in pictures into their writing paragraphs. the creator or teacher should shift the global coherence of sophisticated story into local coherence one. this means the teacher before make story board, he should define firstly the hypernomy into hyponomy. because students will be easier to write their sentences if following the story board that simpler and suit with their mind. the good story board if it stimulate the students to write well. after that, the teacher should make the pictures as interesting as well. he should pay attention to setting of background. if the story is about past era without technology, such as story of timun mas, ande ande lumut etc. the background setting should follow the era. second, the sequence of story should follow generic structure of narrative. this is as quide to the students to make their own story to follow plotting of narrative text. the other important is the technique of teaching should be arranged well. it made on base of the need, the age and the interest. the writer has shown one ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 559 teaching procedure to help the reader get the points of his idea. conclusion in order to make good story board, teachers should understand the cognitive process of the students that aged as teenager. they will produce a good writing if the pictures are understanable well and it can stimulate their mind to produce their own story without lose the coherence. the pictures that are to complicated will make the students fail to write. the pictures should be interesting and relevant with the story. they will not lose sense to write. in order to teach online throughout the covid -19 pandemic there are procedures to teach writing online. references adnan, b. (2013). peningkatan keterampilan menulis cerpen melalui teknik papan cerita (storyboard) siswa kelas xi sma negeri 1 minggir, sleman. skripsi s1. prodi pbsi uny. arsyad, a. (2006). media pembelajaran. jakarta: rajawali pers. badger, r. and goodith, w. (2000). a proces writing. elt journal vol. 9 (2). brown, h. d. (1994_. language pedagogy. cambridge: cambridge university press diponegoro, m. (1994). yuk, nulis cerpen yuk. yogyakarta: neosantri. essley, r. (2008). visual tools for instruction: strategies to help students make abstract ideas concrete & accessible. washington: scholastic teaching resources fithriani, t n. (2014). keefektifan strategi wordless picture books dalam pembelajaran menulis cerpen pada siswa kelas x sma negeri 1 mlati, sleman. skripsi s1. yogyakarta: prodi pbsi uny. furwana, d., & syam, a. (2019). improving students’ writing skill on descriptive text by estafet strategy of the eleventh year students of sma 4 palopo. ideas: journal on english language teaching and learning, linguistics and literature, 7(1). doi:https://doi.org/10.24256/ideas.v7i1.722 hasan,k.md & akhand, m.mohd. (2010). aprroaches to writing in efl/esl context: balancing product and journal, 15(1-2):77 halliday and hasan . (1976). coherence and cohesion. london: longman. hurford, heasly, and smith . (2007). semantics. new york: cambrige university press knapp, w and watkins, m. (2005). teaching and assessing writing. wales: wales press masruddin, m., & kurnia, k. (2018). improving students writing skill by using picture at the twelfth year students of sma pesantren modern datok sulaiman putra palopo. ideas: journal on english language teaching and learning, linguistics and literature, 3(2). doi:https://doi.org/10.24256/ideas.v3i2.152 nurgiyantoro, b. (2010). penilaian pembelajaran bahasa berbasis kompetensi. edi pujo basuki, tiyas saputri teaching writing narratives online by using storyboard technique during the lockdown period of the virus convid-19 outbreak 560 yogyakarta: bpfe. rohani, a. (2004). pengelolaan pengajaran. jakarta: rineka cipta sayuti, s. a. (2000). berkenalan dengan prosa fiksi. yogyakarta: gama media. stamler, k. (2018) learner motivation and persistence. new york: cambrige university press syafii, m. (2019). improving the quality in writing descriptive texts of madrasah aliyah students through directed writing activity strategy. ideas: journal on english language teaching and learning, linguistics and literature, 7(2). doi:https://doi.org/10.24256/ideas.v7i2.1027 tarigan, h. g. (2008). menulis sebagai suatu keterampilan berbahasa. bandung: angkasa. van d .(1977). text and context. london and new york: longman. van d .(1980). the semantics and pragmatics of functional coherence in discourse . journal of pragmatics 4: 233-252. https://doi.org/10.24256/ideas.v7i2.1027 the effectiveness of using video and role play in teaching speaking shanty halim shantynurul@yahoo.com politeknik negeri ujung pandang abstract this research is aimed at (1) to find out the effectiveness of using role play to develop the students’ speaking skill (2) to find out the effectiveness of using video to develop the students’ speaking skill (3) to find out which one is more effective between the use of role play and video in teaching speaking. this research used quasy experimental research. it was conducted in ten meetings for each classes at politeknik negeri ujung pandang makassar. 12 students for video class and 12 students for role play class. the instruments used in collecting the data was speaking test. in calculating the data, the researcher used spss program version 20. the findings of this research show that (1) using role play is effective in developing the students’ speaking skill. it was proven by the significant difference between the students’ mean score of pretest and posttest. the mean score of the students in the pretest was 4.1 and the mean score of posttest was 9.5. the t test was 11.19. (2) using video is effective in developing the students’ speaking skill. it was proven by there was a significant difference between the students’ mean score of pretest and posttest. the mean score of the students pretest was 4.1 and the mean score of posttest was 9.5. the t test was 10.72. (3). based on statistic analysis, it shows that using role is more effective than video in teaching speaking. the t test result of role play is greater than t test of video class. (11.19 >10.72) keywords: video, role play, speaking. introduction speaking skill is one of the main points to master english because it is required to communicate ideas, opinion, and comments to other people in conversational situation. in addition, speaking is one of language skills that must be taught to the students at school. most of the student can write words, but they cannot speak english well in front of the class. it cannot be denied than in reality most of the teachers teaching oral english to develop the students’ oral skill but the content of the material they construct is focused on the grammatical ,mastery rather than improving the low competence in teaching oral english itself. consequently, the students have the negative attitudes and passive motivation in learning english. they get frustrated and confuse because they difficult to apply the language in oral communication. furthermore, in teaching speaking, the teacher should apply the appropriate method which can stimulate the students to 2 talk. then, one of the techniques in learning speaking is through role play. through role play activities a teacher gives the chances to the students to practice their speaking skill. harmer (1991:53) stated that role play is an exercise in which student behave in the way that student else behave in a particular situation, especially to help student learning something. in addition, role play can help the students to develop their self-confidence and also appropriate for students because it cannot make them boring and they absolutely enjoy the material. in defining role play, byrne (1976:78) gave comments that role play is a part of drama activity. in details, he described that there are three terms to cover the drama activities. they are mime (mimicry-memorization), role play and simulation. he distinguished the terms as follows: 1. mime, the participants perform actions without using words (although as we shall see, this activity leads naturally on to talk). 2. role play, the participant interact either as themselves in imaginary situations. 3. simulation, this involves role play as defined above. however, for this activity the participants normally discuss a problem of some kind with some setting that has been defined for them. both role play and simulation are commonly used in foreign language classes to facilitate communicative competence. ladousse (1992:45) states that whereas mime seems more appropriate as a language game. it is performing actions without using words. for instance, if someone mimes and action, the others try to guess what it is. another definition is stated by budden in british council.teaching english (bbc) on her article with the title role play, she said that role-play is any speaking activity when you either put yourself into somebody else’s shoes, or when you stay in your own shoes but put yourself into an imaginary situation. what is meant by imaginary people is that students can become anyone they like for a short time. for example, the students can be the president, the queen, a millionaire, and pop star the choice is endless. in addition, students can also take on the opinions of someone else.‘ for and against’ debates can be used and the class can be split into those who are expressing views in favors’ and those who are against the theme. furthermore functional language for a multitude of scenarios can be activated and practiced 3 through role play in imaginary situations. ‘at the restaurant’, ‘checking in at the airport’,’ looking for lost property’ are all possible role-play. from the explanation above, the writer views that role play is a technique which involves fantasy o imagination to be someone else or to be ourselves in a specific situation for a while, improvising dialogue and creating a real world in scenario. it aims at the students to encourage thinking and creativity, lets students develop and practice new language and behavioral skills in a relatively non-threatening setting, and can create the motivation and involvement necessary for learning to occur. another thing that can be used in teaching speaking is video. video is one of technology tool that can increase the students’ motivation in learning. many of the studies have emphasized technology as a medium for enhancing classroom teaching. this study will incorporate similar concepts. in general, the term technology shall represent relatively new electronic media such as computers, video, and the associated hardware, networks, and software that enable them to function. this is what most people have in mind when they discuss the use of technology in schools (mehlinger & powers, 2002:65). most teachers accept technology in the classroom as a combination of both traditional media such as ohp, slide, and videotape and new media including information and communication technology. richard (2002: 200) stated that speaking a language is difficult for foreign language learners because effective oral communication requires the ability to use the language appropriately in social interaction. in addition, speaking is used for many different purposes and each purpose involves different skill. for example, speaking is used to make social contact with people, when we engage in discussion with someone. in other hand, the purpose may be to seek or express opinions or to describe thing to complain about people’s behavior. in other view, speaking is fundamentally act. speaker talks in other to have some effects on their listeners. they assert things to change their state of knowledge. they ask them question to get them to provide information. they request things to get them to do things for them and they promise, warn, explain to effect them in still other ways. the nature of the speech act 4 should therefore play a control role in process of speech production, speaker begin with the intention on effecting their listeners in a particular way. and they select and utter a sentence they will bring just this effect. research has also thrown considerable light on the complexity of spoken interaction in either a first or second language. speaking ability is known as oral skill that play essential role in human interaction and communication when people communication their ideas and feeling to others. widdowson in saenab (2007: 7) describes that to deal so far with the concept of oral skills. there are definitions given by linguistics as follows: 1. oral skill is what people say, how to say it, and where that speakers and listeners are, to express what they are feel at the moment and the listening and understanding in other to gives response. 2. when the teacher tell a story to the students in learning and teaching process in the classroom. it is the reality of oral skill. in this case, they focus on what the teacher says, what they have in their mind and the student as listener keeps listening to it. 3. oral skill is the language expressed from mouth. he continues that when the student or language user are involved in conversation activities. one way of getting student to speak in different social context and to assume varied social roles is to use role-play activities in the classroom. roleplays can be performed from prepared scripts, created from a set of prompt and expression or written using and consolidation knowledge gained from instruction or discussion of the speech act and its variations prior to the role plays themselves, because socio cultural are so crucial in the production of speech acts, it is suggested that discourse rating task, in which students rate dialogues or scenarios on various continua of formality and the like, can raise awareness about language and can help transfer this knowledge to production activities such as role plays. besides, the social interaction activities, on the others hand, also requires the learner to pay more attention to the establishment and maintenance of social relationship, mean while, two things can be added to this description. firstly, the teacher could make the role-play a whole-class activity by having all the students act out a public meeting with many speakers. secondly, not all role-play a party 5 situation, for example, all you might need to do is set the party scene and then tell students to go either as themselves or as a living or dead person they would like to be role play is more than just play-acting. it offers chances for rehearsal and engagement that some others activities fail to give. (ismail, 2008:14) technology integration has gained attention from researchers to uncover its contribution to promote learning (chuo, 2004:22; harrell, 1998:98; prpinwong, 2008:34; siekmann 1999:25; wang, 2006:47; zhang, 2007:98) according to pierson (1999:128), technology integration is teachers utilizing content and technological and pedagogical expertise for the benefit of students, learning. saye (1998:76) stated that technology integration can create a more empowering classroom environment. hadley and sheingold (1993:124) stated that technology integration serves some benefits: (a) engaging students in active learning; (b) relying less on whole-group instruction; (c) encouraging more independent and self-motivated learning. jonassen (1995:120) states that technology integration engages students in knowledge construction, conversation, articulation, collaboration, and reflection. further, docsader (2002:128) cited al – rabiey suggests some important reasons for technology integration into teaching and learning: (a) more depth into the content area curriculum; (b) students are motivated by technology; (c) students are able to move beyond knowledge and comprehension to application and analysis of information; (d) students learn where to find information in an information rich world; (e) technology skills are taught in isolation; (f) students can develop various technology skills as part of their learning process; and (g) there is an intrinsic need to learn technology in the information age. technology plays a significant role in the transformation of classroom. there are significantly different uses of technology for instruction. there are some technologies are usually applied in classroom such as overhead projector, slide projector, radio, tape recorder, television, digital camera, and internet (daud, 2000:7) method 6 in conducting this research, the researcher applied pre-experimental design with two group pretest-posttest design. the researcher used cluster random sampling in choosing sample by drawing. the total sample was 24 students for each experimental class. 12 students for video class and 12 students for role play class. 12 students were students of politeknik negeri ujung pandang makassar findings the findings of the research were showed to describe the result of the data that analyzed statistically and tabulating of data in both video and role play classes. it comprised of the students’ score in pre-test and post-test, the mean score and standard deviation of the students’ pre-test and post-test. table 1. the mean score and standard deviation of the students in the pretest and the posttest video pretest posttest mean 4.1 9.5 standard dev. 1.02 1.24 max 43 64 min 21 37 the table 1 shows the mean score of the students pretest was 4.1 and the mean score of posttest was 9.5. standard deviation of pretest was 1.02 and the standard deviation of posttest was 1.24. table 2. the mean score and standard deviation of the students in the pretest and the posttest role play pretest posttest mean 4.08 9.5 standard dev. 0.79 1.38 max 43 64 min 21 37 the table 2 shows the mean score of the students pretest was 4.08 and the mean score of posttest was 9.5. standard deviation of pretest was 0.79 and the standard deviation of posttest was 1.38. 7 the hypothesis was tested by using inferential statistics. in this case, the researcher used t-test (testing of significance) for paired sample t-test, that is, a test to know the significance difference between the result of students’ mean score in pretest and posttest. assuming that the level of significance (α) = 0.05, the only thing which is needed; the degree of freedom (df) = n – 1, where n = 12, then the t-test is 10.72 p is 0.00 from the analysis, the researcher concluded that there was a significant difference between pretest and posttest in enhancing the students’ speaking ability through video as a media to deliver speaking learning material. the result of statistical analysis for level of significance (p=0.05) with degree of freedom (df)= n-1, where (n) = 12, df = 11. the probability value was smaller than α (0.00<0.05). it indicated that the alternative hypothesis (h1) was accepted and the null hypothesis (h0) was rejected. it means that video is effective in enhancing the students’ speaking ability. the hypothesis was tested by using inferential statistics. in this case, the researcher used t-test (testing of significance) for paired sample t-test, that is, a test to know the significance difference between the result of students’ mean score in pretest and posttest. assuming that the level of significance (α) = 0.05, the only thing which is needed; the degree of freedom (df) = n – 1, where n = 12, then the t-test is 11.19 p is 0.00. from the analysis, the researcher concluded that there was a significant difference between pretest and posttest in enhancing the students’ speaking ability through role play as a media to deliver speaking learning material. the result of statistical analysis for level of significance (p=0.05) with degree of freedom (df)= n-1, where (n) = 12, df = 11. the probability value was smaller than α (0.00<0.05). it indicated that the alternative hypothesis (h1) was accepted and the null hypothesis (h0) was rejected. it means that role play is effective in enhancing the students’ speaking ability. the comparison of the effectiveness of video class and role play can be seen in following table: table 3. comparison between the effectiveness of video class and role play class treatments t result 8 video class 10.72 role play 11.19 the table 3 shows that role play is higher than video class, (11.19 >10.72), it indicates that role play is more effective than video use in teaching speaking. there are some techniques that can be used to teach speaking but the researcher using only compare both video and role play strategy, moreover the application of role play has a little bit better than video in improving students’ ability in speaking. based on the data collected, using both video and role play strategy in teaching speaking can enhance the students’ speaking skill toward three components focused: accuracy, fluency and comprehensibility. it was proved by students’ score on each components focused. in both video and role play, all students’ score was enhanced for each component after conducting treatments. this research about was speaking. it is found that speaking is difficult for students at politeknik negeri ujung pandang makassar before treatment. then based on the result of this research, it is found that both role play and video are effective and can increase the students’ ability in speaking. this study is supported by the harmer (1991:53) stated that role play is an exercise in which student behave in the way that student else behave in a particular situation, especially to help student learning something. in addition, role play can help the students to develop their self-confidence and also appropriate for students because it cannot make them boring and they absolutely enjoy the material. the result of this research shows that video is effective in teaching speaking at politeknik negeri ujung pandang makassar. it is because video is one of technology tool that can increase the students’ motivation in learning. many of the studies have emphasized technology as a medium for enhancing classroom teaching. this study will incorporate similar concepts. in general, the term technology shall represent relatively new electronic media such as computers, video, and the associated hardware, networks, and software that enable them to function. this is what most people have in mind when they discuss the use of technology in schools (mehlinger & powers, 2002:65). most teachers accept technology in the classroom as a combination of both traditional media such as ohp, slide, and videotape and new media including information and 9 communication technology. in addition, focusing on the learning and teaching process. conclusion (1) using role play is effective in developing the students’ speaking skill. it was proven by the significant difference between the students’ mean score of pretest and posttest. the mean score of the students in the pretest was 4.1 and the mean score of posttest was 9.5. the t test was 11.19. (2) using video is effective in developing the students’ speaking skill. it was proven by there was a significant difference between the students’ mean score of pretest and posttest. the mean score of the students pretest was 4.1 and the mean score of posttest was 9.5. the t test was 10.72. (3). based on statistic analysis, it shows that using role is more effective than video in teaching speaking. the t test result of role play is greater than t test of video class. (11.19 >10.72) references byrne, donn.(1976). teaching oral english. : longman handbook for english teacher. singapore: longman group. cangara, kenhill (1992). grammar and composition middle and secondary school. new york: pentagon press. chandra. (2007). contextual teaching and learning. boston: allyn and bacon. doff, adrian. (1989). role play secondary school. new york: pentagon press. fulcher. (2003). technique for classroom interaction. new york: longman, inc. gay, l.r. (2003). educational research : compentence for analysis and aplication . second edition. usa: charles e. merrill publishing company. good, c.v.(1959). dictionary of education.new york: mc brown hill book co giles, k jim (2004). grammar and composition middle and secondary school. new york: pentagon press. harmer. jeremy. (1991). the practice of english language teaching, new york: longman group uk limited. heaton, j.b. (1988). writing english language test. new york: longman group uk company. ladousse. (1992). teaching role play. london: the university of chicago press. murcia, marieanne celce. (1996). teaching oral english. new york: longman. pahannei, womach. (2007). speaking english language test. new york: longman group uk company. richards, jack c. and willy a. renandya. (2002). methodology in language teaching: an anthology of current practice. united states of america: cambridge university press. shaw, cristopher and jo mcdonough. (1993) material and methods in elf. a teacher guide. oxford: blackwell publishers ltd. 10 ur, penny. (1996). a course in language teaching. new york: camrbidge university press. the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 319 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 2, december 2021 pp. 319 -329 the role of semantic mapping strategy in helping the students to write descriptive text abdul aziz rifa’at azizlie2@gmail.com stik siti khadijah, palembang, indonesia received: 13 november 2021 accepted: 14 december 2021 doi: 10.24256/ideas.v912.2292 abstract semantic mapping strategy is an effective strategy in helping the students to start their writing. this strategy is applied in the beginning of writing. the aim of this study was to find out the significant difference in writing achievement of the 10th graders at sma islam al-amalul khair in academic year 2020-2021 before and after this trategy was applied. the pre-experimental method was used in this study. the population and sample in this study was all of 10th graders at sma al-amalul khair palembang in academic year 2020-2021. the total number of them was 61 students. the test was administered twice as pre-test and post-test. the results of the tests were analyzed by using t-test through spss (statistical package for social sciences) program. the result of the study showed that there was a significant difference in writing achievement of 10th graders at sma al-amalul khair palembang before and after semantic mapping strategy was applied and there was also an improvement. keywords: descriptive text ; semantic mapping introduction writing is one of english skills that should be mastered by the students. the complex process in doing writing such as expressing ideas and thoughts, drafting, revising, editing sometimes trap the students in the stuck situation. this situation then brings the idea that writing is the most complicated skill to be learned compared to other skills. the time when the student begin to express the idea into http://u.lipi.go.id/1457703302 abdul aziz rifa’at the role of semantic mapping strategy in helping the students to write descriptive text easily 320 paragraphs, how the student choose the appropriate words then create them into paragraphs, or how the student use since the principle of writing is bringing the message to the reader (ur, 1991), the writer, in this case the student, should deeply pay attention to the process of writing itself. descriptive text is a text functions to describe a place, a person, or things by visual experience (gerot and wignell, 1995). in addition, budiyani (2013) asserts that the descriptive text is composed based on generic structure which contains identification and description. it is a text describes the characteristics of things, place, animal, or human specifically. the person or thing could be described through physical description and non-physical description (purwanti, 2013). the example of physical description is the color of human skin (black, brown, blonde, etc), their looks (clean, beautiful, handsome, etc), and so on. the example of non-physical description is the human personality (labile, kind, assertive, etc), their character (emotional, calm, etc), and so on. the fact that the students need to be serious in doing writing becomes a reason why the students consider that writing is a hard skill to be mastered. some processes in doing writing actually help the students to produce their writing easily and understandable for the reader. as hogue (2003) describes, when the writer do writing means that the writer should do the process of creating the whole words in general, organizing them into some sentences and paragraphs, writing the whole sentences and paragraphs, and finally polishing the whole text. teaching writing to the students means teaching all stages in writing including generating ideas, drafting, reviewing, and so on. those stages could not be separated and must be taught and guided one by one until the students produce the final product of the text. therefore, the teacher should use the appropriate technique for the appropriate students regarding the condition and situation of the students. students could be a good writer if the teacher uses an appropriate technique for them. in the other hand, they could be failing in writing if the technique was not appropriate for them. the teacher should prepare many techniques so that the teacher could have plan b or plan c in the process of teaching and learning process. once the plan a does not work as expected, the other plan should be used. some problems faced in the field of this research were that the students tend to write by focusing to the material in the english text book provided from the school and digital dictionary, lack of vocabularies, unable to use the grammatically sentences, and inappropriate technique used by the teacher. the combination of those problems, then produce bad result in english subject especially in writing ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 321 skill. there are many techniques in teaching writing that are possibly offered to the students such as games, collaborative writing, song, jigsaw, and so on. a certain technique could be appropriate for some groups of students but it would not work for another group of the students depends on the situation and condition of the students. one of the simple techniques which could be used for the students of sma islam al-amalul khair palembang is semantic mapping technique. khoii and sharifafar (2013) states that semantic mapping technique is a kind of strategy for the students to develop the vocabularies and knowledge by relating some words to another word so that the students easily combining those words each other. according to dilek and yuruk (2013), semantic mapping is the activity to build a visual display of some words or ideas and their connectivity each other. it is a very effective technique to draw the ideas and connect those ideas so that the ideas could be composed in some sentences. zaid (1995) describes semantic mapping is a graphic arrangement showing the major ideas and relationships in text or among word meaning. yih (2011) asserts that semantic mapping is a graphical concept which is effectively helps the learner to connect the some words. this technique graphically describes some words that exist on the writer’s mind. when the students try to brainstorm at the beginning of the first stage in writing process by using this technique, they can directly connect the first word to the next word which has a connection with that word so that every word could be connected each other depends on the theme. moreover, he explains that semantic mapping is used at the beginning of the teaching and learning writing activity or as the pre-writing. in line with this explanation, hague (1987) states the semantic mapping is modeled by the teacher at the beginning of teaching and learning process. in this stage, the teacher can use some questions to get some keywords to construct students map so that the students can connect those words into the sentence. there were some studies that have strongly relationship with this study. the first study was done by fauzan, jufrizal, & amri in 2018. in their study entitled the effect of semantic mapping in teaching writing skill on seventh grade students of smpn 3 batu sangkar they reported that the aim of the study was to see the effectiveness of semantic mapping technique in improving students’ writing skill. the method of the study was a quasi-experimental study. based on their study, it was found that the result of the students’ writing test in the posttest in the experimental group was higher than of those in the control group. the students’ mean score of the posttest in the experimental group was 72,89 while the students’ abdul aziz rifa’at the role of semantic mapping strategy in helping the students to write descriptive text easily 322 mean score in the control group was 67,21. the conclusion of this study was that semantic mapping technique is effective in teaching writing. another study that was done by nofriati was entitled encouraging students to write a paragraph by using semantic mapping strategy in 2017. the study aimed to identify whether the semantic mapping technique be used to improve the students’ ability in learning essay writing. the study was a classroom action research with the subject study was 4th semester students of english department at almuslim university. the result of his study showed that the students’ average score in cycle 1 was 60 and it was increased to 75 in cycle 2. the percentage of the writer’s performance was 75% (level good) and in the second cycle was 88% (level very good). the percentage of the students’ activities was 57% (enough) while in the second cycle it was increased to 79% (level good). finally, the questionnaire showed the positive response (4.62) from the students in using the semantic mapping technique for learning essay writing. the problems of the study were to find out whether or not there was a significant difference in writing achievement between the 10th graders at sma al-amalul khair palembang who were taught using semantic mapping strategy and that of those who were not and to find out whether or not there was an improvement of the 10th graders at sma al-amalul khair palembang after they were taught using semantic mapping strategy. method in this study, the writer applied pre-experimental design because there should be another variable influenced the dependent variable (sugiyono, 2016). the one-group pretest-posttest design was used to find out the difference before and after the treatment was given. the figure below is the design of one-group pretest-posttest; o1 = pre-test result o2 = post-test result x = treatment figure 1. one-group pretest-posttest design the study was done to 10th graders at sma islam al-amalul khair palembang in academic year 2020-2021. the total number of the students was 40. the writer selected all of the students as the sample in this study. since the study o1x o2 ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 323 was done in pandemic period, it was done through zoom application. the study was done from august to september 2021. the writing test was used to collect the data. this test was given twice as a pretest and a posttest. it was given before and after the treatment. the writing test in the pretest was the same as given in the posttest. at the beginning of the study, the pretest was given. the treatment then was given and finally the posttest was given to the sample. the students’ scores then collected by using modified rubric from heaton (1998). the content of the rubric is shown as below; table 1. scoring rubric for writing test components of writing score level indicators content 4 excellent present the information well chosen details across the paragraph 3 good present the information with details in parts of the paragraph 2 fair present the information with some details 1 poor present no clear information vocabulary 4 excellent good in vocabulary choice 3 good error in vocabulary choice are few and do not interfere with understanding 2 fair error in vocabulary choice are and sometimes they interfere with understanding 1 poor many error in vocabulary choice that severally interfere with understanding grammar 4 excellent good in grammar 3 good error in grammar choice are few and do not interfere with understanding 2 fair error in grammar choice are and sometimes they interfere with understanding 1 poor many error in grammar choice that abdul aziz rifa’at the role of semantic mapping strategy in helping the students to write descriptive text easily 324 severally interfere with understanding mechanics 4 excellent good in spelling, punctuation and capitalization 3 good error in spelling, punctuation and capitalization are few 2 fair error in spelling, punctuation and capitalization, and sometimes interfere with understanding 1 poor error in spelling, punctuation and capitalization and severely interfere with understanding the result of the pretest and posttest then analyzed. there were three steps in analyzing the result of the tests. students’ result was firstly scored. after scoring the result, those scores were analyzed to find the means and finally both means in the pretest and posttest were compared. the spss was used in the process of analyzing the scores. discussion findings basically, the implementation of semantic mapping was done at the first step of writing as pre-writing. based on this implementation, some findings were found in this study. it can be seen from the students’ final product. the composition of the students’ final product was better than their text before implementing the semantic mapping technique. it can be seen that the average score of the students in the pretest was 6.6 while in the posttest was 7.7 both pretest and posttest were given before the treatment was implemented. while pretest was given before the implementation of the treatment, posttest was given after the implementation of the treatment. the treatment was implemented 6 times. yet, the result of the test was presented in form of scores. the result of pre-test showed that the lowest score was 4 and the highest score was 10. the average score was 6.6. the result of the post-test showed that the lowest score was 4 and the highest score was 13. the average score was 7.7. the table 2 describes the students score in pre-test and posttest. table 2. students’ pretest-posttest score students pretest score level posttest score level ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 325 1 6 fair 8 fair 2 6 fair 9 good 3 8 fair 9 good 4 6 fair 6 fair 5 4 poor 5 fair 6 10 good 12 good 7 7 fair 6 fair 8 7 fair 7 fair 9 6 fair 6 fair 10 6 fair 8 fair 11 8 fair 8 fair 12 6 fair 5 fair 13 5 fair 5 fair 14 6 fair 7 fair 15 5 fair 7 fair 16 5 fair 8 fair 17 9 good 11 good 18 4 poor 4 poor 19 6 fair 7 fair 20 7 fair 7 fair 21 4 poor 6 fair 22 6 fair 8 fair 23 7 fair 8 fair 24 6 fair 8 fair 25 9 good 11 good 26 8 fair 10 good 27 7 fair 8 fair 28 7 fair 9 good 29 7 fair 6 fair 30 6 fair 8 fair 31 10 good 13 excellent 32 6 fair 7 fair 33 5 fair 7 fair 34 6 fair 6 fair 35 5 fair 7 fair 36 5 fair 6 fair 37 10 good 13 excellent abdul aziz rifa’at the role of semantic mapping strategy in helping the students to write descriptive text easily 326 38 7 fair 8 fair 39 7 fair 9 good 40 8 fair 8 fair average 6.6 7.7 since the students’ average score in the posttest was higher than those in the pretest, it can be inferred that semantic mapping was effective. the table 2 shows the paired sample test of this study. table 3. paired sample test of the study paired differences t df sig. (2-taile d) mea n std. deviati on std. error mean 95% confidence interval of the difference lower upper pair 1 pre tes t pos tte st -1,2 00 1,137 ,180 -1,56 4 -,836 -6,67 6 39 ,000 the paired sample test showed that the mean was 1.200 and sig. (2 tailed) was 0.00. it means that the mean score of the students’ improvement was 1.2 and there was a significant difference before and after the treatment was conducted since p value was > 0.05. interpretations of the study the data showed that there was progress from the total scores of pre-test to post-test of the students. the progress can be seen from the mean result of the students after pre-test and post-test. the result in the posttest was higher than the result in the pretest. the students got a better writing achievement in posttest than in the pretest. the diagram bellow describes the result in the pretest and posttest. ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 327 figure 2. students pretest and posttest grade result most of the students’ in the pretest at fair level, three students at poor level and no student at excellent level while in the posttest only single of them at poor level, two of them at excellent, only one of them at poor level. however, most of the students both in the pretest and posttest were at fair level. there should be some reasons that cause this improvement. such reasons could be from the internal or external factors. one of the examples is that most of the students at sma al-amalul khair should stay at the dormitory. since they stay at the dormitory, they should practice both english and arabic written or spoken. the students also can explore their language skills because their friends also need to practice their language skills. this situation could affect them in learning competitively. this reason also could be the reason of the students’ score improvement in writing. conclusion from above study, it can be concluded that the semantic mapping strategy was effective in helping the students to write descriptive paragraph easily especially to 10th graders at sma islam al-amalul khair palembang. additionally, the students’ average in the posttest was higher than those in the pretest. it meansthat there was an improvement before and after they taught using semantic mapping strategy.however, not all of the students got a progress but most of the students got a better and higher scores if compared to those in the pretest scores. there should be other factors that affect tose improvements. the environmental factor could be an external variable wich contributes the students’ progress. every student could practice whenever they want to his friends. some suggestions come after this study was done. the suggestions were offered to the teachers and the students. the first is for english teacher especially abdul aziz rifa’at the role of semantic mapping strategy in helping the students to write descriptive text easily 328 at sma islam al-amalul khair palembang. the english teacher should stimulate the students by motivating them to be brave in starting writing, no matter they understand to the structure or not. in addition, the english teacher should have some strategies in teaching english especially writing skill. another suggestion is offered for the students. the students must be brave to develop ideas in doing writing. the students also should motivate themselves in improving their skills especially writing skill. references budiyani, s. 2013. writing tips. pt intansejati: klaten. dilek, y and yuruk, n. 2013. using semantic mapping technique in vocabulary teaching at pre-intermediate level. procedia-social and behavioral sciences 70 (2013) 1531-1544. fauzan, a. jufrizal & amri z. 2018. the effect of semantic mapping in teaching writing skill on seventh grade students of smpn 3 batusangkar. advanced in social science, education and humanities research. 301. seventh international conference on languages and arts. gerrot, l., & wignell, p. (1995). making sense of functional grammar. sydney: antepodean educational enterprises. hague, s. a. 1987. vocabulary instruction: what l2 can learn from l1. foreign language annuals, 20 (3). heaton, j. 1988. writing english language tests. new york: longman pub group. hogue a. 2003. the essential of english: a writer’s handbook. new york: pearson education. khoii, r., and sharififar, s. 2013. memorization versus semantic mapping in l2 vocabulary acquisition. elt journal: english language teachers journal, 67(2),199-209. nofriati, e. 2017. improving essay writing using the semantic mapping technique. english education journal (eej). 8 (1), 44-54. purwanti. 2013. let’s write english texts. pt intansejati: klaten. rifa’at, a., & setiawan, h. (2019). the power of mind mapping to produce good writing product. ideas: journal on english language teaching and learning, linguistics and literature, 7(2). doi: https://doi.org/10.24256/ideas.v7i2.1139rupley, w. h., logan, j. w., and nichols, w. d. 1998. vocabulary instruction in a balanced reading program. reading teacher, 52 (4), 336. syafii, m. (2019). improving the quality in writing descriptive texts of madrasah aliyah students through directed writing activity strategy. ideas: journal https://doi.org/10.24256/ideas.v7i2.1139 ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 329 on english language teaching and learning, linguistics and literature, 7(2). doi: https://doi.org/10.24256/ideas.v7i2.1027ur, penny. 1996. a course in language teaching. carmbridge university press. new york: sage publications. yih, m b. 2011. semantic mapping: a visual and structured pre-writing strategy in the process of essay writing. https://www.researchgate.net/publication/234113540_semantic_mappin g_a_visual_and_structured_prewriting_strategy_in_the_process_of_essay_ writing/link/590bd8f8a6fdcc5d421edc78/download. wahyu, w. (2019). students’ engagement and interest in learning writing through mind mapping technique. ideas: journal on english language teaching and learning, linguistics and literature, 7(2). doi: https://doi.org/10.24256/ideas.v7i2.1039 zaid, m. a. 1995. semantic mapping in communicative language. teaching english forum., july-september, 35 (3). https://doi.org/10.24256/ideas.v7i2.1027 https://www.researchgate.net/publication/234113540_semantic_mapping_a_visual_and_structured_prewriting_strategy_in_the_process_of_essay_writing/link/590bd8f8a6fdcc5d421edc78/download https://www.researchgate.net/publication/234113540_semantic_mapping_a_visual_and_structured_prewriting_strategy_in_the_process_of_essay_writing/link/590bd8f8a6fdcc5d421edc78/download https://www.researchgate.net/publication/234113540_semantic_mapping_a_visual_and_structured_prewriting_strategy_in_the_process_of_essay_writing/link/590bd8f8a6fdcc5d421edc78/download https://doi.org/10.24256/ideas.v7i2.1039 upaya memahami retorika politik presiden obama (suatu tinjauan pragmatik) fikri universitas negeri yoyakarta abstrak this study is to discuss briefly political rhetoric of president obama as expressed in “the jakarta post”daily newspaper. it attempts to explore the statements of his political rhetoric in the perspective of pragmatics study, particularly in the theory of implicature. the findings indicated that (1) obama often used a metaphor when he delivered his speech; he also presented statements in group of three in his speech to strengthen his political message; he liked to use pronomina “i” and “we” for saving his political deeds. (2) to understand his political rhetoric of obama, the audience (receptor) should be able to figure out the text, context, and pre-assumption between speaker and listener. kata kunci: retorika dan politik, pragmatik. a. pendahuluan presiden barack obama dan rombongan telah melakukan kunjungan ke indonesia pada selasa, tanggal 9 november 2010. serangkaian kegiatan politik diantaranya, presiden obama mengadakan pertemuan bilateral dengan presiden sby, presiden sby menjamu presiden obama dan ibu negara michelle obama dalam acara jamuan resmi kenegaraan. selanjutnya, pada tanggal 10 november 2010, bertepatan dengan hari pahlawan bagi indonesia, agenda presiden obama mengunjungi ke taman makam pahlawan kalibata di jakarta. kemudian, presiden obama telah mengunjungi masjid istiqlal yang dilanjutkan dengan pidato di hadapan para tokoh dan warga muslim. presiden obama juga memberikan pidato di depan para mahasiswa universitas indonesia di kampus ui, depok. indonesia adalah negara yang pernah menjadi rumah obama selama empat tahun di masa kanakkanaknya. tak pelak lagi, kunjungan ini membawa makna politik di mata masyarakat. sebagai seorang politisi, tentunya obama juga tak bisa lepas dari bahasabahasa yang digunakan dalam aktivitas politiknya. esensi politik dapat diukur dari substansi bahasa terutama retorika yang digunakan para politisi dalam menyampaikan pesan-pesan mereka selaku pejabat publik. dengan kata lain, retorika yang dipoduksi para politisi tentunya memiliki makna yang berbeda dari kebanyakan yang digunakan orang-orang. penggunaan retorika politik berimplikasi terhadap realitas politik di masyarakat. ketika melihat kedatangan serta kunjungan obama ke indonesia, memiliki respon kuat di masyarakat. hal ini bisa terlihat bagaimana sekelompok mahasiswa berdemonstrasi menentang rencana kedatangan obama di gedung sate, bandung. mereka menganggap bahwa apa yang dilakukan obama sama dengan apa yang dilakukan g. bush yaitu mengamini invasi amerika terhadap irak. mereka berpendapat bahwa indonesia seharusnya menentang kolonialisme sebagaimana yang dilakukan amerika di irak (the jakarta post, 5 november 2010). sementara itu, di jayapura, juga terjadi demontrasi menentang obama. tiga aktifis telah ditangkap aparat. mereka menuntut tanggung jawab obama atas kekerasan ham yang terjadi di freeport (the jakarta post, 9 november 2010). retorika merupakan bagian dari bahasa politik. hal ini memiliki pengaruh di masyarakat karena penggunaan bahasa politik mencerminkan suatu realitas 1 kepentingan politik. bahasa politik merupakan upaya merumuskan makna-makna baru dan pada saat yang sama relevan dengan realitas politik dewasa ini (samsurizal panggabean, 1994:3). “bahasa politik” lebih mengarah ke hal dimana makna suatu kata amat tergantung pada konteks penggunaan kata tersebut serta siapa yang menyampaikan dan yang menerimanya. bahasa dengan mudah dapat digunakan atau disalahgunakan untuk kepentingan-kepentingan tertentu. di negara iran, bahasa politik para mullah sudah barang tentu menjadi penentu kemajuan dan kemunduran demokrasi. bahasa yang dikatakan para mullah memiliki kekuatan hukum yang sangat kuat. bila bahasa mullah mengandung makna sangsi hukum maka orang atau kelompok yang terkena sangsi tersebut harus mentaatinya. jika mullah memakai bahasa lain yang terkadang bisa melakukan kekerasan, maka besar kemungkinan nyawa melayang (bambang cipto, 2004: 1). tulisan ini akan membahas keberadaan retorika politik presiden obama yang akan disoroti menggunakan pendekatan pragmatik khususnya yang menyangkut teori implikatur dan konsep atau teori-teori retorika bahasa. data-data di tulisan ini adalah pernyataan retorika presiden obama yang disarikan dari harian surat kabar “the jakarta post”, indonesia. b. retorika politik presiden obama: sebuah pendekatan teori implikatur pada hakikatnya, implikatur adalah apa yang diciptakan oleh penutur untuk menyampaikan sebuah maksud kepada pendengar, agar kiranya makna atau pesan yang disampaikan itu jelas (justin, 2010: 43). artinya, tuturan seseorang memiliki makna terselubung atau makna yang tidak merepresentasikan analisis makna kata dari hubungan antar kata dalam suatu pernyataan. implikatur yaitu konsep yang mengacu pada sesuatu yang diimplikasikan (implicated) oleh sebuah tuturan yang tidak dinyatakan secara eksplisit dalam tuturan. dengan kata lain, menerangkan apa yang mungkin diartikan, disarankan, atau mungkin dimaksudkan oleh penutur, yang berbeda dengan apa yang sebenarnya dikatakan oleh penutur (rahardi, 2008:43). dalam konteks politik, implikatur merupakan upaya pendengar memahami asumsi-asumsi dibalik informasi yang disampaikan politisi tanpa harus mengungkapkan asumsi-asumsi tersebut secara eksplisit atau terang-terangan (linda thomas dan shan wareing, 2007: 55). untuk memahami retorika politik presiden obama, berikut ini beberapa pernyataan presiden obama ketika berbicara dalam konferensi pers bersama presiden yudhoyono (the jakarta post, 25 november 2010).  “not enough americans know about this great country,”  “hopefully my visit here will help to promote additional interest and understanding.” dalam kalimat diatas, si penutur menciptakan implikatur bahwa si penutur dengan sengaja mengungkapkan pesan menyampaikan sebuah maksud kepada pendengar. makna atau pesan terselubung yang disampaikan dalam pernyataan tersebut mengandung pengertian bahwa hingga saat ini, ternyata banyak masyarakat amerika yang kurang tahu mengenai indonesia atau banyak dari mereka yang memiliki pandangan yang salah tentang indonesia. oleh karena itu, kedatangan 2 obama hendak meyakinkan masyarakat indonesia untuk meluruskan persepsi yang salah mengenai amerika. untuk memahami retorika politik presiden obama, berikut ini beberapa contoh pernyataan presiden obama memberikan ceramah dihadapan mahasiswa dan civitas akademika universitas indonesia. berikut beberapa pernyataan obama yang disampaikan obama (the jakarta post, 11 november 2010):  thank you for your warm welcome. pulang kampung nih… [i’m coming home],”  obama, who claimed “indonesia is a part of me”, recalled his memories as a boy who moved to a small house in 1967 in menteng dalam, central jakarta, after his mother married an indonesian named lolo soetoro  “i learned to love indonesia while flying kites, running along paddy fields, catching dragonflies, and buying satay and bakso from the street vendors,” he said, adding that he used to call a satay vendor: “sate ...’  “most of all, i remember the people — the old men and women who welcomed us with smiles, the children who made a foreigner feel like a neighbor, and the teachers who helped me learn about the wider world,” dalam pernyataan diatas, implikatur yang dipahami si pendengar adalah bahwa indonesia merupakan bagian yang tak terlupakan dalam hidup obama. dahulu obama pernah tinggal dan belajar di indonesia. jadi, obama banyak tahu tentang indonesia. walaupun mungkin ada hal-hal yang belum diketahui mengenai indonesia oleh obama. untuk memahami retorika politik presiden obama tentang pluralitas dan demokrasi, berikut pernyataan-pernyataan presiden obama:  “indonesia has charted its own course through an extraordinary democratic transformation — from the rule of an iron fist to the rule of the people. in recent years, the world has watched with hope and admiration, as indonesians embraced the peaceful transfer of power and the direct election of leaders,”  your achievements demonstrate that democracy and development reinforce one another,” he said, citing bhineka tunggal ika (unity in diversity) as the foundation of indonesia’s democracy  this was the third major speech in a muslim country after egypt and turkey over a year as part of his efforts to bridge the gap between the western and muslim worlds.  obama emphasized the importance of building bridge as the two countries committed to double the number of american and indonesian students studying in each others’ countries. pernyataan bahwa “indonesians embraced the peaceful transfer of power and the direct election of leaders” memiliki implikatur bahwa indonesia saat ini benarbenar telah menerapkan sistem demokrasi yaitu salah satunya dengan pemilihan presiden secara langsung. “bhineka tunggal ika (unity in diversity) as the foundation of indonesia’s democracy, berarti bahwa pada dasarnya pancasila merupakan bagian dari system 3 demokrasi. sementara, pernyataan “this was the third major speech in a muslim country after egypt and turkey over a year as part of his efforts to bridge the gap between the western and muslim worlds”, memiliki implikatur bahwa kedatangan obama ke indonesia adalah salah satunya untuk memperbaiki hubungan antara barat dan islam. kemudian, pernyataan” obama emphasized the importance of building bridge as the two countries committed to double the number of american and indonesian students studying in each others’ countries” menciptakan implikasi bahwa selama ini kerjasama antar negara di bidang pendidikan belum berjalan baik”. dapat disimpulkan bahwa retorika politik presiden obama menyatakan bahwa obama sering memuji indonesia sebagai negara yang berhasil menerapkan sistem demokrasi. retorika tersebut memiliki implikasi bahwa presiden mengkampanyekan demokrasi sebagai ideologi yang terbaik di dunia, dan indonesia harus menjadi bagian dari demokrasi. c. retorika politik obama retorika merupakan media yang tepat oleh politisi untuk menyebarkan pesan politik. menurut kbbi, retorika diartikan sebagai seni berpidato yang muluk-muluk (2008: 1171). retorika merupakan teknik persuasi untuk menghasilkan bujuk rayu melalui karakter pembicara, emosi atau argumen (www.wikipedia.com). dalam konteks politik, retorika dipahami bahwa para pendengar hendaknya mampu menangkap asumsi-asumsi maksud informasi yang diberikan politisi. retorika dibagi menjadi tiga jenis. pertama, retorika deliberatif yaitu retorika yang memfokuskan pada apa yang akan terjadi dikemudian bila diterapkan sebuah kebijakan saat sekarang. kedua, retorika forensik yaitu retorika yang memfokuskan pada sifat yuridis dan memfokuskan masa lalu untuk menunjuk bersalah atau tidak. ketiga, retorika demonstratif yaitu retorika dengan menggunakan wacana pujian untuk memperkuat sifat baik atau buruk seseorang atau lembaga. menurut jason jones dan shan weiring (2007: 68-76), retorika merupakan kemahiran berbicara secara elegan dan persuasif. di dalam konteks politik, retorika di bagi menjadi tiga jenis, yaitu gaya bahasa, pertanyaan dalam tiga bagian, dan penggunaan pronomina secara retoris. untuk memahami retorika politik presiden obama, berikut adalah gaya bahasa, pertanyaan dalam tiga bagian, serta penggunaan pronomina secara retoris yang digunakan oleh obama: 1. gaya bahasa gaya bahasa adalah pemakaian ragam tertentu untuk memperolah efek-efek tertentu (kbbi, 2008: 422). menurut tarigan, gaya bahasa adalah sebuah bentuk retorika, yaitu penggunaan kata-kata dalam berbicara dan menulis untuk meyakinkan atau mempengaruhi penyimak dan pembaca (1985: 5). untuk memahami gaya bahasa obama, berikut adalah beberapa contoh pernyataan obama di dalam pidatonya mengenai perkembangan demokrasi di belahan dunia yang memiliki keunikan tersendiri di beberapa negara (the jakarta post, 25 november 2010):  “later this fall, i will travel to asia. and i will visit india, which peacefully threw off colonialism and established a thriving democracy of over a billion people”.  “i’ll continue to indonesia, the world’s largest muslim-majority country, which binds together thousands of islands through the glue of representative government and civil society. 4  “i’ll join the g20 meeting on the korean peninsula, which provides the world’s clearest contrast between a society that is dynamic and open and free, and one that is imprisoned and closed.  “and i will conclude my trip in japan, an ancient culture that found peace and extraordinary development through democracy.  “each of these countries gives life to democratic principles in their own way.” dalam kalimat-kalimat diatas, obama mempergunakan gaya bahasa yang metaforis. gaya bahasa metaforis adalah gaya bahasa perbandingan terhadap dua hal atau benda untuk menciptakan suatu kesan mental yang hidup walaupun tidak dinyatakan secara eksplisit dengan menggunakan kata-kata seperti, ibarat, bak, sabagai, laksana, dll (tarigan, 1985: 15). dalam pernyataan, “i will travel to asia. and i will visit india, which peacefully threw off colonialism and established a thriving democracy of over a billion people”, mengandung pengertian bahwa obama akan mengunjungi india yang sebagai negara jajahan yang menerapkan sistem demokrasi. kemudian, di dalam kalimat “i’ll continue to indonesia, the world’s largest muslim-majority country, which binds together thousands of islands through the glue of representative government and civil society”, menyatakan bahwa indonesia digambarkan secara jelas sebagai bangsa yang memiliki pemerintahan yang demokratis serta berkembangnya masyarakat madani. selanjutnya, di dalam kalimat “i’ll join the g20 meeting on the korean peninsula, which provides the world’s clearest contrast between a society that is dynamic and open and free, and one that is imprisoned and closed. and i will conclude my trip in japan, an ancient culture that found peace and extraordinary development through democracy”, dilukiskan bahwa semenanjung korea merupakan representatif dari masyarakat terbuka yang mampu bekerjasama dengan bangsabangsa lain di dunia. dengan demikian, di dalam kalimat-kalimat tersebut mengandung gaya bahasa yang jelas berupaya untuk menggambarkan suatu objek yang dibandingkan dengan suatu hal yang lain yang memiliki ciri-ciri dan sifat-sifat yang dianggap sama. 2. pernyataan tiga bagian salah satu yang digunakan dalam retorika politik adalah penggunaan pernyataan tiga bagian. hal ini adalah strategi politik sebagai sarana retorika yang diutarakan dan dikelompokan dalam tiga bagian. misalnya, ketika revolusi perancis, terdapat pernyataan politik yang berupa tiga semboyan “liberte, fraternite, dan egalite” (linda thomas dan shan wareing, 2007: 72-73). untuk memahami pernyataan tiga bagian obama, berikut adalah beberapa pernyataan politik obama (the jakarta post, 11 november 2010):  obama then praised indonesia’s economic development and its transition from authoritarian rule to democracy as he touched upon the more serious topic of development, democracy and religion.  “he then praised indonesia as example of a working pluralistic society. “just as individuals are not defined solely by their faith, indonesia is defined by 5 more than its muslim population.that is not to say that indonesia is without imperfections. no nation is,” obama said. “but here can be found the ability to bridge divides of race and regions and religions.” di dalam kalimat, “obama then praised indonesia’s economic development and its transition from authoritarian rule to democracy as he touched upon the more serious topic of development, democracy and religion”, terdapat pernyataan tiga bagian yaitu development, democracy dan religion. struktur tiga bagian tersebut diutarakan untuk menguatkan sistem demokrasi yang ada di indonesia. kemudian, di dalam pernyataan, “that is not to say that indonesia is without imperfections. no nation is,” obama said. “but here can be found the ability to bridge divides of race and regions and religions”, terdapat pernyataan tiga bagian yaitu race, regions, dan religions. untuk menciptakan masyarakat pluralism di indonesia, obama menekankan pentingnya menjembatani antara ras, wilayah, dan agama. dari uraian tersebut, dapat disimpulkan bahwa pernyataan tiga bagian di dalam pidato obama mengimplikasikan konsep pluralisme yang merupakan bagian dari demokrasi. pernyataan tiga bagian yang dilontarkan merupakan strategi untuk memperkuat pesan politik yang disampaikan. 3. penggunaan pronomina secara retoris pronominal atau kata ganti dalam pernyataan politik oleh seorang politisi atau pembicara politik kerapkali digunakan untuk menyembunyikan tanggung jawab terhadap suatu tindakan politik. pemilihan kata ganti tersebut merupakan strategi untuk mendapatkan kepentingan politik (linda thomas dan shan wareing, 2007: 75). berikut adalah kutipan pernyataan obama yang membicarakan penggunaan pronominal i dan we yang memiliki implikasi makna yang berbeda (the jakarta post, 11 november 2010).  “in the 17 months that have passed we have made some progress, but much more work remains to be done,” obama said.  “no single speech can eradicate years of mistrust” but he promised, “no matter what setbacks may come, the us is committed to human progress. that is who we are. that is what we have done. that is what we will do.”  “we want more indonesian students in our schools, and more american students to come study in this country, so that we can forge new ties that will last well into this young century,” he said.  “later this fall, i will travel to asia. and i will visit india, which peacefully threw off colonialism and established a thriving democracy of over a billion people”.  “i’ll continue to indonesia, the world’s largest muslim-majority country, which binds together thousands of islands through the glue of representative government and civil society. kata we di dalam pernyataan, “in the 17 months that have passed we have made some progress, but much more work remains to be done,” obama said, dan, “no single speech can eradicate years of mistrust” but he promised, “no matter what setbacks may come, the us is committed to human progress. that is who we are. that is what we have done. that is what we will do.”; bermakna bahwa kata we digunakan untuk hal yang belum jelas dan belum pasti, serta tentunya utuk membicarakan hal yang kontroversial seperti niat amerika dalam hal pengedepanan 6 nilai-nilai kemanusiaan. dengan kata lain, penggunaan we adalah kata yang aman dalam komunikasi politik. sementara itu, penggunaan kata we di dalam kalimat “we want more indonesian students in our schools, and more american students to come study in this country, so that we can forge new ties that will last well into this young century,” he said; berarti bahwa begitu belum jelasnya siapa yang harusnya bertanggung jawab dalam pernyataan tersebut. dan pernyataan tersebut untuk membicarakan hal yang diupayakan, dan belum direalisasikan. kemudian, kata i di dalam pernyataan,” “later this fall, i will travel to asia. and i will visit india, which peacefully threw off colonialism and established a thriving democracy of over a billion people”; serta “i’ll continue to indonesia, the world’s largest muslim-majority country, which binds together thousands of islands through the glue of representative government and civil society; dapat bermakna sebagai hal yang pasti atau mempunyai rencana yang jelas untuk mengunjungi tempat tersebut. kata i digunakan untuk menjelaskan hal-hal yang positif dan jelas pelakunya. berdasarkan uraian di atas, dapat dikemukakan bahwa obama menggunakan pronomina “i” dimaksudkan untuk menyampaikan rencana yang terjadwal secara jelas dalam kunjungan politiknya. sementara itu, obama menggunakan pronomina “we” dimaksudkan untuk mengkomunikasikan pesan politiknya yang belum terealisasi dan belum jelas keberadaannya. d. kesimpulan berdasarkan uraian di atas, dapat disimpulkan bahwa untuk menyampaikan maksud politik, seorang pembicara politik akan menggunakan retorika bahasa. retorika bahasa adalah bahasa yang digunakan untuk mengaburkan maksud dengan sengaja sehingga sebuah pernyataan sulit dimengerti, akan tetapi di baliknya mengandung pula pesan-pesan tertentu. di dalam wacana politik, retorika bahasa yang digunakan politisi atau pembicara politik tentunya akan menimbulkan persepsi atau asumsi-asumsi di kalangan pendengar atau warga masyarakat. persepsi ini yang kemudian disebut implikatur. retorika politik yang digunakan obama mengandung implikatur dimana pendengar diarahkan menerima bahkan menyetujui pandangannya, walaupun kalau diperhatikan lagi, kata-kata atau informasi yang diucapkannya sebenarnya masih bisa diperdebatkan lagi. retorika bahasa meliputi gaya bahasa, pernyataan tiga bagian, dan penggunaan kata ganti secara retoris. di dalam hal ini, obama menggunakan gaya bahasa yang metaforis untuk menguatkan pesan ideologi yang dibawa. beliau juga menggunakan pernyataan tiga bagian dalam pidatonya. hal itu digunakan untuk menekankan pentingnya pesan-pesan politik disampaikannya. kemudian obama menggunakan pronomina secara retoris dalam pidatonya untuk mencari aman atas tindakan politiknya. oleh karena itu, untuk memahami maksud atau implikatur dari wacana retorika pidato obama, para pendengar perlu melibatkan konteks dan pengalaman bersama antara pembicara dan pendengar agar masyarakat benar-benar mengetahui maksud yang sebenarnya dari wacana tersebut. dengan demikian, diperlukan pemahaman bersama dengan melibatkan teks, konteks, dan referensi bagi masyarakat agar memahami maksud yang terselubung di balik retorika politik obama. 7 daftar pustaka “bandung students protest planned obama visit”. the jakarta post, 5 november 2010. cipto, bambang. 2004. dinamika politik iran (puritanisme ulama, proses demokrasi dan fenomena khatami. yogyakarta: pustaka pelajar. “commentary meet obama our new man washington”. the jakarta post, 11 november depdiknas, 2008. kbbi. jakarta: gramedia pustaka. justin, ernest. 2010. teori implikatur percakapan menurut paul grice dalam driyarkarya th. xxxi no. 2. linda, thomas dan shan wareing. 2007. bahasa, masyarakat dan kekuasaan. yogyakarta:pustaka pelajar. “obama says he coming indonesia” . the jakarta post, 25 november 2010. penggabean, samsurizal. 1994. “bahasa agama dan politik dalam islam”, islamika, jurnal dialog pemikiran islam, no.5. “portesters arrested”. the jakarta post, 9 november 2010. rahardi, r. kunjana. 2008. pragmatik. jakarta: erlangga. “retorika”, wikipedia, http://id.wikipedia.org/wiki/retorika. diakses 27 november 2010. tarigan, h. guntur, 1985. “pengajaran gaya bahasa”. bandung: angkasa. 2010. 8 http://id.wikipedia.org/wiki/retorika.%20diakses%2027%20november%202010 http://id.wikipedia.org/wiki/retorika.%20diakses%2027%20november%202010 short stories: the powerful media to foster students’ vocabulary mastery in reading agung guritno agung.guritno@gmail.com state institute for islamic studies (iain) salatiga abstract vocabulary is very fundamental aspect in language learning. even, it becomes a key to master a language. the younger people learn the language, the faster they will master it. there are so many materials and media to gain vocabulary. one of them is by reading short story. in fact, it has many advantages when it applies as the media in language learning. this article conveys a study about how the use of short story to foster students’ vocabulary mastery in reading and how significant of short story as the media in language learning. this study uses the model of action research which involves thirty-eight students of mtsn 2 mataram, west nusa tenggara as the subject of the research. it consists of three cycles, and each cycle has 4 meetings. the data are populated from tests (pre-test and post-tests). as the result, the use of short stories is able to increase the students’ psychological aspect and the classroom climate. the students are become more excited, enthusiastic, and active in the learning process. this then makes the classroom climate more alive, and it is finally able to foster their ability in vocabulary mastery in reading. moreover, this study shows the significant improvement of the students’ vocabulary mastery. at the end of the cycle, the students have met at least the minimum score of 7.00 standard of minimum completeness in the four areas of spelling, pronunciation, meaning, and the use of the words. keywords: reading, short story, vocabulary mastery mailto:agung.guritno@gmail.com introduction english is the most widely spoken language in the world. simons and fennig (2017) elaborate the data that english is spoken by 106 countries and covers 372 million speakers all over the world. chan (2016) further states that english is the most powerful language in the world. it covers five opportunities; geography (the ability to travel), economy (the ability to participate in an economy), communication (the ability to engage in dialogue), knowledge and media (the ability to consume knowledge and media) and diplomacy (the ability to engage in international relations). these two statistics describe the crucial role of english as the tools for communication nowadays. therefore, it is very important to learn the language from the very beginning of the age. english is started to be taught formally to the students in indonesia at junior level (13-15 years old). it is become a special subject taught at least twice a week in the school. the subject aims are to introduce the language to the students and it is hoped that, in the end, the students have the proficiency of the language which comprises four areas; listening, reading, writing and speaking. however, before the students can go further in mastering and practicing the language, the first step is that they should learn as much as vocabularies they can. vocabulary is the lives of the language. it is energizes the language itself. in schmitt and mccarthy (1997: 6), nation and waring argue that “vocabulary knowledge enables language use, language use enables the increase of vocabulary knowledge, knowledge of the world enables the increase of vocabulary knowledge and language use and so on”. other linguist, wilkins (in thornbury, 2003: 13) argues that “without grammar, very little can be conveyed but without vocabulary nothing can be conveyed”. the two opinions emphasize the importance of the vocabulary in the language mastery. without adequate vocabularies, it is hard for the students to have the proficiency in the language. there are many medium available to gain the vocabularies needed by the students in the primary stage of the learning. some popular medium are movies, songs, realia, games, etc. however, the written materials seem to be the best medium to learn the language. combination between the written materials and reading activity will foster the students’ vocabulary mastery faster than other medium. day, omura and hiramatsu (1991) argue that “foreign language students can learn target vocabulary through reading”. nevertheless, the reading material for the students should be interesting for them and meet their level of the language. one of the reading materials that can be used to foster the students’ vocabulary mastery is short story. short story is one of literary works which can be used as the teaching media in learning english. the reader can finish reading a short storyonly in few minutes. a short story with its setting, characters and compelling plot, captures and holds the attention of the learners which is an important part of the learning process (saricoban and kucukoglu, 2011).short story offers a great number of vocabularies and enjoyment in it so it can be used as a valuable media or material in learning a language. this research will mainly focus on the use of short story to foster the students’ vocabulary mastery in reading. erkaya (2005) states that “in addition to four skills, short stories help instructors to teach literary, cultural and higher-order thinking aspects. rossiter (in gonzalez, 2010) states that “stories are effective as educational tools because they are believable, rememberable, and entertaining. the believability stems from the fact that stories deal with human-like experience that we tend to perceive as an authentic and credible source of knowledge”. the statements propose the use of stories since the stories have many positive impacts when it is used as the teaching media in the learning process especially in english subject. the students will get new experience when they learn english through the stories. the best from the use of stories is the entertaining effect which means the students can learn something without any feeling of being forced. collie and slater (1987: 3) propose four main reasons why the use of literature or teaching literature is very interesting and worth piloting in the process of language ability development. those reasons are: literature provides valuable authentic material, literature can give cultural enrichment, literature can give language enrichment and literature offers personal involvement. when the students use the stories as the media to learn the language, they will get some important and valuable knowledge about the language which other media might not provide. other positive opinion comes from gonzalez (2010) who says that “stories made the children’s learning the foreign language more interesting, amusing and memorable. students have an amazing ability to absorb language when activities are familiar and enjoyable to them”. this statement strengthens the importance of the use of stories in teaching and learning process of the language especially for the students who learn and developing their ability in foreign language. the use of stories promising many positive sides when it is used as the teaching media in learning the language particularly english. previous studies show that the use of short story or literary texts makes the teaching and learning process run positively; learner involvement was great, the teacher’s role was more a provider of resources and a motivator than an instructor and a happy and enjoyable learning environment was created (lau, 2002). literary texts are the good resources for learning/teaching vocabulary, improve all four language skills (speaking, reading, writing and listening), and a doorway to other cultures (tasneen, 2010). the result of the research shows that the three aspects of vocabulary are improved (spelling, meaning and grammatical behavior). it also shows that the lexical aspect that benefited most is spelling then followed by the knowledge of the article. extensive reading appears to lead to substantial vocabulary learning, but it is not consistent across all word knowledge types (pigada and schmitt, 2006). that incidental vocabulary learning can occur from reading a single authentic novel (sanchez and schmitt, 2010).the use of short-stories in elt classroom has always been recommended by the pundits in the field for developing reading comprehension skill as stories offer infinite linguistic as well as personal, socio-cultural, cognitive and emotional benefits for the language learners (pathan, 2012). this research tries to answer two research questions as follows: 1. how is the use of short story to foster students’ vocabulary mastery? 2. how significant does short story improve students’ vocabulary master in the area of spelling, pronunciation, meaning and words in use method the research method used in this study is action research.mcniff and whitehead (2006: 7) say that action research is “a form of enquiry that enables practitioners everywhere to investigate and evaluate their work”, while gall, gall and borg(2003: 579) argue that action research is “a form of applied research whose primary purpose is the improvement of an education professional’s own practice”. since using action research, it means that the research will be divided into several cycles. the number of cycles conducted is depends on the targets achieved. the faster the targets achieved the shorter cycles will be conducted. further, the research uses four essential “moments” from kemmis and mctaggart (in burns, 1999: 33) namely planning, action, observation and reflection.the activities are repeated in the research process. the first is making an action plan to improve the condition based on the problem found in the classroom. after the plan is decided then the action will follow soon. next, after the action is implemented, the teacher should observe the effect of the action that he or she has already made in the classroom. the effect could be whether there is an improvement of students’ grade or not, whether the improvement is significant or not, etc. the last is reflection. this is to analyze whether the action applied in the classroom was successful or not. if the action is successful, then it could be extended to get maximum result, but if the action is failed to enhance the quality of the teaching learning process, then the action can be changed with another action. these processes continue repeatedly for few cycles until the maximum result is gained. before the research conducted, the researcher did a pretest to know the students’ prior knowledge about the language. based on the result of the pretest, the researcher analyzes the problems faced by the students then determines the steps needed to overcome it. the researcher also set the target of the achievement of the implementation of the short stories as the teaching material to reach 7.00 in average for the mean. point 7.00 is the point of kkm (kriteria ketuntasan minimum) or standard of minimum completeness of mastery learning of the school. the subject of the research is the students at class viii c of mts negeri 2 mataram, west nusa tenggara which consists of 38 students (16 males and 22 females). the decision to choose this class as the subject of the research is purely based on the advice from the teacher in which based on his considerations, the ability of the students in english is average which means the difference of ability between one student to other is not too sharp and the students mostly easy to be controlled and directed compared to other classes. the data in the research is quantitative data which taken from the students’ tests. to analyze the quantitative data, the researcher uses descriptive statistics (ds) method by checking the students’ answer in the tests which held in the last meeting of each cycle. findings and discussion the research conducted in three cycles. this is because the whole indicators just got completed or reached the target in the cycle 3. from four indicators; spelling, pronunciation, meaning and words in use, the first two (spelling and pronunciation) are reached the target on the first cycle. meaning indicator reached the target in the second cycle. the last indicator, words in use, reached the target in the last cycle. each cycle comprises of four meetings, three meetings for delivering the material and one meeting for conducting post-test. in each cycle, as elaborated before, the researcher implementing four essential “moments” from kemmis and mctaggart (in burns, 1999: 33) that are: planning, action, observation and reflection. the researcher will also apply both intensive and extensive reading which according to patel and jain (2008:117) they propose that intensive reading related to further progress in language learning under the teacher’s guidance. intensive reading will provide a basis for explaining difficulties of structure and for extending knowledge of vocabulary and idioms. intensive reading is text reading or passage reading. the learner read the text to get knowledge or analysis. the goal of this reading is to read shorter text while reading aloud also play important role in teaching of english. teacher should know that the training of reading aloud must be given at primary level because it is the base of words pronunciation. before conducting the cycles, the researcher has conducted the pre-test. the result of the pre-test can be seen in the table below: table 1. the average and mean score of pre-test no indicator average percentage 1 spelling 6.18 61.8 2 pronunciation 24.21 60.5 3 meaning 6.03 60.3 4 words in use 11.39 45.6 mean 56.25 cycle i: a. planning the researcher preparing the material needed for the teaching and learning process such as; lesson plan, students’ work sheet, narrative text (short stories) etc. b. action in each meeting, the researcher distributed a copy of short story to the students. each student gets one copy of the story. after that, the researcher asks the students to read one paragraph in the front of the class. this activity usually based on volunteer. when one student reads the story, the researcher listen carefully to his/her pronunciation. every time the students mispronounce the word, the researcher would directly make correction and asks the whole class to repeat what the researcher said for few times. in the last session of each meeting, the researcher gives the exercises to the students to deepen their understanding about the material.for the addition, in the first meeting, the researcher explains about three kinds of the texts and the difference among them. those texts are descriptive, recount and narrative. the researcher also explains about the features, the generic structures and the examples of those texts. for the second and the third meeting, beside read the story, the researcher adds the activity by writing the difficult words found in the story in the white board but in the jumbled form. the students are asked to correct the words formation and find the meaning in indonesia for each word. in this meeting, the researchers also demonstrate about how to use the dictionary correctly and how to pronounce the words to the students. the researcher also asks the students to compose the sentences using the words written in the white board. the last meeting is for post-test 1. c. observation the observation done in three ways: observation, interview and test. the purposes of the observation are to know the students’ progress in the whole aspects in vocabulary before and after the implementation and their impression using short story in learning english. in the last meeting, the researcher conducts the post-test which covers four indicators; spelling, pronunciation, meaning and words in use. the result of the post-test 1 is: table 2. the result of the post-test 1 no indicator average percentage 1 spelling 7.08 70.8% 2 pronunciation 28.18 70.5% 3 meaning 6.47 64.7% 4 words in use 13.39 53.6% mean 64.86 the results of the observation are that the most significant improvement of vocabulary is pronunciation aspect; the students become more familiar with the narrative text and the students became more passionate to involve in the teaching and learning processes. d. reflection from the indicators of vocabulary, there are two indicators that already reached the target, those are spelling and pronunciation. this can be seen from the students’ daily process in learning and also from the students’ score in the posttest 1. two others indicators; meaning and words in use are still below the target and it means that it needs to conduct another cycle to make those indicators reach the target. cycle ii a. planning the researcher preparing the material needed for the teaching and learning process such as; lesson plan, students’ work sheet, narrative text (short stories) etc. based on the observation and the result of the previous cycle, the main focus of this cycle is to enhance the students’ ability in determining the meaning of the words and the ability to use the words in a simple sentence without leaving two others indicators. b. action this cycle is almost the same as the first cycle where the researcher distributes a copy of the story for each student and asks some students to come forward and read one paragraph from the story. in this cycle, the researcher asks the students which seem not so active in the previous cycle to read. every time the students mispronounce the word, the researcher directly corrects it and asks the rest of the class to repeat for few times. another activity is the researcher writes down the mispronounce words before in the white board in jumbled form and asks the students to correct it and also give the meaning of the words. the last is the researcher asks the students to compose the sentence using the words written in the white board with their friend next to them. the addition is in the second and third meeting where the researcher explains about the article and the subject verb agreement and its function when making the sentences and also about noun, verb and adjective. c. observation the observation in this cycle is the same as the observation in the previous cycle. the purposes of the observation are to know the students’ progress in the aspects in vocabulary especially in meaning and words in use between cycle 1 and cycle 2. the researcher also interview some students randomly and unstructured. in the last meeting, the researcher conducts the post-test 2. the result of the posttest 2 is: table 3. the result of the post-test 2 no indicator average percentage 1 spelling 7.24 72.4% 2 pronunciation 28.82 72.0% 3 meaning 7.26 72.6% 4 words in use 15.05 60.2% mean 68.67 the results of the observation showed that the most significant improvement of vocabulary aspect is meaning; the students’enthusiasm in the teaching and learning processes is highand the students need much more exercises to enrich their experience in using the words and implementing the rules of the language. reflection after two cycles, there are three indicators that already reached the target; spelling, pronunciation and meaning. the words in use indicator is increase but still below the target that has been set. based on this condition, it needs to conduct another cycle in order to make this indicator reach the target. cycle 3 a. planning the researcher preparing the material needed for the teaching and learning process such as; lesson plan, students’ work sheet, narrative text (short stories) etc. based on the observation and the result of the previous cycle, the main focus of this cycle is to enhance the students’ to use the words in a simple sentence without leaving three others indicators. b. action the action implemented in cycle 3 is almost the same with two previous cycles. the researcher distributes a copy of the story for each student and asks some students to come forward and read one paragraph from the story. in this cycle, the researcher asks the students which seem not so active in the previous cycle to read. every time the students mispronounce the word, the researcher directly corrects it and asks the rest of the class to repeat for few times. next, the researcher asks the students to write down the words they consider as difficult words in the white board. after that, the researcher asks other students to write down the meaning of those difficult words beside the words itself. not all the difficult words find its’ meaning. this makes the researcher asks the students to find the meaning of the rest of the words in their dictionary and write it in the white board. finally, the researcher asks the students to choose five words in the white board and use them in the sentences. this time the students have to work by themselves. in the second meeting, the researcher explains about regular verb, irregular verb and affixes (prefixes and suffixes) while in the third meeting, the researcher gives little explanation about tenses, singular and plural form and the last is some synonyms and antonyms. c. observation the action is complete. the students’ ability in the whole indicators; spelling, pronunciation, meaning and words in use increased. the weakness of the implementation of the short stories to increase students’ vocabulary mastery in reading in the cycle 3 was the time constraint for the research activity.the result of the post-test 3 is: table 4. the result of the post-test 3 no indicator average percentage 1 spelling 7.42 74.2% 2 pronunciation 29.71 74.3% 3 meaning 7.68 76.8% 4 words in use 17.58 70.3% mean 68.67 the results of the observation showed that the indicator left; words in use, is reached the target. so the research is considered as complete and successful and it does not need to conduct another cycle. d. reflection after three cycles, the whole indicators; spelling, pronunciation, meaning and words in use are already reached the target. the progress of the mean score and the percentage from each cycle can be seen in the table below: table 5. the percentage of the improvement of the mean score test mean score improvement (%) pre-test 56.25 post-test 1 64.86 15.31 % post-test 2 68.67 5.87 % post-test 3 73.41 6.90 % the results from pre-test, post-test 1, post-test 2 and post-test 3 which show the improvement of the four indicators and the mean score prove that the use of short stories to foster the students’ vocabulary mastery is very effective. conclusions and suggestions using short stories as a media to foster the students’ vocabulary mastery in reading is very promising. short stories are able to significantly foster the students’ vocabulary mastery in reading. beside those scores result, the use of short stories is able to increase students’ psychological aspect and the classroom climate. the students are become more excited, enthusiastic, and active in the learning process. this then makes the classroom climate more alive, and it is finally able to foster their ability in vocabulary mastery in reading. short stories also become significant media to improve students’ vocabulary mastery. it can be seen from the progress made by the students from pre-test until post-test 3. before conducting the research, the researcher sets the target for every indicator to reach the score of 7.00 as the standard of minimum completeness of mastery learning of the school. the result of the pre-test shown that the mean score is 56.25, and respectively reaches 64.86 in the post-test 1. it keeps improving into 68.67 in the cycle 2 and eventually it accumulates into 73.41 in the post-test 3. those achievements are based on the indicators spelling, pronunciation, meaning, and words in use. based on the above result, the use of short stories in learning language specially to foster students’ vocabulary mastery in reading is worth trying. in the further application, it is also interesting to conduct another research about the use of the short stories in different level of education such as senior high school or higher education. references burns, a. (1999). collaborative action research for english language teacher. cambridge: cambridge university press. chan, l. k. (2016). these are the most powerful language in the world. world economy forum collie, j., & slater, s. (1987). literature in the language classroom. london: cambridge university press. day, r, r., omura, c., & hiramatsu m. (1991). incidental efl vocabulary learning and reading. reading in a foreign language. 7 (2). erkaya, o, odilea. (2005). benefits of using short stories in the efl context. asian efl journal. volume 7. october. retrieved from www.asian-efljournal.com/teaching-articles/ gall, m, d., gall j, p., & borg w, r. (2003). educational research an introduction.seventh edition. boston: pearson education inc. gonzalez, n. i. p. (2010). teaching english through stories: a meaningful and fun way for children to learn the language. journal of teachers’ professional development. vol. 12, no.1. april. hiebert, e, h., & kamil m, l. (2005). teaching and learning vocabulary; bringing research to practice. new jersey: lawrence erlbaum associates publisher. lau, g. (2002). the use of literary texts in primary level language teaching in hong kong.hong kong teachers’ centre journal. vol. 1, spring. retrieved from http://edb.org.hk/hktc/download/journal/j1/2_1.3.pdf mcniff, j., & whitehead, j. (2006). all you need to know about action research. london. sage publication ltd. nation, p. (2005). teaching vocabulary.asian efl journal. september. volume 5, issue 3. patel, m, f & jain, p, m. (2008). english language teaching. methods, tools & techniques. jaipur: sunrise publishers & distributors. pathan, m. m. (2012). advantages of using short-stories in elt classroom and the libyan efl learners’ perceptions towards them for developing http://www.asian-efl-journal.com/teaching-articles/ http://www.asian-efl-journal.com/teaching-articles/ reading comprehension skill. arab world english journal (awej). volume 4 number 1. pigada, m., & schmitt, n. (2006) vocabulary acquisition from extensive reading: a case study. reading in a foreign language journal. volume 18, no. 1. sanchez, a, p., & schmitt, n. (2010). incidental vocabulary acquisition from an authentic novel: do things fall apart? reading in a foreign language journal. volume 22, no. 1. april. retrieved from http://nflrc.hawaii.edu /rfl/april2010/articles/pellicersanchez.pdf saricoban, arif and hulya kucokoglu. (2011). using literature in efl classes: short story. 1 st international conference on foreign language teaching and applied linguistics. sarajevo. schmitt, n., and mccarthy, m. (1997). vocabulary: description, acquisition and pedagogy. cambridge: cambridge university press simons, g. f and fennig, c. d. (2017). ethnologue: languages of the world. twentieth edition. dallas, texas: sil international. tasneen, w. (2010). literary text in language classroom. asian efl journal. vol. 12, issue 4. retrieved from www.asian-efl-journal.com/pdf /december-2010.pdf thornbury, s. (2003). teaching vocabulary using short texts.asian efl journal. retrieved from www.asian-efl-journal.com/journal-2003 ur, p. (1999). a course in language teaching; trainee book. cambridge: cambridge university press. http://nflrc.hawaii.edu/ http://www.asian-efl-journal.com/pdf http://www.asian-efl-journal.com/journal-2003 preparation and strategies applied by teachers of math and science in english of bilingual program at elementary school masruddin stain palopo abstract this paper is focused on the teachers at elementary school who teach other subjects in english namely math and science at bilingual class program. the main matter is what are their strategy in preparing their selves to teach other subjects. and how they solve the problem and difficulties during the teaching other subjects. this research can be a good share and information about helping teachers teach other subject in english. this is a qualitative research. there are 2 teachers as respondent of this research. they are observed and interviewed. then, the data are analyzed descriptively. the data are categorized and percentage. finally the data were discussed. the result of this research shows that both of the teachers do some preparation before presenting the material in english such as make some notes on important vocabulary that will be taught in the class. the, the way they handle the problem by repeating some instruction in order to make the information reached the point. in addition, they need to arrange their lesson plan well in terms of bilingual action in english and indonesia. they have to consider many aspects of students’ condition and their need in the subject. keywords: preparation and strategies, math and science in english, bilingual program. a. introduction bilingual education is the practice of teaching the core subjects in at least two different languages as the media of instruction (subadi, 2009). in bilingual education where english is used as a second or foreign language, the students are taught math and sciences in the foreign language and social studies in their native language (williams, 2009). in addition, bilingualism is often defined as being able to speak two languages, while bilingual teaching most subjects in school through two different languages. furthermore, basically, in bilingual teaching, english is applied as medium of instruction in teaching and learning process. the application of bilingual program indonesia has been popular in many schools of various levels elementary school up to senior high school. after the pioneer of international standard school (rsbi) was stopped by government of indonesia in this case “mahkamah konstitusi”, some ex rsbi school keep using and applying the bilingual program for certain subjects include in sdn 1 lalebata palopo. in elementary school of lalebata palopo, the subjects that are still taught by bilingual class namely math and ipa (science). there are some reasons for continuing the bilingual program namely to produce graduates whose command of english is high and to produce graduates who have high competence in several subjects. in addition, bilingual education programs in indonesia are becoming popular and many parents are very keen on sending their children to these bilingual class. furthermore, parents believe that bilingual classes can provide their children with better education because these classes are equipped with better facilities and technologies and more qualified teacher. in line with bilingual education concept especially the teaching of science and math in english, clil is other term that refer this matter. content and language integrated learning (clil) refers to the methodologies used in teaching situation where a second language is used as medium for teaching non language content. uncovering clil has been written to act as guide for both language and subject teachers to the various methodologies and techniques involved in clil, the learning of both content and a foreign language can be combined into a single educational process. mehisto et al (2008) mention that the essence of clil is integration which has a dual focus: (1) that language learning is included in content classes (math, science, geography, history, etc). this means repackaging information in a manner that facilities understanding by presenting charts, diagrams, drawings, tables, etc. and (2) that content from subject is used in language learning classes. this means that the language teacher, working together with teachers of other subjects, incooperates the vocabulary, terminology and text from those other subjects into his or her classes. students learn the language pattern they need to understand and use the content. furthermore, pavesi et al (2001) states that clil is an innovative approach to learning, a dynamic and motivating force with holistic features. it constitutes an attempt to overcome the restraints of traditional school curricula, ie. the teaching of individual subjects, and represents a shift towards curricular integration. content and language integrated learning (clil) is a general expression used to refer to any teaching of a nonlanguage subject through the medium of a second or foreign language (l2). clil suggest an equilibrium between content and language learning. the non-language content is developed through the l2 and the l2 is developed through the non –language content. clil aims to create an improvement in the second language competence and development of knowledge and skills in the other non language area.s. in order for this to occur, it is necessary to create adequate condition both from the point of view of organization and teaching. when clil is introduced some rearrangement of content, language or timing may be necessary. moreover, using the foreign language to grasp non language content requires a depth of processing which leads to improved language acquisition. learning is at least partly a problem-solving activity and clil requires learners to solve problems through the foreign language. in addition, marsh (2000) states that since clil is about using the language to learn and learning to use languages its emphasis is on language learning rather than on language teaching. in addition to the increasing the students’ exposure to the foreign language, clil also contribute to the development of cognitive abilities; in fact, in bilingual context, learner process concepts at a deep level and can better internalize and retain information. clil offers opportunities to allow youngsters to use another language naturally, in such a way that they soon forget about the language and only focus on the learning topic. in clil, the leraning of language and other subject is mixed in one way or another. this means that in the class there are two main aims, one related to the subject, topic or theme, and one linked to the language. this is why clil is sometimes called dual-focused education. one of the aspects that important in bilingual education is the teachers. the teachers in language classroom has many important role scarlcella and oxford in wello (1999) also highlight the most essential roles of english teachers in general as follows:  information-gatherer, in response to their students everchanging needs, teachers constantly collect information about learners, analyze their language behavior, and observe ongoing interactions.  decision maker, teacher make decision on a moment to moment basis such as to plan flexible learning experiences and to response sensitively to learners of differing language ability levels and varying backgrounds, interest, and needs.  motivator, teachers motivate students to acquire english, in order to arouse and maintain their student intersts. they provide stimulating. interesting lessons that respond to emotional, cognitive,and linguistic needs of the learners.  facilitator of group dynamics : teachers have strong skills in group dynamics that help them to provide efficient classroom routines and smooth transitions (individual, pair , small group, and large group of work) to encourage specific types of learning.  provider of large quantities of authentic english input and opportunities to use this input: teachers provide students with extensive exposure to english through readings, lectures,movies ,films, audiotapes and so on.  counselor and friend : teachers know when to serve as counselors and friends.they s provied emotional support and help learners feel secure and confident about second language learning.  provider of feedback : teachers monitor students learning progress regularly. the feedback that they provide learners is timely and constructive.student value the incentive that teachers regularly provide.  promoter of a multicultural perspective : teachers expect their students to take a multicultural perspective. they encourage students to be tolerant of culture conflicts. to respect those of diverse cultures and to avoid stereotyping others. all of the roles described above are the ones the teachers should perform in addition to other essential roles such as course designer, material writer and administrator. in sum, teachers, include in bilingual program, in addition to teaching , play essential roles as facilitator, evaluators, course designers, material writers, motivator, decision makers, and even as counselors and friends. pillai (2005) bilingual education requires of number of trained teachers who are proficient in both english and their native language, in which english is one of the mediums of instruction in most cases. related to the responsibility as bilingual teachers, the teachers need to prepare and to apply some strategies in order to achieve the target of bilingual classroom. in this paper, the writer presents the preparation and strategy applied by bilingual teacher at sdn 1 lalebata kota palopo. b. method this study applied a qualitative research method. the researcher used a case study design as an ideal design to understand and interpret observation of educational phenomena (merriam, 1998). there were 2 teachers as respondent of this research. one was math bilingual teacher and one was ipa science bilingual teacher at sdn 1 lalebata palopo. they were observed and interviewed. then, the data were analyzed descriptively. the data were categorized and percentage. finally the data were discussed. c. findings and discussion some findings has been found in this research related to the teachers preparation and their strategies in teaching math and science in english at bilingual program at elementary school in palopo. 1. preparation: as the lesson guideline, lesson plan plays an important role in teaching and learning process. therefore, both of the bilingual teachers stated that they need to prepare their lesson plan creatively before teaching. they have to make good outline and decide the strategy that they should use in their classes. then, it is very helpful if they bring their notes to the classroom. as brown (2001) suggests that teacher is not supposed to forget what he/she should bring with before he/she starts teaching because what he has planned can be useless. in sdn 1 lalebata palopo, the teachers should bring it to the class to make sure that the plans will be running well. reading some references related to science and math for bilingual program is also important for them to be done before teaching, they sometimes searching those materials from internet. in addition, in preparing their material in english, especially for ipa science teacher, she needs to download some pictures that related to the concepts that she is going to teach. related to the vocabulary improvement, both of the teachers prepare word list before teaching. sometimes they make word list in cards forms. they use those cards as warming up activities or fun activities. they make the word list based on the target in lesson plans. then, the other thing that the teachers prepare namely the language instructions that they will use in their classes. based on the rules in sdn 1 lalebata palopo, in bilingual program, each level has different portion for english and indonesian use in bilingual program, for the four grade, the portion of english is 30% while indonesia 70%. then, for the fifth grade the portion for fifth grade is 40% in english and 60% in indonesian. for the sixth grade, english is 50% and indonesian instruction is 50%. both of the teachers prepare some instructions sentences in order to make their students are easier to understand the material. 2. strategies: in teaching math and ipa science at bilingual program, the writer found some strategies that both of teachers used during their class sessions based on the interview and observation data. in the opening class, the teachers greet their students and try to create positive and joy atmosphere in the classroom by conducting warming up or what they call fun activities. in fun activities, they make some simple game activities. this fun activities aim at developing students’ motivation and learning and also to introduce some new vocabularies related to the material that will be learned. the fun activities such as missing vowel games, jumping words, arranging letter and arranging pictures. in line with the fun activities at the beginning of teaching, usman (1990) suggests that the opening stage can help the teacher to create pre condition of the students in building their mental and attention to focus on what they are going to learn. by motivating students through fun activities, it can increase the focus and the achievement of the students in learning. it is in line with krashen (2002) who states that learner with high motivation, self confidence, a good self image, and a low level of anxiety are better equipped for success in other language acquisition. in this case the students of bilingual program can catch the english term and they can understand easily the concept of math and science since they are motivated in learning. drilling is one of the strategies that applied by both of teachers in teaching math and science in bilingual program. during the teaching time, both of the teachers are using their vocabulary list to introduce the new vocabulary to the students. they teach how pronounce the words in english by giving direct example through video or the teachers read aloud those words in the list. they ask the students to repeat after the teacher. sometimes teachers mention the vocabulary in indonesian then the students translate into english. in addition, the teacher sometimes use pictures in drill activities by showing them the pictures, then the students mention the name of the things in english. this strategy is in line with what brown (2001) states that the teacher had to be the “language model” because the students needed to hear the “repetition of the language” in use so that they will memorize it and will know when they need to use it. in explaining some specific terms and concept in english, both of the teacher use some technology media such videos. then, they present the definition through power point or flash media. they said that their students are very happy when they watch the videos. in addition, the students are motivated to learn when they are taught by technology tools. the teachers always download some youtube video to be played in the classroom. this strategy in line with downes (2003) in failasofah (2012) states that the best way to increase a students’ vocabulary, or mental lexicon, is to engage the students the students with meaningful text that are both self and teacher selected. furthermore, during the learning process, based on the observation data, both of the teachers use grouping, pair and individual activities in the classroom. the teacher consider that the activities should be in various form since every form of activities has the advantages. there are any number of teaching strategies that can be employed to actively engage students in the learning process, including group discussions, problem solving, case studies, role plays, journal writing, and structured learning groups. the benefits to using such activities are many. they include improved critical thinking skills, increased retention and transfer of new information, increased motivation, and improved interpersonal skills. the strategy that the teacher apply in making the students active in learning process namely by applying punishment and rewards in their classes. they give rewards to the students who get good achievement during learning process and they give punishment to the students who do bullying or noisy in the classrooms. d. conclusions and suggestions the result of this research shows that both of the teachers do some preparation before presenting the material in english such as make some notes on important vocabulary that will be taught in the class. then, the way they handle the problem by repeating some instruction in order to make the information reached the point. in addition, they need to arrange their lesson plan well in terms of bilingual action in english and indonesia. in addition, they have to consider many aspects of students’ condition and their need in the subject. then, based on the findings of this research, it is recommended to the bilingual teacher to prepare their selves with some important skill in teaching such as making a good lesson plans and implementing some various strategies and techniques in teaching at bilingual program at elementary school. references brown, h. douglas. 2001. teaching by principles: an interactive approach to language pedagogy. 2nd ed. new york: pearson education company. bonwell, charles c. and james a. eison. 1991. active learning: creating excitement in the classroom. ashe-eric higher education report. washington, d.c.: marsh, d. 2000. using languages to learn and learning to use languages (eds) d. marsh & g lange. jyvaskyla: university jyvaskyla. retrieved from http://www.clilcompendium.com/1uk.pdf. merriam, sharan. 1998. qualitative research and case study applications in education. san francisco: jossey-bass publishers. pavesi, m.,bertocchi, d., hofmanova, m &kasianka, m. (2001). teaching through a foreign language: a guide for teacher and school to using foreign language in content teaching, [32p.] in d. lange, insegnare in una lingua straniera. unterrichten durch eine fremdsprache. teaching through a foreign language. enzenar en una lengua extranjera. enseigner dans une langue vivante. milan; m.i.u.r., direzione generale della lombardia on behalf of tie-clil. retrieved from http://www.ub.es/filoan/clil/teachers.pdf. pillai, prabhakar. 2005. the disadvantages of bilingual education. retrieved from http://www.buzzle.com/articles/disadvantagesof-bilingual-education.html subadi. 2009. rsbi terus sbi, gurunya bagaimana? harian jambi ekspress. senin, 13 juli 2009. retrieved from: http://www.jambiekspres.co.id/index.php/guruku/4330-rsbiterus-sbi-gurunya-bagaimana.html williams, margaret m. 2009. teach esl students in native languages or through english immersion. u.s. bilingual education controversy continues. retrieved from http://esllanguageschools.suite 101.com/ article.cfm – sep 13, 2009. wello, muhammad basri and hafsah amin, 1999. an introduction to esp, (ujung pandang: c.v. sunu baraya. http://www.jambiekspres.co.id/index.php/guruku/4330-rsbi-terus-sbi-gurunya-bagaimana.html http://www.jambiekspres.co.id/index.php/guruku/4330-rsbi-terus-sbi-gurunya-bagaimana.html the particular dialect or language that a person chooses to use on any occasion is called a code 821 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp. 821 834 students’ perception of learning english using google classroom media during the covid-19 pandemic reski triana1*, fajriani2, ridwan3 universitas of sulawesi barat, indonesia reskitriana51@gmail.com, fajriani@usulbar.ac.id, ridwan@unsulbar.ac.id 1,2,3,universitas of sulawesi barat, indonesia received: 2022-06-22 accepted: 2022-06-28 doi: 10.24256/ideas.v10i1.2823 abstract this study aimed at finding out how students' perceptions of learning english use google classroom media during the covid-19 pandemic and finding out what are the inhibiting factors experienced by students during the learning process of english using google classroom media. this type of research used a qualitative approach, in data collection techniques the researcher uses the methods of observation, interviews, and documentation. informants in this study were students of class xi. 1 tkj and english teacher at smk yppp wonomulyo based on the results of observations the conditions of the implementation of english language learning in the pandemic covid-19 are very different when the learning process carried out face-to-face where the teacher's english learning process no longer explains the material directly but the teacher uses the google classroom media as a forum to carry out the learning process for students then the interview process was carried out by researchers through google form. the results of the study stated that the majority of class xi students. 1 tkj smk yppp wonomulyo has a negative perception of online learning english. this is in accordance with the answers of students who said they preferred face-toface learning because it was easier to understand and learning through google classroom experienced many obstacles, for example network connections were often bad or constrained by internet quotas. then the students said the learning outcomes were unsatisfactory and less understood and unattractive. then the inhibiting factors experienced by students are unstable networks, sometimes google classroom errors, http://u.lipi.go.id/1457703302 mailto:reskitriana51@gmail.com mailto:fajriani@usulbar.ac.id reski triana, fajriani, ridwan students’ perception of learning english using google classroom media during the covid-19 pandemic 822 inadequate quotas and lack of understanding of the material presented and lack of socializing with teachers and students. keywords: student perception, english online learning, google classroom introduction the development of technology in the current era is developing rapidly and its development is something that cannot be avoided in life because technological progress will develop in accordance with the development of science. humans cannot escape technology, especially during the covid-19 pandemic. covid-19 is a dangerous virus because it is easily spread and deadly. the existence of this virus causes many negative impacts in various fields, including in the field of education. according to pane (2021) corona virus is a virus that attacks the respiratory system. the corona virus can cause minor disorders of the respiratory system, severe lung infections, and death. this corona virus was first discovered in the city of wuhan, china at the end of december 2019, this virus is spreading very quickly and has spread to almost all countries, including indonesia in just a few months. according to sari (2020) largescale social restriction (psbb) is an implementation of limiting activities in public places and quarantining oneself at home. with the enactment of a large-scale social restriction policy, the entire community is restless from various things including the world of education which also has a profound impact on this. with the enactment of this largescale social restriction, the minister of education and culture, nadiem anwar makarim, issued circular number 4 of 2020 concerning implementation of education in a coronavirus disease (covid-19) emergency. one of the policies implemented was the learning process which was initially carried out face-to-face but due to the pandemic, the teaching and learning process was carried out online, related to learning from the home. burdened with demands to complete all curriculum achievements for class promotion and graduation and also the decree of the minister of education and culture to organize this online learning process to protect students and teachers from the spread of covid-19. with this, it becomes a challenge for teachers and students, where students are required to learn from home and teachers who also have to struggle with all the limitations they have never thought of before. the school and parents also have to face conditions they never thought about before. this condition is not easy for them ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 823 to live with, where the parents of students play a role as teachers when learning from home. various sudden changes when the online learning process was established because it greatly affects the learning process and student achievement including in english lessons, why is that because english lessons are one of the subjects that some students think are very challenging and difficult subjects. what's more, the implementation of this online learning process makes students feel difficult because at first students can directly ask things they do not understand, but because of the pandemic they are required to use the online learning model. online learning time is also very limited and sometimes students are also constrained by the unstable network and this limitation makes students no longer able to ask the teacher too often when learning is taking place. also, the parents of students are also very influential on this online learning because the backgrounds and conditions of each student's parents are quite diverse. some do not have time to monitor their children whether the child is attending school or not. with these limitations, many parents feel dizzy with online learning. the more so, they find it difficult to control their children who continue to use cellphones. not only students and parents who experience difficulties in this bold learning process, but also many teachers complain about student participation when learning is taking place. teachers also have difficulty determining whether students take learning seriously or not. according to puspaningtyas and dewi (2020) said that the majority of students experienced problems related to signals during online learning. many students also have not been able to master the learning application well so that that will affect the learning process. however, this is still carried out so that the learning process continues as it should because the application of online learning is one of the solutions to prevent the spread of covid-19.accordingto fuadi, musriandi and suryani (2020) online learning is a type of teaching and learning in which teaching materials are delivered to students using the internet. online learning is learning that is carried out online using learning applications or social networks. learning applications are used so that learning can take place as it should. one of the learning applications students use is the google classroom application. google classroom is one of the online learning media that is currently being developed and is starting to be used especially during the covid-19 pandemic. in general, google classroom can influence the learning process both in terms of cognitive, affective, and psychomotor. google classroom is a useful application for online learning and can be followed by many people using cellular data. educators can create classrooms for students who will take courses in google classroom. then reski triana, fajriani, ridwan students’ perception of learning english using google classroom media during the covid-19 pandemic 824 the educators can invite students to join the class that the educators created by sharing the class code or inviting students using email. according to salamah (2020), google classroom is a learning medium that is very flexible in place and time. the use of the google classroom application is also effective in delivering material and collecting assignments because it does not use writing tools. every teacher can easily upload power points, videos and questions using google classroom. google classroom is one of the applications used by yppp wonomulyo vocational school students during the covid-19 pandemic. based on the results of observations in the field, the researcher got some information from the students of smk yppp wonomulyo, that due to the covid-19 pandemic, the learning process was initially carried out face-to-face but due to the pandemic, the student learning process was carried out online which required students to use the media. learning so that students continue to carry out the learning process as they should and one of the learning media used by students is the google classroom application. according to several students of smk yppp wonomulyo, they only used this application during the covid-19 pandemic. in this regard, the researcher wants to conduct a method researcher use this type of descriptive resarch using a qualitative approach because the researcher was analyzing or describe the condition of the phenomenon. this type of research is used by researcher to describe students’ perceptions of learning english using google classroom media during the covid-19 pandemic. according to gulo. w (2002) descriptive research is a type of research based on the second basic question, namely how. we are not content to only know what the problem is exploratively, but want to know how it happened. according to prabowo and heriyanto (2013) qualitative descriptive approach method is a data processing method by analyzing the factors related to the object of research by research entitled "students' perceptions of learning english using google classroom media during the covid-19 pandemic” presenting data in more depth to the object of research. this research was conduct at smk yppp wonomulyo, more precisely at the ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 825 computer and network engineering department. the reason the researcher conducted research at smk yppp wonomulyo was because located not far from where the researcher lived, making it easier for researcher in terms of time management in the process of carrying out research. researcher was carried out this research in july 2021. in this study, researcher used several research instruments, namely observation, interviews, and documents. according to sidiq and choiri (2019: 90), the test of data credibility or trust in qualitative research data is carried out, among others, by extending observations, increasing persistence in research, triangulation, discussions with peers, negative case analysis, and member checks. according to sidiq and choiri (2019: 94-95) triangulation in this creativity test is interpreted as checking data from various sources in various ways, and at various times with the following explanation: 1. triangulation of sources, to test the credibility of the data is done by checking the data obtained through several sources. 2. technique triangulation, to test the credibility of the data is done by checking the data to the same source with different techniques. 3. triangulation of time, time also often affects the credibility of the data. the data collected using interview techniques in the morning when the interviewees are still fresh, there are not many problems, will provide more valid data so that it is more credible. in this study, researcher use triangulation by using resources. in this way, the researcher reexamined the information from the observation and interview and the data to the relevant documents. that is to gain trust from the data being checked. the data reduction in this study is to identify the process of learning english using google classroom media during the covid-19 pandemic, as well as students' perceptions of learning english using google classroom media during the covid-19 pandemic and what are the inhibiting factors experienced by students during the learning process. english using google classroom media. in this study, the researcher described the data that had been reduced into sentences. presentation of data in this study using narrative text. according to miles and huberman in siddiq and qhoiri (2019: 82) stated "the most frequent display of data for qualitative research data in the past was narrative text". reski triana, fajriani, ridwan students’ perception of learning english using google classroom media during the covid-19 pandemic 826 findings and discussion research findings 1. observation of the english learning process using google classroom media during the covid-19 pandemic the implementation of english learning during the pandemic is carried out once a week, namely every three hours meeting students for class xi. 1 tkj smk yppp wonomulyo. based on the results of observations of the conditions of the implementation of english learning during the covid-19 pandemic, it was very different when the learning process was carried out face-to-face where the teacher's english learning process no longer explained the material directly, but the teacher used google classroom media as a forum to carry out the learning process for students. 2. student perceptions of learning english using google classroom conclude the data. in qualitative research, the conclusions on the data are temporary. the data will change if the researcher does not find accurate evidence. media during the covid-19 pandemic the results of the research findings through several student answers through interview questions contained in the google form can be seen as follows: a. the impact felt in learning using google classroom during the covid19 pandemic the answers to the results of student interviews via google form from 37 students only 15 students gave responses, 2 students said the effect was good, 2 people said it was okay and 11 students said it was very unstable and had many obstacles. based on the results of student interviews, it can be concluded that it is more dominant to answer that the perceived influence in learning using google classroom during the covid19 pandemic is very unstable and has many obstacles. b. learning outcomes in learning english using google classroom media during the covid-19 pandemic era answers from student interviews via google form from 37 students only 14 students responded, 4 students said it was good, 1 student said it was okay and 9 students said it was not satisfactory and not optimal. based on the results of student interviews, it can be concluded that it is more dominant to answer that learning ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 827 outcomes in learning english using google classroom media during the covid 19 pandemic era say that they are unsatisfactory and unstable. in accordance with the results of the interview, the english teacher said that student learning outcomes using google classroom in the covid-19 pandemic era were very unsatisfactory unlike when face-toface because students had very little interest, only a few were actively working on assignments, out of 37 students, only a few were collecting assignments. c. regarding the delivery of english material answers from student interviews via google form from 37students only 15 students responded, 4 students said it was interesting, 3 students said it was okay and 8 people said it was not interesting. based on the results of student interviews, it can be concluded that it is more dominant to answer english learning in the midst of the covid-19 pandemic using google classroom media saying it is not interesting. d. maximizing google classroom learning in the covid-19 pandemic era so that learning objectives can be achieved the answers from student interviews through google forms from 37 students only 11 people who answered from interviews who said that in maximizing google classroom learning in the covid-19 pandemic era so that learning objectives could be achieved, namely by making learning more interesting, following learning and understanding the material provided, also send assignments and take notes on the material given. e. disadvantages of learning google classroom in the covid-19 pandemic era the answers to student interviews via google forms from 37 students only 13 responded, 3 students answered that the shortcomings of google classroom learning in the covid-19 pandemic era were problems with the network and quotas, 3 students said the shortcomings of google classroom learning in the covid-19 pandemic era were: less than the maximum and 4 students said the shortcomings of google classroom learning in the covid-19 pandemic era were lack of understanding of the material provided, 2 students said students were lazy to study and do assignments and 1 student said there was no shortage of learning in the covid-19 pandemic era. f. the process of learning english online using google classroom the answers to student interviews via google form from 37 students, only 13 students who responded, it is known that the online learning process of english at smk yppp wonomulyo class xi.i computer and network engineering that 3 students said it was going well, 1 student said it was quite interesting and 9 students said they did not understand and were reski triana, fajriani, ridwan students’ perception of learning english using google classroom media during the covid-19 pandemic 828 ineffective. looking at the data, it can be concluded that the online learning process of english using google classroom is not going well. g. online learning apps answers from student interviews via google form from 37 students, only 14 students who gave responses about applications in online learning, it is known that the application used by english teachers is the google classroom application. from the interview answers, students are more dominant in answering the application used by the teacher in the learning process is google classroom. h. media other than google classroom used by teachers in online learning english answers from student interviews via google form from 37 students only 12 responded, 11 students said they only used google classroom and 1 student said maybe using whatsapp. from the answers, the dominant students answered only using google classroom. i. creativity in teaching english teachers during the pandemic using the google classroom app answers from student interviews via google form from 37 students only 11 students responded, 7 students said that the creativity of teaching english teachers during the pandemic using the google classroom application was that the material provided was simple, easy to understand and quite good and 4 students said they did not understand the material. given and is still less creative because it only takes notes. based on the results of the interviews, students were more dominant in answering that the creativity of teaching english teachers was quite good in providing material and simple. j. the way that the english teacher does in understanding the material answers from student interviews via google form from 37 students only 10 students responded, students said the way the english teacher understood the material was by providing easy-to-understand material and also usually the teacher gave learning videos, only that some material was still abstract. and not understood by students. from the results of student interviews, it can be concluded that the teacher conveys material that is easy for students to understand and also sometimes the teacher gives learning videos, it's ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 829 just that there are some materials that are still abstract and not understood by students. k. the way that english teachers do regarding collecting assignments in online learning the answers from student interviews via google form from 37 students only 14 students responded, 14 students said the way the english teacher did related to collecting assignments was that the teacher waited for students to send assignments through google classroom and could also submit assignments to the teacher directly. from the results of student interviews that the majority of students answered that related to collecting assignments, students sent via the google classroom application. efforts made by english teachers to foster enthusiasm for learning in the midst of the covid-19 pandemic answers from interviews via google form from 37 students only 12 students responded, 12 students said the efforts made by english teachers were to make easy learning methods to attract students to be more diligent in understanding the material, shorten the material, always guide and advise students not to lazy and motivating. what are the inhibiting factors experienced by students during the english learning process using google classroom media m. constraints experienced during online learning of english using google classroom answers from interviews via google form from 37 students only 15 students responded, 11 students said there was no network and quota, 3 students did not understand the material provided, 1 student said there were no obstacles. from the results of student interviews, it can be concluded that the obstacles experienced by students during online learning of english using google classroom are that students are constrained by networks, quotas, and do not understand the material provided. discussion the process of learning english using google classroom media during the covid-19 pandemic. the implementation of english learning during the pandemic is carried out 1 x in 1 week, namely every three hours meeting students for class xi.1 tkj smk yppp wonomulyo. in the reski triana, fajriani, ridwan students’ perception of learning english using google classroom media during the covid-19 pandemic 830 english learning process, the teacher provides material through google classroom and then provides direction regarding the material provided. then the teacher also gave assignments to students but out of 37 students only a few people collected their assignments and the teacher gave an assessment through google classroom on the assignments that had been given. the teacher gives a time limit for collection but beyond the limit given the task can still be collected but the value given will not be the same as the one who did it on time according to the results of the english teacher interview who said about student discipline in doing assignments, you could say a lot of leeway given in the midst of this pandemic i do not give a time limit when collecting assignments, whenever you can collect them because who knows students don't have a quota at the time of assignment, for example, i told them to collect on monday, but someone who collects on tuesday can still do it but the score is still different from what collect on monday. according to the results of researchers' observations of teachers in the english learning process, students using google classroom media during the covid-19 pandemic seemed boring because the teacher only gave material to students and gave directions to students to record the material given and also gave assignments to be done in every meeting that was held. teachers should provide more interesting things so that students are more enthusiastic in the learning process, especially with english material, students find it very difficult to understand the material in the midst of the covid-19 pandemic. 2. student perceptions of learning english using google classroom media during the covid-19 pandemic at yppp wonomulyo vocational school from the results of the study, it is known that students' perceptions of learning english using google classroom during the covid-19 pandemic at smk yppp wonomulyo through questions made by researchers in numbers 1,2,3, and 6, namely student perceptions are known from the level of perceived influence. in learning to use google classroom during the covid-19 pandemic, learning outcomes in learning english using google classroom media during the covid-19 pandemic era, regarding the delivery of english material, and the online learning process of english using google classroom. this is evidenced by the results of student interviews, so student answers are grouped into 3 categories, namely positive, neutral, and negative perceptions. this is in accordance with azwar's opinion (2020) that the ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 831 perception measurement criteria are divided into 3, namely positive, neutral and negative perceptions. the results of student interviews regarding the influence felt in learning using google classroom during the covid-19 pandemic, it was found that 2 students said the effect was good, 2 people said it was okay and 11 students said it was very unstable and had many obstacles and preferred face-to-face. based on the results of student interviews, it can be concluded that it is more dominant to have a negative perception of the perceived influence in learning using google classroom during the covid-19 pandemic. this is in line with syahri's research (2021) with the title “persepsi siswa terhadap pembelajaran daring mata pelajaran seni budaya materi seni rupa kelas vii di smp negeri 12 padang” which shows the results that students state that the online learning process has not been more effective, such as face-to-face at school. the results of student interviews regarding learning outcomes in learning english using google classroom media in the era of the covid-19 pandemic, it is known that 4 students said it was good, 1 student said it was okay and 9 students said it was less satisfactory and less understood. based on the results of student interviews, it can be concluded that it is more dominant to answer that learning outcomes in learning english using google classroom media during the covid-19 pandemic era have negative perceptions. according to karim in ullamatullah (2017), explaining skills are very important for teachers, because most of the teacher's conversations that affect student understanding are in the form of explanations. however, online learning conditions make teachers less flexible in explaining the material to students. this causes students to be less able to understand the material given. the results of interviews regarding the delivery of english material that 4 people said it was interesting, 3 students said it was okay and 8 people said it was not interesting. based on the results of student interviews, it can be concluded that it is more dominant to answer english learning in the midst of the covid-19 pandemic using google classroom media and have negative perceptions. according to roestiyah in nasution (2017), a strategy is absolutely necessary as an effort to carry out effective and efficient learning. as educators, teachers must have learning methods so that learning can be maximized and also create a fun learning process for students. that way students will enjoy the learning process more if it is supported by the creativity of the teacher in teaching. the results of student interviews regarding the online learning process of reski triana, fajriani, ridwan students’ perception of learning english using google classroom media during the covid-19 pandemic 832 english using google classroom showed that 3 students said it had gone well, 1 student said it was quite interesting and 9 students said they did not understand and were ineffective. looking at the data, it can be concluded that the online learning process of english using google classroom is not going well. from these findings, regarding students' perceptions regarding learning english using google classroom during the covid19 pandemic, namely learning that is not effective due to lack of interaction between students and teachers, so that students do not understand the material provided by the teacher. from the four interview questions regarding the perceived influence in learning using google classroom during the covid-19 pandemic, learning outcomes in learning english using google classroom media during the covid 19 pandemic era, regarding the delivery of english material, and the online learning process of english using google classroom can be concluded that the majority of students have a negative perception of online learning english using google classroom media during the covid-19 pandemic.however, some students said that the influence felt in the process of learning english using google classroom media during the covid-19 pandemic had a good and interesting effect. in accordance with the results of the study of the three journals attached to chapter ii, the effect of using google classroom during the covid-19 pandemic has a positive impact on the learning process and also students feel happy in the application of google class and also students feel that using google class is very interesting. media for doing online learning is very inversely proportional to the results of the 3. what are the inhibiting factors experienced by students during the english learning process using google classroom media constraints experienced during online learning of english using google classroom 11 students said there was no network and quota, 3 students did not understand the material given, 1 student said there were no obstacles. from the results of student interviews, it can be concluded that the obstacles experienced by students during online learning of english using google classroom are that students are constrained by networks, quotas, and do not understand the material provided. the obstacles experienced by students during online learning of english using google classroom are an unstable network, sometimes google classroom errors, inadequate quotas and lack of understanding of ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 833 researchers because the results of interviews for student perceptions said that they had a more dominant negative impact on learning english using google classroom media in the covid-19 pandemic. the material presented and lack of socializing with teachers and students. applying online learning is not as easy as we think. teachers and students are both experiencing obstacles. students experience many obstacles in the learning process, students are also very minimal in english lessons so students will find it difficult in this online learning process and also google classroom is a new media among students and sometimes google classroom errors, network connections are sometimes unstable and the quota is inadequate. the obstacles faced by yppp wonomulyo vocational high school students in this study are in accordance with hutauruk and sidabutar's (2020) research which states that the obstacles faced by students in the online learning process are fundamental obstacles that must be faced, including obstacles in the field of internet networks, physical limitations. online learning applications, as well as conclusions the implementation of english learning during the pandemic is carried out 1 x in 1 week, namely every three hours meeting students for class xi.1 tkj smk yppp wonomulyo. in the english learning process, the teacher provides material through google classroom and then provides direction regarding the material provided. then the teacher also gave assignments to students but out of 37 students only a few people collected their assignments and the teacher gave an assessment through google classroom on the assignments that had been given. the majority students of class xi .1 tkj smk yppp wonomulyo has a negative perception of online learning english. this is in accordance with students' answers about the perceived influence in learning using google classroom during the covid-19 pandemic who said they preferred face-to-face learning because it was obstacles in terms of learning services. easier to understand and learning through google classroom experienced many obstacles, for example network connections were often bad or constrained by quotas. internet. then for learning outcomes in learning english using google classroom media during the covid19 pandemic era, students said they were unsatisfactory and poorly understood. regarding the delivery of english material, students said learning english in the midst of the covid-19 pandemic using google classroom media was not interesting. regarding the online reski triana, fajriani, ridwan students’ perception of learning english using google classroom media during the covid-19 pandemic 834 bibliography azwar, s. (2010). sikap manusia, teori dan pengukurannya. yogyakarta: pustaka pelajar. aan prabowo, h. (2013). analisis pemanfaatan buku elektronik (e-book) oleh pemustaka di perpustakaan sma negeri 1 semarang. jurnal ilmu perpustakaan volume 2, nomor 2, tahun 2013, 05 gulo, w. (2002). metodologi penelitian. jakarta: gramedia widiasarana indonesia. hutaruk, a. &. (2020). kendala pembelajaran daring selama masa pandemi di kalangan mahasiswa pendidikan matematika: kajian kualitatif deskriptif. jurnal of mathematics education and applied, volume 2, nomor 1, 51. kemdikbud, p. w. (2020, maret 24). kemdikbud.go.id. retrieved from mendikbud terbitkan se tentang pelaksanaan pendidikan dalam masa darurat covid 19: https://www.kemendikbud.go.id/main/blog/2020/03/mendikbud terbitkan-se-tentang-pelaksanaan-pendidikan-dalam-masa-darurat-covid19 nasution, m. k. (2017). penggunaan metode pembelajaran dalam peningkatan hasil belajar siswa. studi didaktika, volume 11, nomor 1, 10. nicky dwi puspaningtyas, p. s. (2020). persepsi peserta didik terhadap pembelajaran berbasis daring. jurnal pembelajaran matematika inovatif volume 3, no.6, november 2020, 711. pane, d. d. (2021, februari 22). alodokter. retrieved from virus corona: http://www.alodokter.com/virus-corona salamah, w. (2020). deskripsi penggunaan aplikasi google classroom dalam proses pembelajaran. jurnal penelitian dan pengembangan pendidikan.vol. 4 (3) pp. 533-538, 533. sari, d. n. (2020, april 16). suara.com. retrieved from efek samping psbb terhadap masyarakat: https://yoursay.suara.com/news/2020/04/16/1710009/efek-samping-psbb terhadap-masyarakat syahri, y. p. (2021). persepsi siswa terhadap pembelajaran daring mata pelajaran seni budaya materi seni rupa kelas vii di smp negeri 12 padang. skripsi, 15. sumardi, f. &. (2021). optimalisasi google classroom sebagai media pembelajaran bagi guru. prosiding seminar nasional pendidikan program pascasarjana universitas pgri palembang, 166. umar sidiq, m. d. (2019). metode penelitian kualitatif di bidang pendidikan. ponorogo: cv. nata karya. learning process of english using google classroom, students said they did not understand and were ineffective. on the other hand, some students also said that the process of learning english using google classroom was quite good and interesting. the majority students of class xi.1 tkj smk yppp wonomulyo said that the inhibiting factors experienced by students during the english learning process using google classroom media were an unstable network, sometimes google classroom errors, inadequate quotas and lack of understanding of the material presented and lack of socializing with teachers and students. for school, schools should pay attention to the constraints experienced by students in the online learning process and of course provide solutions so that students can carry out the learning process properly. teachers should provide more interesting learning methods so that students do not feel bored in the online learning process and also provide simple material that is easy for students to understand. students should pay more attention to the learning given and do not be lazy in doing the assignments given by the teacher. this research is limited to students' perceptions of learning english using google classroom media during the covid-19 pandemic. further researchers are expected to be able to add theories related to online learning and also to be able to add good solutions so as to increase knowledge about online learning. anatomy of oral academic presentation skills: a course design for college students of english department akbar akbarakbar@iainpalopo.ac.id institut agama islam negeri palopo abstract the core concern of teaching in tertiary education is to enable college students to experience higher order of thinking in knowledge exploration that shape the students’ academic identity. the focus of language proficiency in this context is not for communicative use in general but more specific to academic purposes such as research dissemination. this article explores essential components of a course design of academic presentation skills to facilitate research based learning. this article first discusses the inclusion of research based learning and teaching framework into oral academic presentation skills (oaps) course. before it portrays the course design of research based-academic presentation skills, this article identifies the drawbacks and the benefits of the course design. furthermore, essential components of the oaps such as learning objectives and, technology and online materials are discussed in order to provide a clear portrait of oaps. implication and suggestions for future researchers and course designers are also discussed. keywords: anatomy, oral academic presentation, course design 124 introduction the core concern about teaching in tertiary education is to enable college students to experience higher order of thinking in knowledge exploration that shape the students’ academic identity. thus, in designing a course in a university such as oral presentation skills teachers are demanded to facilitate students with academic research experiences cognitively and emotionally in their campus academic routines. as a result, the characteristics of english taught in a course should enable the students to act, feel and think as researchers in order to help shape the academic identity of the students. to facilitate this learning, teachers need to define what academic experiences are that students can undergo as they come into their social life after their study. so that, their identity as academics is reflected from their distinguished competency. with regard to the course of academic presentation skills, teachers as course designers first need to identify students’ communications experiences that differ them from everyday communication in general. the focus of language proficiency in this context is not for communicative use in general but more specific to academic purposes such as research dissemination (gao & bartlett, 2014), often called english for academic purposes (eap) as the context of english use is academic-oriented communication (hyland and hamp-lyons (2002, p.2). thus, the oral presentation course should be designed into oral academic presentation skills course with lexical, morphological and grammatical properties of language oriented to academic contexts. however, academic characteristics should not stand alone and only be found in the language use but also be embedded in cognitive processes because the use of language is also a cognitive activity. there needs to be a research-based thinking in order to design an effective eap course. this article explores the design of an oral academic presentation skills course that facilitates these academic cognitive processing. 125 in the end of 2014, i was taking research-based learning and teaching which was a core course for my master degree that focused on education in higher education context. the core course provided me with experiences of designing learning experiences that ensures students research experiences in their tertiary education learning and ensure that college students apply higher order of thinking that can differ their learning in college from their secondary education. for the assessment of the course i performed academic presentation dealing with design of research based learning with blended learning design. the academic experiences inspire me to design a design of course in which students can immerse with fundamental elements of research. thus, i plan to design courses with learning experiences that facilitate students with research activities and assessment that identify and ensure students’ researchbased oral presentation achievement. fitting with research-based learning design research-based learning and teaching (rblt) is based on a paradigm that college students are regarded as the doers of academic discovery and dissemination (the boyer commission on educating undergraduates in the research university, 1998, p. 18). students need to be guided and trained to master research skills from the beginning of their study. to bridge the students’ research knowledge from secondary to tertiary, there need to be a bridging program in introductory program before entering tertiary education because teaching university students require an emphasis on academic english which is different from teaching general english that is learned outside of higher education contexts. hyland and hamp-lyons (2002) contend that college students need to learn english which is specifically used in academic context namely english for academic purposes (eap) that provide research knowledge and skills. to facilitate research-based learning research development skills (rsd) framework is used to identify what research skills that students have developed. this framework also 126 plays role as a map for the students to understand their research experiences and development. the rsd consists of six fundamental facets with inter-related research skills namely embark which is related to the ability to formulate research questions, find/generate dealing with the ability to use appropriate methods and methodology to generate research data, evaluate collected data, organize the collected data, synthesize and analyze new understanding of knowledge, and finally communicate that is related to the ability to disseminate the research (willison & o’regan, 2007, p. 400). the research facets of rsd are then used to design the objectives of oral presentation course to help identify research skills achievements of college students. the rsd facets are also implemented in the assessment criteria to help students evaluate their achievements. thus, students will be given self-control and responsibility for ideal markings that they are eager to attain. on other words, this assessment method can encourage students’ learning autonomy that is fundamental for students’ independent learning (butler, 1999; fazey & fazey, 2001). benefits and drawbacks benefits the most fundamental of teaching students oral academic presentation skills (oaps) is that the course design has a taste of research. this includes assurance that the course objectives aim at the provision of learning experiences that enable higher order of thinking because the thinking pattern experiences can help students reflect their identity as researchers a useful for later career. rsd enables the identification of intended level of research skills that the students should experience to the end of the course. thus, the design using rsd can provide specific and clear descriptions to students dealing with their required achievement gained from the course and communicate the lecturers’ expectation. thus, students can have ownership to their learning and monitor their progress dealing with oaps. the rsd also helps interpret the scoring system clearly so that students can make meaning of their achieved 127 scoring. for example, the students can identify what b means by looking up the assessment tool. drawbacks immersing rsd into oral academic presentation skills requires a highly detailed design. thus, it takes a huge amount and time for planning and preparation, the application and assessment. in the beginning of the course, it is necessary for course designers to comprehend the elements of rsd in order to design the objectives of the course. we need to ensure that students can experience a systematic thinking and activities that involve research skills such as critical thinking (paton, 2011; thompson, 1999). furthermore, a tool for diagnostic assessment for the purpose of understanding english students’ learning experiences can be analyzed for improving their learning experiences. using online social media will be a great benefit for this purpose because there are a plethora of learning data that can be collected such as identification of students english communication skills and understanding the students’ feelings and needs. however, both the students and lecturers have to learn and adapt with the use of technology and information media such as smart phones and the social media navigations. otherwise, the technology and information potentially turns into an inhibiting factor of learning and teaching. course design the class is delivered with the integration of traditional class and social media. sixteen meetings learning activities are documented in a set of papers with course objective, weekly learning themes, and percentages of assessment. the paper contains check list to help the students monitor their attendance and themes they have learned. each learning themes is administer online in each week so students can gain prior-knowledge before they attend the class. facebook is used as the social medium for weekly themes uploading because in this classroom context, the majority of the students have been accustomed with its tools and 128 navigation. the class chairman is requested to make a facebook group and invite all class members to participate in an initial everyday conversation to comfort students with online communication. six facets of rsd are used to formulate the objective of students’ learning in order to enable the assessment and course evaluation. the rsd is applied in the formulation of learning objectives to clarify academic competencies students can achieve in oral academic presentation skills course. the expectations of the teachers need to be communicated through the process of formulation. thus, the teachers are required set realistic and clear learning objectives. the learning objectives have to answer the questions dealing with what measurable students’ academic achievements, expected academic cognitive process and expected academic products, students are expected to demonstrate within the six facets of rsd. learning objectives the learning objectives were formulated with rsd that emphasize six elements of research skills. thus, it is expected that in the end of the course students will be able: (1) embark: to identify academic presentation topics relevant to their study programs. (2) find/generate: to generate appropriate and effective power point slides for an oral academic presentation such as the use of fonts, colors and content (3) evaluate: to evaluate effective elements of oral communication for academic presentations such as gestures, eye contacts, (4) organize: to demonstrate the ability to organize their research presentations in accordance to acceptable academic genre. (5) analyze and synthesize: (6) communicate: to communicate with appropriate use of academic words. because learning oral academic presentation skills requires higher order of thinking as students endeavor to actualize research experiences and disseminate research product, the learning is designed in a collaborative learning model. for mid-assignment, the students were doing collaborative work and they were grouped and instructed to find a thesis based on their 129 curiosities for knowledge exploration they plan to develop. the groups were subsequently instructed to prepare thesis presentations that were presented in groups. for final assignment, the students were demanded to demonstrate their ability as described in learning objectives through their individual thesis presentations. with this learning model, the students are expected to construct their academic skills in the collaborative work prior to the demonstration of their personal performances. technology tools and online materials this course utilizes social media and the internet. the use of social media is intended to enable effective communication with the students because social media communication offers effectiveness of time and spaces. the students and lecturers do not need to meet face to face to communicate. meanwhile, the use of internet is intended to search authentic oaps materials. it enables the lecturers to select and use learning sources from high-class university around the globe. herewith, a list that contains social media and internet sources used as learning and additional teaching media and materials: 1. facebook each week students are obliged to write their reflective learning online through facebook group. the reflective practices are aimed at providing students’ learning experiences, learning hindrances, prior-knowledge, feelings and needs. thus, the reflective practice plays important role as diagnostic assessment. the lecturers need to give feedback to students’ comments to motivate and foster independent learning. as the students have different preferences for communicating their needs and learning issues, they are given several options for communication such as face to face, facebook inbox, and emails. to create positive learning environment, rules of ethical communication among members needs to be included. communication in facebook group should not be dealing with trading, product promotions, offending comments, and violence. 130 2. ted talk ted talk is used with the purpose of providing students authentic materials of oaps. with this academic source, students learn the properties of academic language from native speakers such as english pronunciation. students also benefits from learning natural gestures and mimicking facial expressions from the native presenters. in addition, the students learn the organization of ideas of the oral presentation and the design of powerpoint done by the presenter that is an expert in her field. the students, while watching the ted talk video, are instructed to observe and to learn from the presenter’s performance. the video can be watched from this link. 3. sample videos of oral academic presentation skills sample videos of academic presentation skills demonstrated by australian college students are provided in the middle of the class for students to imitate the presentation of the australian students. it is assumed that the videos can help understand the contexts of high-quality academic presentation skills because the students had experienced of learning an international world-ranking university. the most important aspect to highlight as students are observing the sample videos is the organization of ideas in the presentation. the students are instructed to identify important components of oral academic presentations. they need to analyze the methods used to communicate introduction of the issue, literature review, methodology, findings and implications. in my class practices, as some students needed assistances to understand the language use, i gave manuscript of the sample videos as students appear to struggle to understand it. conclusion in designing an oral academic presentation skills course in higher education, ensuring university students to experience learning higher order of thinking is a need to help the students shape their scholarly identity. thus, the course components including the learning objectives need to be designed with research based learning. research based learning and 131 teaching can be used to communicate the learning expectations through the formulation and immersion of its elements into learning objectives of oral academic presentation skills course. furthermore, the use of information and technology is critical to the course design to establish more effective communication between students and students, and students and teachers. i utilized social media such as facebook to enable smooth communication to identify students’ needs. i also provide students with presentations of outstanding scholars through online videos such as ted talk and sample videos of oral academic presentation skills. the selected online videos have already been assessed for its content to communicate high expectation dealing with oral academic presentation knowledge and skills. the design of the course is intended to inspire other teachers of oral presentation skills when redesigning their courses to instill and strengthen their students’ academic identity. references butler, s. (1999). catalyzing student autonomy through action research in a problem-centered learning environment. research in science education, 29(1), 127–140. fazey, d., & fazey, j. (2001). the potential for autonomy in learning: perceptions of competence, motivation and locus of control in first-year undergraduate students. studies in higher education,26(3), 345–361. gao, y., & bartlett, b. (2014). opportunities and challenges for negotiating appropriate eap practices in china. in english for academic purposes (eap) in asia (pp. 13-31). sensepublishers. hyland, k., & hamp-lyons, l. (2002). eap: issues and directions. journal of english for academic purposes, 1(1), 1-12. john willison & kerry o’regan (2007) commonly known, commonly not known, totally unknown: a framework for students becoming researchers, higher education research & development, 26:4, 393-409, doi: 10.1080/07294360701658609 paton, m. (2011). asian students, critical thinking and english as an academic lingua franca. analytic teaching and philosophical praxis, 32(1), 27-39. the boyer commission on educating undergraduates in the research university. (1998). reinventing undergraduate education: a blueprint for america’s research universities. stony brook: new york. retrieved september 29, 2005, from http://naples.cc.sunysb.edu/pres/boyer.nsf/ 132 http://naples.cc.sunysb.edu/pres/boyer.nsf/ thompson, c. (1999). critical thinking: what is it and how do we teach it in english for academic purposes (eap) programs? paper presented at the herdsa annual international conference, melbourne, australia, 12-15 july. hyland, k., & hamp-lyons, l. (2002). eap: issues and directions. journal of english for academic purposes, 1(1), 1-12.. 133 abstract introduction fitting with research-based learning design benefits and drawbacks benefits drawbacks course design learning objectives technology tools and online materials conclusion implementasi metode natural approach dalam pengajaran bahasa inggris di sekolah dasar oleh: achmat ali abstract: there are still many critics criticizing output of english teaching and learning process in the classroom in all level of education. these critical opinions bring the teachers about trying a new approach of teaching to find an appropriate way to help the students mastering english. this study aims to present the implementation of natural approach in the process of teaching and learning in the classroom, especially in the third class of samawi islamic elementary school. multiple intelligence theory, as a new unique way to analyze the students’ intelligent and help them to maximize their ability, is also adopted in this study. this adoption result from a variety of ability that the students in the classroom have. key words: natural approach, elementary school, multiple intelligence i. pendahuluan dulu pengajaran bahasa inggris dimulai dari tingkat smp. bentuk pengajarannya lebih menekankan pada pola – pola grammar dengan rutinitas drill yang sangat membosankan. pengajaran bergaya paltonis ini kemudian sedikit demi sedikit mulai ditinggalkan. namun, meninggalkan teori pengajaran lama tidak lantas menyelesaikan masalah yang ada dalam pengajran bahasa inggris di sekolah lanjutan secara menyeluruh. kritik yang akhir – akhir ini sering dilontarkan adalah bahwa lulusan sekolah lanjutan baik smp ataupun sma masih belum dapat menunjukkan kemampuannya dalam menggunakan bahasa inggris sebagai alat komunikasi dengan baik. situasi semacam itu, menurut dr. ngadirin yang merupakan perwakilan dikdas pusat pada acara bimtek program rintisan bahasa inggris di dikpora diy, menuntut pertemuan negara asean yang di motori oleh british council pada tahun 2007 yang merekomendasikan pembelajaran bahasa inggris di sekolah dasar setelah itu, di beberapa kota di indonesia gencar digulirkan program pengajaran bahasa inggris di sekolah dasar. bahkan akhir – akhir ini dikenal lebel “international” untuk sebuah institusi pendidikan yang melakukan pengajaran dengan sistem bilingual (indonesia – inggris). pro dan kontra dengan hadirnya perubahan senantiasa tidak pernah hilang, begitu juga dengan bentuk dan model pengajaran yang dirasa baru di bangku sekolah dasar ini. tetapi, jika dipertimbangkan lebih mendalam perubahan ini mungkin merupakan sebuah kenyataan yang menggembirakan. alasannya, pertama, perkembangan bahasa inggris yang terjadi secara global dan telah masuk ke segala aspek dan lini kehidupan tidak mungkin dibendung lagi, sehingga mempersiapkan segala sesuatu yang berkaitan dengan bahasa inggris merupakan keharusan . kedua, banyaknya kritikan atas ketidak mampuan siswa pada di tingkat smp dan sma, bahkan ditingkat perguruan tinggi. kenyataan ini sangat memprihatinkan. lebih jauh, dalam persaingan memperebutkan peluang kerja, bahasa inggris sering dijadikan syarat yang harus dipenuhi oleh calon pelamar. karena itu, mempersiapkan generasi untuk menghadapi keadaan yang akan terjadi dikemudian hari adalah sebuah solusi yang bijaksana. mempertahankan keadaan lama yang kemudian akan menyingkirkan generasi kita dari percaturan, baik dalam keilmuan atau pekerjaan, dirumah sendiri merupakan tindakan naif yang harus dihindari. maka dari itu pengajaran bahasa inggris sejak dini (di sekolah dasar) dan disesuaikan dengan kondisi anak adalah sebuah tindakan yang tepat. pengajaran di bahas inggris di sekolah dasar (sd) jika dilakukan dengan benar akan menghasilkan out put yang sangat luar biasa. telah banyak penelitian yang berhasil menemukan bahwa belajar bahasa pada masa kritis (critical period) akan memiliki pengaruh yang sangat luar biasa pada masa beberapa tahun setelahnya. penelitian yang dilakukan oleh johnson and newport (1989, 1991), misalnya, menunjukkan bahwa imigran korea yang pindah ke amerika dan mendapatkan exposure bahasa inggris dari sekitarnya pada usia kritis ini, menunjukkan kemampuan yang sangat baik dalam pemakaian tata bahasa inggris beberapa tahun kemudian. hal ini menunjukkan bahwa pembelajaran bahasa inggris sejak dini dengan exposure yang sangat tinggi akan membentuk kemampuan bahasa inggris anak berkembang dengan baik di masa yang akan datang. penfield and roberts (1959), peneliti dalam bidang neuroscince, menyatakan bahwa pada kondisi critical period, anak memiliki kapasias khusus untuk mempelajari bahasa, baik bahasa pertama (l1) maupun bahasa kedua (l2) (sanz, 2005: 107). critical period berlangsung antara usia 6 tahun (johnson and newport, 1989, 1991; newport, 1990) hingga 9 tahun (penfield and roberts, 1959). pada masa ini anak akan lebih cepat menyerap exposure yang diterimanya. exposure yang baik mutlak diperlukan untuk mencetak kompetensi berbahasa inggris yang memadai. guru sebagai fasilitator atau katalisator harus memiliki kemampuan yang memadai, baik dalam pemilihan kata dan pemakaiannya, intonasinya, serta ekspresi tubuhnya. kemampuan yang minim dan kesalahan pengungkapan akan menimbulkan kegagalan berbahasa yang dikuasai oleh anak. krashen (2002: 102) menyatakan bahwa kata dan kalimat guru dalam proses belajar mengajar di dalam kelas sama dengan “caretaker speech”. mereka memiliki pengaruh yang sangat kuat terhadap proses akuisisi bahasa yang terjadi pada anak. anak akan mengkopi dan mengulang apa yang dilakukan oleh guru atau caretaker speech. ujaran yang keluar dari mulut dan ekspresi tubuh seorang guru yang ditujukan kepada anak didik disebut dengan “cartaker” speech. “cartaker” speech merupakan intake (sumber akuisisi bahasa) yang sangat bagus karena prosesnya yang lebih menekankan bentuk komunikasi yang bersifat natural. karena itu, kemampuan dan komunikasi bahasa yang dikuasai caretaker harus memadai. metode pengajaran yang tepat juga merupakan persyaratan mutlak yang harus dipenuhi agar materi ajar yang disampaikan oleh guru mudah diterima oleh siswa. natural approach yang di perkenalkan oleh tarrel ( 1977 ) merupakan metode yang sangat menarik untuk dipakai dalam pengajaran bahasa inggris di sekolah dasar. sifat pengajajarannya yang lebih menekankan bentuk komunikasi dari pada tata bahasa (grammar) memiliki kesesuaian dengan karakteristik “cartaker” speech krashen. sementara itu, compleksnya karakter siswa sekolah dasar yang sedang dalam proses berkembang dan mencari bentuknya, sering membuat guru menjadi pusing untuk menanganinya. teori multiple intelligence sebagai sebuah teori baru, akan sangat membantu guru untuk mengenali anak didik secara lebih mendalam. disamping itu, teori ini juga, mengajak semua fihak, terutama elemen yang mendukung proses pendidikan, untuk berfikir kritis mensikapi keadaan siswa dan kreatif dalam menciptakan suasana yang dapat mengakomodir berbagai bentuk kecerdasan yang ada pada siswa dan mencoba untuk mengembangkannya secara maksimal. pemikiran yang mengatakan bahwa anak cerdas hanyalah mereka yang memiliki kemampuan matematika bagus merupakan pemikiran usang yang harus ditinggalkan. siswa yang memiliki kemampuan luar biasa dibidang matematika belum tentu memilki kemampuan yang memadai dalam bidang bahasa ataupun artistik yang lebih banyak dipengaruhi oleh kemampuan imajinasi yang berpangkal pada cara kerja otak sebelah kanan. begitu juga siswa yang memiliki kemampuan yang luar biasa dalam bidang bahasa belum tentu memiliki kemampuan musikal yang bagus. karena itu, mencermati dan mengembangkan potensi yang ada dalam diri siswa haruslah dilakukan dan dipupuk sejak dini untuk menciptakan rasa percaya diri yang tinggi pada masing – masing individu dengan kemampuan dan spesifikasi yang berbeda – beda ini agar tumbuh generasi tangguh dengan kemempuan yang sesuai dengan karakteristik masing – masing siswa. ii. natural approach natural approach pertama kali diperkenalkan oleh terrel pada tahun 1977 yang dilatarbelakangi oleh pengalaman pribadi terrel ketika mengajar kelas bahasa sepanyol di california dan prinsip pengajaran bahasa “natural” – pengajaran yang menekankan penguaan bahasa target selama pengajaran. dalam perkembangan selanjutnya, pendekatan pengajaran yang dimiliki oleh terrel ini dielaborasi dengan teori pemerolehan bahasa kedua (second language acquisition theory) krashen. sehingga pada tahun 1983 terrel bersama – sama dengan krashen memodifikasi teori pengajarnnya, yaitu natural method yang asalnya hanya menggunakan prinsip pengajaran bahasa “natural” ini menjadi natural approach, yaitu natural method dengan pendekatan second language acquisition stephen krashen. modifikasi ini menjadikan natural approach sebuah pendekatan pengajaran bahasa kedua berdasarkan pandangan terrel dan krashen yang menyatakan bahwa bahwa penggunaan bahasa adalah sebagai media untuk mengkomunikasikan makna dan pesan (richard; 1999: 130). krashen (2002) menyatakan bahwa pengajaran bahasa harus melalui 2 tahap, yaitu acqisition dan learning. krashen menggambarkan teori pembelajarannya seperti pada gambar di bawah ini; acquisition adalah proses perkembangan kecakapan berbahasa yang terjadi secara alami tidak sadar melalui pemahaman dan penggunaan bahasa dalam komunikasi yang bermakna. proses ini terjadi sebagaimana bayi yang mulai mempelajari bahasa ibu mereka. artinya mereka belajar dan mendapatkan bahasa tanpa mereka sadari. sementara itu, learning dimaknai sebagai berkembangnya kesadaran akan aturan bahasa (richard, 1999: 131). dalam proses akuisisi, intake adalah merupakan faktor terpenting dalam sebuah pengajaran bahasa. intake didapat siswa dari input melalui proses, yang salah satunya adalah dengan, penggunaan bahasa dalam komunikasi secara langsung dengan bahasa target. natural method yang lebih menekankan pada proses pengajaran bahasa monolog guru ini kemudian berubah menjadi sebuah bentuk pengajaran yang lebih komunikatif dan juga menekankan pada proses produksi kalimat setelah melakukan perkawinan dengan proposisi pengajaran bahasa kedua krashen. namun begitu, produksi kalimat harus dilakukan setelah diyakini bahwa siswa siap untuk memproduksi bahasa ( steinberg, 2001: 210). kesiapan siswa untuk berkomunikasi ini dimulai dengan adanya input yang siswa dapatkan dari dunia disekitarnya, dalam proses belajar mengajar di kelas adalah dari guru. maka dari itu, peran guru sebagai “caretaker” speech sangat dibutuhkan untuk menciptakan intake yang baik. pada saat melakukan monolog untuk menciptakan intake, guru harus mempersiapkan segala sesuatu yang berkaitan dengan materi, tujuan, dan capaian hasil yang diinginkan dalam pembelajaran. pergerakan peningkatan materi harus dianalisa secara seksama dan disesuaikan dengan kondisi siswa. krashen (2002) memberikan rambu – rambu yang cukup jelas dalam proses akuisisi bahasa kedua dengan metode ini, yaitu i + 1. artinya untuk melanjutkan step pembelajaran selanjutnya siswa harus memahami input yang telah diberikan sebelumnya. sementara itu, pengajaran grammar disampaikan secara implisit dalam bentuk materi yang sifatnya komunikatif dan natural. misalnya, dalam pembelajaran yang berhubungan dengan tema binatang, maka di ajak berkomunikasi tentang binatang yang mereka sukai dan binatang yang tidak mereka sukai dengan beberapa bentuk pola kalimat terbuka (slot pettern) yang memungkinkan untuk diganti dengan nama binatang yang mereka suka. contohnya: do you like .........? yes/no do you have ........? yes/no what your favorite .......? my favorite ....... is ...............dst. iii. multiple intelligent teori multiple intelligent pertama kali diperkenalkan oleh howard gardner pada tahun 1983. taylor & mackenny (2008) dan amstrong (2009) menyatakan bahwa dasar teori multiple intelligence ini adalah: 1. potensial isolation by brain damage 2. adanya savant (anak yang dianggap kurang begitu cerdas di satu sisi namun memiliki kelebihan luar biasa yang tidak dimiliki orang lain disis yang lain) prodigies (anak yang memiliki kecerdasan diatas rata – rata) 3. perbedaan sejarah perkembangan dan penentuan keahlian yang berbeda pada akhirnya 4. adanya sejarah evolusi yang menyatakan bahwa kedelapan intelligence ini mengakar pada evolusi sejarah hidup manusia yang merupakan innate 5. adanya penelitian psikometri yang menyatakan bahwa intelligen manusia bervariasi 6. adanya dukungan penelitian psikologi yang menyatakan bahwa pengukuran kemampuan manusia dengan menitik beratkan hanya pada aspk tertentu dianggap gagal. 7. identikasi adanya core operation yang menuntut adanya variasi aktivitas yang sesuai 8. kemampuan untuk menggunakan simbol secara tepat dari temuan ini, gardner kemudian mengembangkannya dan menemukan paling tidak ada 8 bentuk intelligent yang berbeda pada diri setiap manusia (amstrong, 2009: 6). bentuk intelligence tersebut adalah: 1. linguistics kemampuan bahasa ini adalah sebuah kecerdasan untuk menggunakan kata secara efektif, baik secara ucapan (oral) atau tulisan (written), termasuk kemampuan untuk memanipulasi sintax atau struktur bahasa, suara bahasa, makna bahasa, maupun penggunaan bahasa dalam dunia praktis atau dalam bahasa larson & freeman mengartikan sebagai kreatif (larson & freeman, 2003: 170). 2. logical – mathematical kemampuan untuk meggunakan angka secara efektif serta mengemukakan alasan secara tepat. seserorang dengan kecerdasan ini sangat sensitif terhadap pola – pola dan hubungan – hubungan, misalnya hubunagn sebab akibat atau hubungan abstraksi lainnya. dalam aplikasinya seseorang dengan kecerasan matematika ini memiliki kecerdasan untuk mengkategorisasikan, menyimpulkan, mengeneralisasikan, menghitung dan melakukan tes terhadap sebuah hipotesa. 3. spatial dengan kecerdasan ini seseorang mampu mengenali dunia visual secara akurat dan dan melakukan transformasi berdasarkan persepsi yang mereka miliki, misalnya sebagai seorang dekorator atau yang lainnya. anak dengan kecerdasan ini sangat sensitif terhadap bentuk, warna, garis, bentuk, ruang, dan hubungan yang ada pada elemen – elemen tersebut. sehingga dengan sensitifitas yang dimilikinya seseorang dengan kemampuan ini memiliki kapasitas untuk membuat pemetaan ide atau tata letak suatu benda atau membuat matrix. 4. bodily – kinesthetic bodily – kinesthetic adalah sebuah kecerdasan untuk menggunakan gerakan tubuh untuk mengekspresikan ide dan perasaanya serta menggunakan tangan untuk memciptakan atau mentransformasikan sesuatu, misalnya pemahat. bentuk kecerdasan ini mencakup kemampuan fisik khusus seperti keseimbangan, kekuatan, kelenturan, kecepatan, koordinasi dan lain sebagainya. 5. musical kecerdasan musical merupakan kapasitas yang dimiliki seseorang untuk mengenal, mengkritisi, mentransformasi, sert mengekspresikan bentuk musik. orang yang memiliki kecerdasan ini memiliki sensitivitas yang tinggi terhadap ritme (rhythm) musik, tinggi rendahnya suara (pitch) atau susunan notasi lagu (melody), dan kualitas atau warna suara dari sebuah musik. 6. interpersonal interpersonal adalah sebuah kemampuan untuk membedakan keinginan, motivasi, dan perasaan orang lain. orang dengan kemampuan seperti ini memiliki sensitivitas yang sangat tinggi terhadap perubahan pada ekspresi wajah, suara, dan gerakan tubuh orang lain. artinya, kecerdasan ini akan menjdikan seseorang memiliki kemampuan untukk membedakan berbagai macam bentuk tingkah laku orang lain serta meresponnya secara tepat. 7. intrapersonal kecerdasan intrapersonal merupakan kemampuan untuk mengetahui diri sendiri dan beradaptasi terhadap lingkungannya berdasarkan pengetahuan yang dimilikinya. kecerdasan ini mencakup kemampuan untuk kelemahan dan kekurangan diri sendiri; kesadaran terhadap mood dari dalam diri sendiri, motivasi, temperament, keinginan, dan kapistas untuk disiplin diri sendiri, pemahaman dan penghargaan terhadap diri sendiri. 8. naturalist naturalis memiliki keahlian untuk mengenali dan mengklasifikasikan berbagai spesies yang ada di sekitarnya. seseorang dengan kecerdasan ini juga memiliki sensitifitas terhadap fenomena alam, misalnya mengenali gunung berapi ata yang lainnya. dari kedua gambaran teori di atas penulis ingin mencoba memodifikasi bentuk aplikasi pengajaran yang ada pada buku thomas amstrong (2009). hal ini didasarkan pada asumsi bahwa bentuk pengajaran yang ingin penulis tawarkan adalah pengajaran bahasa kedua pada sekolah dasar, sementara konsep yang ada pada buku tersebut sifatnya masih umum, anak – anak atau dewasa. iv. aplikasi natural approach pada kelas multiple intelligent aplikasi kali ini akan coba penulis paparkan dalam bentuk pengajaran di kelas iii dengan materi pelajaran tentang binatang (animals). pertama yang harus dilakukan seorang guru, seperti biasanya, adalah mempersiapkan materi pengajaran dalam bentuk miniatur atau gambar berwarna. dalam aplikasi ini, materi materi yang disiapkan adalah gambar hewan berwarna berukuran sedang (bisa dilihat dengan jelas oleh siswa bagian belakang), ukuran folio (dibuat seperti wayang untuk media bercerita), gambar kecil (ukuran seperempat folio berisi delapan gambar hewan yang akan diajarkan) pada saat masuk kelas guru membawa semua peralatan yang telah disiapkan. pertama guru mengucapkan salam disambung dengan mengajak siswa berdoa. setelah itu, guru mengatakan “how are you students?”. setelah siswa menjawab petanyaan, guru mengatakan “ok students, now i want to tell you a story about “a wonderful snail”” dengan mengangkat tokoh sentral dalam cerita itu – snail. cerita dimulai dengan “today” – guru berhenti sejenak dan kemudian meneruskan lagi dengan nada suara sedang jelas agak lambat – “two birs fly” – dengan menggerakkan tangan atau sayap gambar burung yang dipegang guru jika mungkin, “the birds look for their friends”. pada saat mengucapkan kalimat yang terakhir ini guru berlagak dengan matanya seakan – akan burung yang sedang mencari – cari temannya. kemudian guru menyanyikan lagu di bawah ini dengan meminjam nada lagu “are you sleeping” rabbit and deer 2x frog and snail 2x monkey bird and lion 2x where are you? 2x selanjutnya, guru menjawab dengan mulut setengah ditutup tangan, “here we are”. penutupan mulut ini diharapkan menimbulkan efek jauh. “the birds flew to find his/her friends”. guru kemudian menyanyikan lagi lagu yang telah dinyanyikan sebelumnya, setelah itu mengatakan “they sing again and again to find his/her friends” guru berhenti sebentar dengan tangan kanan masih memegang burung yang terbang dengan jarak agak jauh dari tangan kiri sedangkan tangan kiri mempersiapkan beberapa teman yang sedang dicari oleh burung. “finally the birds found his/her friends”. guru menata gambar burung dan teman-teman yang dipanggilnya secara berhadapan. guru mengatakan “hallo, how are you?”, sambil menggerak – gerakkan gambar burung.“fine, thanks, and you?”, tangan kiri guru menggerak – gerakkan gambar teman – teman sang burung. “fine, today is a nice day, let’s have a race”, kembali guru menggerak – gerakkan gambar burung yang ada di tangan kanan. “good idea” snail say. pada saat mengucapkan kalimat ini guru menggunakan suaranya yang kecil. then, they went to a field. “are you ready?” said the butterfly. “ok” all his friends said. “i will win the game” the lion say. “i will win the game, i can run fast” said the deer. “i will win the game, i can fly” say the bird. frog and monkey say almost together “i will win the game”. snail remain silent. he only say in the hearth that he will try hard to win the game. “are you ready?” butterfly asked. “ three .... two ....one, go!” said the butterfly. guru menggerakkan seperti gaya seorang dalang meneggerak – gerakkan wayang dari kiri ke kanan kemudian hilang dan dimulai lagi dari kiri ke kanan lagi begitu hingga 3 kali. suddenly guru berhenti sejenak a win blow hard mulut guru membuat efek suara angin. the win swept the all animals and made them difficult to reach the finish line, but the snail slowly run and run and finally he could reach the finish. guru menggerak – gerakkan gambar snail pelan – pelan sampai garis finish. then the lion, deer, frog, bird and rabbit. and the snail say “yes, i win the game” diikuti ekspresi guru mengepalkan tangan kanan dengan wayang snail ditangan kiri. harus benar – benar ditampilkan ekspresi kegembiraan atas kemenagannya tetapi juga ditekankan pada ekspresi tidak sombongnya. “”congratulation” all his friends shake the snails hand. the butterfly give the thropy to the snail and they all look happy.” setelah bercerita guru memberikan seperempat folio kepada masing – masing siswa. kemudian guru meminta siswa untuk memotong gambar binatang tersebut dengan mengatakan “cut the picture!” sambil jari guru mempraktekkan proses menggungting benda. pada saat siswa memotong gambar guru menulis beberapa nomor di papan tulis. setelah siswa selesai memotong gambar benda “ ok, now listen! when i say number one, lion. stick the picture of lion in number one. when i say number one, deer. stick the picture of the deer in number one. ok, understand? are you ready?”. ketika mengatakan perintah di atas guru harus mengucapkan secara jelas dengan diiringi pause yang sesuai setelah mengucapkan satu kalimat perintah untuk member kesempatan kepada siswa memproses informasi dan memahami perintah yang diberikan oleh guru. setelah itu, guru membacakan soal dan siswa menempel gambar sesuai dengan apa yang diucapkan oleh guru. setelah selesai guru memanggil 2 orang siswa maju ke depan kelas untuk menjadi model dalam proses tanya jawab (pair work) yang harus dilakukan siswa. guru memberi contoh kepada model. guru memegang gambar yang dimiliki dan menghadapkan gambar itu kepada salah satu siswa yang menjadi model dengan mengatakan “what is this” sambil menunjuk pada salah satu gambar yang ada pada kertas seperempat folio tersebut. kemudian guru meminta kepada salah satu model untuk mempraktekkan apa yang guru lakukan. ketika model yang satunya belum bisa menjawab pertanyaan, maka guru mempraktekkanya dengan model yang kedua. setelah model yang ditanya oleh guru dapat menjawab nama binatang yang ditanyakan, guru meneruskan pertanyaan yang berhubungan dengan yes/no question yang berhubungan dengan apa yang mereka sukai dan tidak sukai. misalnya, ketika siswa menjawab pertanyaan yang pertama dengan “rabbit”, guru melanjutkan dengan pertanyaan “do you like rabbit?” . setelah dirasa siswa mengerti apa yang dimasudkan oleh guru, maka dua orang siswa yang maju ke depan kelas mempraktekkan dialog dengan seperti yang dilakuakan oleh guru kepada salah satu model yang sebelumnya. setelah semua anak di kelas memahami apa yang harus mereka lakuakan guru mengatakan “ok, get your partner and practice.” jika ada yang masih belum mengerti guru mendekati siswa yang belum mengerti dan memberi model seperti sebelumnya. setelah selesai bertanya jawab guru meminta perkerjaan anak dikumpulkan untuk dilihat apakah hasil tempelan mereka telah sesuai dengan urutan yang mereka dengar dari guru. setelah selasai kegiatan ditutup dengan menyanyikan lagu di atas. proses belajar diatas akan membuat setiap anak tertarik dan merasa dilibatkan dalam kegiatan pembelajaran. dengan cerita guru paling tidak akan dapat memenuhi dan mengembankan anak dengan kemapuan (1) spatial/visual melalui media gambar – gambar wayang yang ada; (2) logical – mathematical melalui hubungan sebab akibat dari kekalahan serta mungkin mengambil kesimpulan atas kekalahan itu serta jumlah wayang binatang yang di mainkan guru; (3) musical dengan syair lagu nama – nama binatang, dan tinggi rendahnya suara dalam cerita. sementara itu, proses menggunting dan menempel adalah kegiatan untuk mengembangkan kemampuan bodily – kinesthetic dan dialog akan dapat mengembangkan (1) linguistics (2) interpersonal dan (3) intrapersonal serta yang terakhir, naturalist, dikembangkan dengan bebrapa bentuk binatang yang dipakai. beberapa kali penulis melakukan praktik pengajaran ini, walaupun pembahasannya masih sangat simple dan sekitar tema binatang baik binatang ternak maupun liar. dari beberapa kali melakukan praktik, penulis melihat ketertarikan siswa dalam pembelajaran bahasa inggris dengan pendekatan ini. hal ini dibuktikan dengan antusiasme yang perlihatkan oleh siswa ketika mengikuti proses pembelajaran dari step pembelajaran yang satu dan pembelajaran yang selanjutnya. tetapi memang terkadang ada kendala bahasa operasional yang sulit diterjemahkan dengan bahasa tubuh atau asosiasi yang lain – biasanya penulis terjemahkan dalam bahasa indonesia – merupakan pr yang sampai saat ini masih belum penulis temukan solusinya. sehingga percobaan lanjutkan perlu dilakukan berulang – ulang untuk menarik mempertajam penggunaan metode pengajaran ini dan melengkapi celah – celah kekurangan yang ada pada percobaan sebelumnya. v. kesimpulan walaupun percobaan pengajaran bahasa inggris dengan natural approach baru beberapa kali dicobakan, dan hanya pada kelas kecil, namun penulis menyimpulkan metode ini dapat menjadi pertimbangan untuk pengajaran bahasa inggris pada siswa sekolah dasar. proses pembelajaran yang lebih menekankan pada proses akuisisi bahasa yang bersifat komunikatif adalah merupakan tujuan akhir dari pembelajaran bahasa inggris yang saat ini di inginkan oleh semua fihak, termasuk pemerintah, seperti yang tercantum dalam pedoman pembelajaran bahasa inggris di sekolah dasar tahun 2007. kreatifitas guru dan dukungan semua fihak sangat penting untuk mengembangkan kecerdasan anak yang sangat beragam dan dalam masa proses perkembangannya yang sangat pesat sehingga tidak mematikan sumbardaya anak yang akhirnya akan memiliki pengaruh yang tidak baik pada perkembangan usia anak selanjutnya. referensi: armstrong, thomas. 2009. multiple intelligence in the classroom. 3rd edition. usa. alexandria krashen, stephen. 2002. second language acquisition and second language learning. 1st internet edition newport et al. ______ language brain and cognitive development accessed from http://gen.lib.rus.ec/search at monday, january 3rd 2010 richards, jack c. 1999. approaches and methods in language teaching. 15 th ed. australia. cambridge univers ity press sanz,cristina ed. 2005. mind and context in adult second language acquisition : methods, theory, and practice. usa. georgetown university press steinberg, dd. et al. 2001. psycholinguistic: language, mind and world. 2 nd ed. harlow, england. longman. http://gen.lib.rus.ec/search attitude of students in reading comprehension naely muchtar politeknik negeri ujung pandang abstract reading is certainly one area that receives considerable attention in academic life. teacher/lecturer have come to realize that students’ attitude toward reading is every bit as important as improving students reading comprehension. the creation and maintenance of positive attitude toward reading comprehension is expected to be steppingstone of the students’ success of being good reader. this paper is discussed about the importance of attitudes in relation with reading comprehension. it is expected will give contribution for educator in teaching reading comprehension in all level of education. keywords: attitude, reading comprehension. reading comprehension reading comprehension is fundamental to academic learning in all content areas. it is integrally related to foundational skills such as listening comprehension, oral language, and phonological awareness. reading comprehension also requires more advanced skills in word recognition and fluency, and the development of vocabulary. reading comprehension consists of several levels of understanding, beginning with an understanding of the literal meaning of text. skilled readers go beyond this literal meaning, however to develop an understanding of the context in which the passage was written, its genre, its purpose, and its relationship to other knowledge about the world and the specific situation addressed in the text. research indicates that good readers actively construct meaning by interacting the text (duke & pearson, 2001). they read with a purpose, and they use a variety of strategies before, during, and after reading. beside that characteristics of good readers namely have background knowledge about the text material or related concept, have good reading ability, interest, and positive attitude toward reading. reading comprehension has to do with the interpretation of texts. as ramirez (1995:201) said that “the comprehension of written texts is a complex process involving many linguistic sub skills and systems of knowledge, including the social uses of written language and structures for organizing information.” the reading process can be conceived of as an interaction between the writer (author of the text) and the reader. the reader constructs the meaning of the text through use of comprehension strategies, awareness of textual features (rhetorical structure, vocabulary, grammar) and knowledge of extra textual elements (topic familiarity, cultural situations, and text types). a definition of comprehension might stress the importance of vocabulary knowledge. reading comprehension is essential to academic learning areas, to professional success and to lifelong learning. shuyun and munby (1996) noted that academic reading is a very deliberate, demanding and complex process in which the students are actively involved in a repertoire of reading strategies. in a review of the development in second language reading research, the crucial importance of reading skills in academic contexts has led to considerable research on reading in a second language. levine et al. (2000:1) stated that “the ability to read academic texts is considered one of the most important skills that university students of english as a second language (esl) and english as a foreign language (efl) need to acquire.” the attitude attitude is a learned tendency to respond to people, concepts, and events in an evaluative way. attitudes are composed of beliefs, feelings, and action tendencies. an attitude is often defined as a tendency to react favorably or unfavorably toward a designated class of stimuli, such as a national or ethnic group, a custom, or an institution. attitude is a hypothetical construct that represents an individual’s like or dislike for an item. attitudes are positive, negative, or neutral views of an “attitude object): i.e. a person behavior or event. people can also be “ambivalent” towards a target, meaning that they simultaneously posses a positive and a negative bias towards the attitude in question. attitudes are composed from various forms of judgments. attitudes develop on the abc model (affect, behavioral change, and cognition). the affective response is a physiological response that expresses an individual’s preference for an entity. the behavioral intention is a verbal indication of the intention of an individual. the cognitive response is a cognitive evaluation of the entity to form an attitude. most attitudes in individuals are a result of observational learning from their environment. it can be concluded that attitude refers much to behavior or personality. attitude is predisposition or a tendency to respond positively or negatively towards a certain idea, object, person, or situation. attitude influences an individual’s choice of action, and responses to challenges, incentives, and rewards (together called stimuli). the term a tendency or a learned predisposition to respond either positively or negatively clearly indicates manner of someone to behave, that is, he or she behaves favorably or unfavorably. the way or the manner someone behaves is then believed as the reflection of one’s personality. it is also true to say that attitude refers to like and dislike. one who likes an object is believed to respond positively to that object. further, attitude is the reflection of mind. the components of attitude there are there components of attitudes. they are described as follows: 1. cognitive component concerns thought and beliefs or propositions and opinions about the way things are ought to be. a favorable attitude to english might entail a stated belief in the importance of continuity of the indigenous language, its value in the transmission of english culture and use in immersion bilingual education. cognitive competence of an attitude is that based on beliefs, knowledge, information, and perception. the beliefs or the knowledge bear from what someone have known. 2. affective component concerns the individual’s evaluation of the attitude object. the evaluation usually involves emotional feelings towards the attitude object (e.g. english). the feeling may concern love or hate and like or dislike of the language. affect or emotion associated with these beliefs, measurable in terms of psychological reactions or intensity and style of response. affective component consists of positive or negative affects (feeling). the feeling is affected by beliefs about an object. whether the object is true or false/right or wrong. in other words affective component concerns with individual emotion. 3. co-native component, action-intention component or behavioral component concerns a readiness for action or the individual’s action tendency toward the object. it is a behavioral intention or plan of action under defined contexts and circumstances. a person with a favorable attitude to english might state that they would learn and practice their english as a daily conversation. this component of attitude shows how the person will act to the object, or the tendency of the person to act in the object. this component concerns itself with the individual’s predisposition to respond, to seek out, and to approach the attitude object. several examples of attitudes components toward reading as follows: a. how much the students’ look forward to read; b. the extent to which the students is prepared to share his reading experiences; c. the students’ preferences for types of reading material; d. the pleasure which the students derive from reading; e. how relevant the students’ feel a reading task to be. each of these examples may reflect a different aspect of attitude to reading such as reaction to reading or involvement with reading. the dimensions of attitude there are four dimensions of attitude as follows: 1. tendency or direction. an attitude has a tendency or direction. it may tend to be positive (called positive attitude) or it tend to be negative (called negative attitude), or it may be neither positive nor negative (called neutral attitude); 2. intensity. an attitude has an intensity which means that two same tendencies or directions of attitude of different persons may have different intensities. so, such a tendency as positive attitude may vary in such intensities as positive and strongly positive or negative attitude may vary in such intensities as negative and strongly negative; 3. width. an attitude has width, which means that the possessiveness or the negatives of one’s attitude towards an object may refer to the whole aspects or only to some specific aspects of that object; 4. consistency. an attitude has a consistency, which means that there should be a consistency between one’s attitude statement or assessment and his or her behavior. one who has positive attitude towards an object should behave to show that he or she likes that object. the characteristics of attitude several important characteristics of attitude as follows: 1. attitude has an object; that is it is tied to something. probably because of a set of beliefs we have about it. in other words, attitude implies a subject-object relation; 2. attitude has direction, degree, and commitment. direction indicates whether the attitude is passive or negative; 3. attitude is like belief is learned. we are not born with attitudes toward anything, but we organize them through direct or indirect experience with the object of our attitude. the functions of attitude the functions of attitude are as varied as the function of skill, but these functions are much less easily identified. indeed, a whole research literature has developed around the function of attitude divided four functions of attitude as follows: 1. the instrumental, adjective, or utilitarian function in which a person may develop an attitude because it enables him or her to become acceptable by his or her group; 2. the ego-defense function in which the person protects from acknowledging the basic truths about himself or the harsh realities in his external world. freudian psychologists and neo-freudian thinking have been preoccupied with this type of function and its outcome; 3. the value-expressive function, in which the individual derives satisfactions from expressing attitudes appropriate to his or her personal values and to his or her concept of himself or herself. this function is central to doctrines of ego psychology, which stresses the importance of self-expression, self-development, and self-realization; 4. the knowledge function, based upon the individual’s need to give adequate structure to his or her universe. the search for meaning, the need to understand, the trend toward better organization of perceptions and beliefs to provide clarity and consistency for the individual, are other descriptions of this function. attitude as input and output in educational research, attitude is considered both as input and output. for example, a favorable attitude to language learning may be a vital input in language achievement. in this sense, attitude is predisposing factor, affecting the outcomes of education. attitude can also be an outcome itself. after a reading program or language learning course, the teacher/lecturer/instructor may hope for a favorable attitude to reading or the language learnt. sometimes attitude may be as important outcome as achievement if further development or interest in subject is sought. a skilled reader may shun books after formal education. a less skilled reader with a love of books may, because of a favorable attitude, carry on reading regularly into adulthood. thus, attitude serves a double function. it is an important concept as it provides a presage and a product variable, predispose and an outcome. in socio-educational model, attitude is placed alongside intelligence, aptitude, and anxiety as an initial ingredient in bilingual proficiency. language attitudes also appear in the model as an outcome alongside bilingual proficiency. it is also obvious that attitudes of learners affect learning process significantly. students’ attitude in reading comprehension in today’s society, reading fulfill all practices encountered in daily life and is believed to be more than the acquisition of a discrete set of skills, it is an active, dynamic and interactive practice of meaning making that occurs between individuals, their world and their text (anstey & bull, 2004). reading is not a static act, but constantly changes and adapts to the social environment in which it is practised. the extent to which students positively or negatively engage in reading at home and at school or university is influenced greatly by the attitude they have towards reading. students’ attitudes significantly influence their level of engagement with reading. attitude has been described as “a state of mind, accompanied by feelings and emotions that make reading more or less probable” (kush & watkins, 2001: 315). students’ attitudes are perceived to be a function of the effect associated with the beliefs a person holds about the object. reading attitudes are learnt characteristics that influence whether students engage in or avoid reading activities and they can be influenced by societal, familial, and school-based factors. attitude toward reading is an important educational outcome. reading specialists have come to realize that attitudes are crucial in reading. it is apparent that attitudes are crucial factors and vital concerns in reading. attitude may be defined as predispositions to act either favorably or unfavorably toward some group, institution, situation, or object. they are of course, highly related to interests but, tend to be thought of as a broader more generalized feelings, often not particularly conscious, but most certainly affecting individual behavior. one of the problem student faces nowadays is not their ability to read but their lack of interest or attitude, indifference or rejection of reading. studies based on reading habits have particularly focused on the importance of the promotion of specific strategies to: capitalize on their interests or attitude, make reading materials accessible, build a conducive environment, allow time to read in school or college, provide significant adult models and use motivational techniques. the whole educational process is deeply influenced by attitudes. attitudes obviously influence the teaching and learning process. attitudes can be expressed both verbally and non verbally. on a simple level if we say that some event is a good thing, we are expressing a positive attitude towards it. if we do not show a willingness to do something we have been asked to, we may be said to show a negative attitude. attitude is hidden and also much more complex. attitude can be expresses by a range of behavior. attitude toward reading is an important educational outcome and evaluative criteria due to its relationship to reading behavior and the refinement of reading skills. because there are no guaranteed strategies in reading comprehension that will promote positive attitudes of the students. attitudes towards reading have yet another value. it is apparent, then, that attitude is crucial factor. a student will usually not attempt to learn anything unless he or she is interested. furthermore, as with any other skill, competence in reading can only be developed through practice. the more a student reads the more likely he or she will become a fluent reader. conclusion students’ attitudes and perceptions of what makes a good reader have also been studied extensively. the development of positive attitudes toward reading has been associated with sustained reading throughout the lifespan. although students’ attitudes toward reading are commonly identified by teacher/lecturer as important little time are spent developing positive reading attitudes in schools/universities. in addition, teacher/lecturer ratings of students and are often influenced more by how well the student reads. studies also show that good readers generally posses more positive attitudes toward reading than poor readers do. not all poor readers dislike reading, however, and many maintain positive reading attitudes despite limited skills and continuing frustration. reading attitude is a complex theoretical construct. it is defined in a various ways, for example, a system of feelings related to reading which causes the learner to approach or avoid a reading situation or a state of mind, accompanied by feelings and emotions that make reading more or less probable. in a general way, the attitude or language-learning success connection explained by krashen’s (1982) monitor model, which suggests that language is acquired through an affective filter. this filter, which is constituted in part by attitude, many times has the power to either permit or block language input from reaching the part of a learner’s brain that acquires language. knowing that attitude can facilitate or impede second language acquisition, however, is not enough. there are there principles of attitudes toward reading. first, an attitude has a focus; i.e. attitudes on specific topics or issues. second, attitudes grow from experience with a topic, either direct or indirect. and third, attitudes typically fall somewhere on a continuum ranging from absolutely favorable on one extreme to absolutely unfavorable on the other extreme. references anstey, m., and bull, g. 2004. the literacy labyrinth second edition. frenchs forest, new south wales: pearson education australia. black, anne-marie l. 2006. ‘attitudes to reading: an investigation across the primary years’. school of education. australian catholic university. duke, n.k., and d.p. pearson. 2001. effective practices for developing reading comprehension. http://www.effectivereading.com. accessed 1 february 2008. krashen, stephen d. 1982. principle and practice in second language acquisition. oxford: pergamon press. kush, j. c., and watkins, m. w. 2001. ‘construct validity of the wisc-iii for white and black students from the wisc-iii standardization sample and for black students referred for psychological evaluation. school psychology review, 30(1):70-89. levine, a., ferenz, o., and t. reves. 2000. ‘efl academic reading and modern technology: how can we turn our students into independent critical readers?’ tesl-ej, 4:1-9. lin, hsiu-ju. and warden, clyde a. 1998. ‘different attitudes among nonenglish major efl students’, the internet tesl journal, iv(10). ramirez, arnulfo g. 1995. ‘creating contexts for second language acquisition: theory and methods. new york: longman. shuyun, l., and munby, h. 1996. ‘metacognitive strategies in second language academic reading: a qualitative investigation’ english for specific purposes, 15(3):199-216. reading comprehension the attitude the functions of attitude attitude as input and output conclusion the particular dialect or language that a person chooses to use on any occasion is called a code the student's error in forming nominal clause in complex sentence siska bochari, hasan basri, muh. arid siska.bochari@gmail.com universitas tadulako palu received : 15 october 2019 accepted: 27 november 2019 abstract this research uses descriptive qualitative method that aims at analyzing the errors in the formation of nominal clause in complex sentence conducted by students of the fourth semester of the english language study program, tadulako university. data collection was taken through giving tests to 49 students. the test was given in the form of a written test by asking students to make nominal clause. the results showed that the most dominant type of error made by students in making nominal clauses is omission, which is to reduce parts of words such as suffix -s as plural marker on nouns or as present marker on verbs. in connection with the functions of nominal clause in sentence, the students have difficulty in making nominal clause that functions as complement and object of preposition. . keywords: error analysis, nominal clause, complex sentence 1 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 7, number 2, december 2019 pp. 354– 367 http://u.lipi.go.id/1457703302 mailto:siska.bochari@ ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) introduction in studying the structure of language, we must be able to arrange sentences or clauses.sentence is a collection of words that has at least one subject and one verb and has a complete idea or meaning. it is supported by nesfield (1957) who states that a sentence is a combination of words consisting of one subject and one predicate. furthermore walter (2008) states that a sentence is a collection of words consisting of verbs that express thoughts in the form of statements, questions, instructions or exclamations that begin with capital letters if in the form of written language. based on the type, sentence is divided into three types, namely simple sentences, compound sentences, and complex sentences. each type of sentence depends on the type of clause contained in the sentence, namely dependent clause and independent clause. 1. simple sentences simple sentences are a collection of words consisting of at least one subject and one verb. according to vespoor and sauter (2000), simple sentences consist of one main clause, but it does not mean that simple sentences are short. simple sentences are divided into four forms, namely: declarative, interrogative, imperative, and exclamative sentences. here is an example of a simple sentence: (1) anna goes to school at 7 o'clock every morning. example (1) shows a simple sentence consisting of subject (anna), verb (goes), adverb of place (to school), and adverb of time (at 7 o'clock) and (every morning). the meaning of example (1) is very clear and easy to understand. 2. compound sentences unlike simple sentences, compound sentences are a combination of two or more simple sentences using commas as punctuation marks and conjunctions, namely fanboys (for, and,nor, but, or, yet, so). according to penston (2005), if clauses in a sentence are parallel and each has a subject and a predicate, then the sentence is a compound sentence. in other words, compound sentences have two verbs that are connected with conjunctions as a connector to the parallel relationship between ideas in the first sentence and the second sentence. if the ideas in the two sentences are in contrast, the conjunctions used are but, yet, nor. to show a causal relationship, the conjunctions used are for, so, while to indicate that the second sentence contains additional information, the conjunction used is and. here is an example of compound sentences: (2) it was raining, so she didn't go to school. example (2) consists of two simple sentences that are connected with the conjunction so that denotes cause and effect. 3. complex sentences this type of sentence is a combination of independent clause and dependent clause that connect with subordinating conjunctions. according to decapua (2008), sentences are said to be complex because they consist 2 siska bochari, hasan basri, muh. arid the student's error in forming nominal clause in complex sentence of main clauses and sub-clause. different from compound sentences that are connected with coordinating conjunction, complex sentences are connected with subordinating conjunction which means the two clauses above, namely independent clause and dependent clause, are not parallel. independent clause is a sentence that can stand alone and has a complete meaning, while dependent clause is a sentence that depends on the independent clause so that it has an incomplete meaning. here is an example of a complex sentence: (3) i don't know what you are talking about. example (3) consists of independent clause, i don't know, and what you are talking about as dependent clause. the difficulty of students lies in the english sentence patterns where they have to combine sentences and clauses. a clause is a collection of words consisting of subjects and verbs whose meanings or ideas are incomplete. previously, it was said that clauses consisted of independent clause and dependent clause. independent clause is a clause that can stand alone or can be called a sentence, while dependent clause is a clause that cannot stand alone, which consists of three kinds of clauses, namely adjectival clause, adverbial clause, and nominal clause. the following is the explanation of the three clauses. 1. adjectival clause adjectival clauses are clauses that cannot stand alone, which depend on the independent clause. the function of the adjectival clause is as an explanatory or modifier of nouns or personal pronouns (murphy, 1998). azar (1992) states the adjectival clause is a clause describing a noun. the clause provides additional information about the noun. the adjectival clause is also called a relative clause because the adjectival clause is preceded by relative pronouns, namely, who, who, which, whose, and that. besides being preceded by relative pronouns, it is also preceded by relative adverbs, when, where, and why. the following is the examples of people using relative pronoun and relative adverb: (4) he likes the girl who is wearing a red dress. (5) i'll never forget the day when i met you. (6) the hotel where i stayed during my vacation is very expensive. from example (4), the use of who refers to the noun girl, where the main sentence is he likes the girl, while the clause is who is wearing red dress. the word who is a pronoun for noun girl, which should be the girl is wearing a red dress. likewise, the use of connectors in examples (5) and (6) refer to the previous nouns, day and hotel. 2. adverbial clause adverbial clauses are clauses which act as information on verbs, adjectives, or adverbs, but also function as information of time, place, reason, cause, condition, method, comparison, purpose, and concession. here are the examples of adverbial clause in sentence: (7) when we were in jakarta, we saw several plays. (8) we saw several plays when we were in jakarta. examples (7) and (8) are the use of adverbial clauses as time information 3 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) for using connector when. the position of the adverbial clause can be placed at the beginning of a sentence like example (7) or after the independent clause like example (8). 3. nominal clause nominal clauses are clauses that have many functions in a sentence, which can act as subject, object, object of preposition, or complement. decapua (2008) states that nominal clauses follow the main clause that starts with connectors or subordinating conjunctions. connectors in nominal clause are like other clauses, namely, wh-question, and if/whether. each connector has a function. a. connector that this connector is used as an opening statement. connector that is a marker of nominal clause followed by verbs, adjectives, or nouns (decapua, 2008). connector that can be removed because it functions as an opening and has no meaning. (9) i think that he is a good teacher. (10) i think he is a good teacher. examples (9) and (10) show nominal clauses as objects of transitive verb think. in example (10) connector that can be removed because the nominal clause is placed after the verb. if the nominal clause acts as the subject of a sentence, connector that cannot be removed. it can be seen in example (11): (11) that the world is round is a fact. b. connector wh-question nominal clauses also use connectors that begin with wh-, i.e. when, where, why, how, who, who, what, which, whose. noun clause that uses whquestion is not in the form of an interrogative sentence. the word whquestion is used as a marker for nominal clauses that are transformed from interrogative sentences using wh-questions (decapua, 2008). the following is the examples of using wh-question as a nominal clause connector: (12) i know when he will arrive. (13) what you did was wrong. (14) i am concerned about when he will arrive. example (12) is the use of a nominal clause as an object of verb know by using connector when. the wh-question form in example (12) shows that the word when used as a connector is not a question marker. in example (13), connector what is used as a marker for nominal clause that functions as subject and example (14) shows that nominal clause functions as object of preposition about. c. connector if/whether this connector is used to convert the question yes/no to a nominal clause in other words to change the question form to the statement form. decapua (2008) states that the use of whether/if as a marker of a nominal clause is transformed from question yes/no. the difference between if and whether is only at the formal and informal levels. the connector whether is used in formal english while connector if is generally used in spoken 4 siska bochari, hasan basri, muh. arid the student's error in forming nominal clause in complex sentence language. here are the examples of using if/whether in sentences: (15) will she come? i don't know whether she will come. (16) will she come? i don't know if she will come. in example (15), connector whether is used as a modifier of a question form and makes it into a statement. example (16) is the use of connector if that functions like whether. the connectors in the sentence function as an object of the verb know. difficulties in using nominal clauses in sentences make the students difficult to write texts or paragraphs properly and correctly. this is due to the fact that most students do not understand the use and structure of clauses in sentences and their functions, especially the nominal clause which is the most difficult clause for students to understand because it has several functions in sentence. therefore, it is necessary to do an error analysis of the language learning process. wood (1984) states error analysis is based on the assumption that this product is able to make teachers make generalizations to the system and this assumption is correct in practice. it can be said that error analysis is a systematic error that occurs in language learners. 1. difference between error and mistake in the process of language learning, learners will make mistakes because it is impossible for a learner to produce good and correct language in the process of learning a new language. therefore, we need to know the difference between error and mistake. both have the same meaning in indonesian, but have different meanings in english. a clear difference between errors and mistakes according to corder (1981), errors lead to errors in abilities or skills that are systematic and indicate the transition steps in the development of grammar rules or the final step of the learner's knowledge. mistake refers to misconduct that sometimes occurs and relates to several factors such as fatigue, memory loss (forgetfulness), and psychological conditions such as emotions. furthermore, parrot (2002) argues that error is evidence of the development of learners' abilities in foreign languages while mistakes relate to mistakes that are not systematic and do not reflect the development of learner ability. 2. error types after knowing the difference between errors and mistakes, in analyzing errors, it is necessary to know about the types of errors themselves, to make it easier for researchers to identify and to explain the mistakes made by students. the importance of knowing the types of error can make it easier for teachers to determine the problems faced by students. dulay (1982) states that analyzing errors from the perspective of surface strategy promises all researchers to pay attention to the cognitive process of the learner in reconstructing a new language by looking at errors based on the following types: a. omission the character of this type is the loss or reduction of one item that should appear in the sentence. the missing item can be in the form of content words 5 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) or function words (dulay, 1982). example:(17) i am study english now that should be i am studying english now b. addition this type is the addition of items that should not be necessary. three types of addition are double markings, regularizations, and simple additions (dulay, 1982). example: (18) the woman does not needs to write the report that should be the woman does not need to write the report. (double markings) (19) i putted the book on the table last night that should be i put the book on the table last night. (regularizations) (20) the train is gonna broke it that should be the train is gonna break it. (simple additions) c. misinformation this type is the use of an incorrect form of morpheme or structure (dulay, 1982). example: (21) there are many fishes in the pond that should be there are many fish in the pond. d. misordering this type is the morpheme placement error in the sentence (dulay, 1982). example: (22) he is all the time late that should be he is late all the time. referring to the research conducted by kusumadewi (2017), mistakes in teaching foreign languages especially english is a difficult case to avoid. many aspects cause english learners to make mistakes. the results of her research showed that students make mistakes when preparing nominal clauses using wh-questions, nominal clauses with if/whether and nominal clauses with that. students have difficulty understanding nominal clauses using wh-questions and are confused about placing them into sentences correctly. in line with kusumadewi, haryanti and setyandari (2018) conducted research on students' difficulties in understanding clauses. their results state that the difficulty faced by students is that they are not able to distinguish the function of nominal clauses in sentences, especially nominal clauses that act as indirect objects. they consider indirect objects the same as direct objects. they also have difficulty in distinguishing the use of connector where as a marker of the adjectival clause and the nominal clause. therefore, the researcher considers it is necessary to analyze the students’ errors in forming nominal clauses in complex sentences. based on the background of the above problems, the formulation of the problem in this study is as follows: 1. what is the most dominant type of error made by students in making a nominal clause? 2. which function of nominal clauses is the most difficult for students to make? method 6 siska bochari, hasan basri, muh. arid the student's error in forming nominal clause in complex sentence the population of this research is the fourth semester students of 2017, english education study program, faculty of teacher training and education, tadulako university. the class of 2017 students is divided into 7 parallel classes, from class a to class g. the total number of students taking the advanced communicative grammar skill course is 240. the number of students to be the sample of this study is 20% of the total number of each class, and the total sample is 49 students. the number of questions on the test is 20 questions that ask students to make sentences that contain nominal clauses. . result in the process of collecting data, the researchers distributed questionnaires containing questions about nominal clauses which were divided into 5 parts, namely 1) changing wh questions into nominal clauses using wh, 2) turning yes/no questions into nominal clauses using connector if/ whether, 3) converting sentences into nominal clauses using connector that, 4) placing nominal clauses based on their functions in sentences, 5) making sentences containing nominal clauses based on their functions in sentences. to answer the questions, the researchers made a group based on the types of error made by the students in answering the questions given and the functions of the nominal clause that was difficult for the students to arrange in sentence. the group can be seen in the following tables: table 1 nominal clause using wh question no wh question nominal clause type of error error rate (%)students’ answer reconstruction 1 where does he work? do you know where does he work? do you know where he works? misinformation 14/49 (29%) 2 why did they come late? tell me why did they come late tell me why they came late. misinformation 32/49 (65%) 3 what did she say? what did she say wasn’t true. what she said wasn’t true. misinformation 16/49 (33%) 4 how much does it cost? i can’t remember how much it cost. i can’t remember how much it costs. omission 24/49 (49%) the table above shows that students tend to make misinformation in constructing nominal clauses using wh question. this misinformation is done by equating the structure of the interrogative sentence with the nominal clause that uses the wh question. more than 50% of students misinformed the second question, besides if they made the nominal clause appropriately, they misinformed the morpheme come by neglecting to change it to the past in accordance with questions that used the past tense. students’ answers tend to look like this: tell me why they come late instead of tell me why they came late. 7 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) table 2 nominal clauses using whether / if no y/n question nominal clause type of error error rate (%)students’ answer reconstruction 1 do you like grammar or not? i don’t know whether do you like grammar or not. i don’t know whether you like grammar or not. misinform ation 6/49 (12%) 2 is it correct or not? please tell me it correct or not. please tell me if it is correct or not. omission 16/49 (33%) 3 would she like some coffee or not? i’ll ask her whether she like some coffee or not. i’ll ask her whether she would like some coffee or not. omission 45/49 (92%) 4 does tom know the answer? i wonder if tom know the answer. i wonder if tom knows the answer. omission 26/49 (53%) table 2 above illustrates the type of student error dominated by omission. more than 90% of students make omissions on modal would. they changed the tense used in question number 3 to the present simple form. some of the students changed the morpheme like to likes indicating that they considered the problem to be in the form of a simple present. question number 4 is also dominated by the type of omission which reached more than 50%. students tend to neglect to change morpheme know into knows. table 3 nominal clauses using that no question nominal clause type of error error rate (%)students’ answer reconstruction 1 smoking can cause cancer. smoking can cause cancer that is a fact. that smoking can cause cancer is a fact. misordering 21/49 (43%) 2 he is a good actor. i think that is a good actor. i think that he is a good actor. omission 5/49 (10%) i think that his a good actor. misinformati on 5/49 (10%) 3 the world is round. we know that world is round. we know that the world is round. omission 7/49 (14%) 4 the earth revolves around the sun. the earth revolves around the sun that is true. that the earth revolves around the sun is true. misordering 24/49 (49%) table 3 shows that the type of students’ error is misordering, that is making some mistakes in putting connector that in sentences which occurs in 8 siska bochari, hasan basri, muh. arid the student's error in forming nominal clause in complex sentence sentences number 1 and 4. the percentage is between 40-50% and the number of students who made mistakes is around 20 students. table 4 laying nominal clauses based on function no clause: what the teacher said error rate (%) 1 subject 36/49 (73%) 2 object 38/49 (78%) 3 complement 46/49 (94%) 4 object of preposition 44/49 (90%) students have a high level of difficulty in arranging nominal clauses in sentences according to their functions. table 4 shows that most of the students are not able to arrange nominal clauses in sentences based on their functions as subject, object, complement, and object of preposition. this can be seen from the percentage of mistakes made by the students that is higher than 70% and some even reach 94%. table 5 making nominal clauses based on function no function of nominal clause error rate (%) 1 subject 40/49 (82%) 2 object 37/49 (76%) 3 complement 43/49 (88%) 4 object of preposition 44/49 (90%) in line with the previous question, the students also experienced obstacles in making sentences containing nominal clause based on the functions of the clause. table 5 shows the percentage of error made by the students is greater than 75% and some even reach 90%. by looking at the table that illustrates the students' mistakes in constructing nominal clause, the researchers try to answer the first question: what is the most dominant type of error made by students in making a nominal clause? the dominant type of error is omission, which is to reduce parts of words such as the suffix -s as a plural marker on nouns or as present marker in verbs. the next rank is misinformation which is done by the students in forming a nominal clause by linking the arrangement of nominal clauses with interrogative sentences. next is answering the second question: which function of nominal clauses is the most difficult for students to make? the function of nominal clause that is most difficult for students to make is complement and object of preposition. the students assume that the nominal clause functioning as a complement has the same function as object because basically the two functions have the same position which is after verb. after getting some mistakes made by the students in making and arranging nominal clause in sentences, the researchers tried to classify these mistakes based on the theory from dulay. in the first subsection question, the researchers asked the students to change the interrogative sentence using 9 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) wh question to form nominal clause using wh as a clause marker. the students made misinformation in constructing nominal clauses derived from interrogative sentences. they assumed that those rules are alike. most of them do inversion when constructing nominal clauses like making interrogative sentences, namely wh question + auxiliary + subject + verb instead of wh question + subject + verb, for example they arranged nominal clause into what did she say wasn't true instead of what she said wasn't true. this makes the misinformation become the most dominant error in the first sub-section of this questionnaire. besides misinformation, omission is also often made by the students. the same mistake was made repeatedly, namely by removing the marker of present or past form from the verb. an example is when changing the interrogative sentence what did she say? they removed the marker of past form from the sentence when it was changed to the nominal clause, which should be what she said wasn't true to what she say wasn't true. another example is the interrogative sentence how much does it cost? they change it to i can’t remember how much it c ost which should be i can’t remember how much it c os t s . omission error is done by removing the present form marker in the verb cost. in the second subsection question, the researchers asked the students to change the interrogative sentences that use yes/no questions to nominal clauses using whether/if as clause markers. this subsection is dominated by omission error, namely removing elements from the original sentences. the mistakes made by the students are when the researchers asked the students to change the interrogative sentence does tom know the answer? to nominal clause, they made an omission on the verb know, it becomes i wonder if tom k now the answer which should be i wonder if tom k nows the answer. another example is the question would she likesome coffee or not? that was changed by removing the word would to be i’ll ask her whether she like some coffee or not which should be i’ll ask her whether she would like some coffee or not. the researchers assumed that the students are careless in understanding tense of the sentence. from the third subsection question, the researchers asked the students to convert positive sentences into nominal clauses using connector that. this connector is special because it can be removed without changing the meaning and function of the clause in the sentence. initially the researchers assumed that the students would tend to make omission on this connector but it turned out that the students made misordering on this connector, for example: the earth revolves around the sun was changed by them to form the nominal clause into the earth revolves around the sun that is true instead of that the earth revolves around the sun is true. another example is smoking can cause cancer was changed by them into smoking can cause cancer that is a fact instead of that smoking can cause cancer is a fact. by looking at misordering done by the students, the researchers assumed that they were confused to compose nominal clauses by using connector that if it functions as subject, they tended to put the connector that before the auxiliary that functions as main verb so that the sentence looks like two simple sentences, namely the earth revolves around the sun (1) that is true (2) and smoking can cause cancer (1) that is a fact (2). when the researchers asked the students to change the sentence he is a good actor into a nominal clause that functions as an object, they easily changed it to 10 siska bochari, hasan basri, muh. arid the student's error in forming nominal clause in complex sentence i think that he is a good actor even though there are some students who made an omission of the sentence elements. finally, the researchers analyzed the students' answers in the fourth subsection. the researchers asked the students to make their own sentences by placing the nominal clause of what the teacher said in accordance with the functions of the clause in the sentences. almost all of the 7 classes are not able to make sentences properly and correctly. there are 2 classes in which all of the students cannot answer that question. for the students, placing nominal clauses that function as subject and object is slightly easier than those that function as complement and object of preposition. there were 36-38 students out of 49 respondents who did not understand functions as subjects and objects while students who did not understand functions as complement and object of preposition were between 44-46 students. this shows that the ability of the students to understand the functions of nominal clause in sentences is very low. the high percentage of error made by the students in placing nominal clause in sentence based on its functions results the same percentage of error in their answers to the fifth subsection question being equal. the researchers asked the students to make their own sentences containing nominal clause based on its functions in sentence. it is increasingly clear that it is difficult for the students to make sentences that have subject, object, complement, and object of preposition as well as to make nominal clauses. some students made sentences without nominal clause; some made sentences using adjectival clause or adverbial clause. thus, it can be said that the percentage of student’s error is high in the last two subsections because they do not understand the functions of nominal clause in sentence and they cannot distinguish functions as subject, object, complement, and object of preposition. conclusion after analyzing the students' mistakes in composing nominal clause in complex sentence,the researchers conclude the most dominant type of error made by students in making a nominal clause is omission, namely reducing part of words such as suffix -s as plural marker in noun or as present form marker in verb. the next rank is misinformation, which is done by the students in forming a nominal clause by equating the arrangement of nominal clause with interrogativsentence. furthermore, to find out the function of nominal clause that is the most difficult for the students to make, the result shows that it is difficult for the students to place nominal clause that functions as complement and object of preposition. the students assume that the nominal clause functioning as a complement in a sentence has the same function as an object because basically the two functions are positioned after the verb. therefore, the students need to understand correctly the types of verbs that are followed by objects and followed by complement or adverb. the important thing that needs to be stressed is that the lecturer should strengthen the understanding of the word class in the first semester so that it makes easier for students to arrange sentences properly and correctly. references azar, b. (1992). fundamentals of english grammar (2 nd ed.). new jersey: prentice hall. brown, h. d. (2007). principles of language learning and teaching. (5 th ed.). new york: pearson education inc. 11 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) corder, s. p. (1981). error analysis and interlanguage. oxford: oxford university press. decapua, a. (2008). grammar for teachers. a guide to american english for native and nonnative speakers. new york: springer. dulay, h. (1982). language two. oxford: oxford university press. haryanti, s. and setyandari, a. (2018). students’ difficulties in mastering clauses. international journal of active learning. http:// journal.unnes.ac.id/nju/index.php/ijat kusumadewi, h. (2017). analysis of students’ error in constructing nominal clause. wanastra vol. ix no. 2 september 2017. murphy, r. (1998). english grammar in use (2 nd ed.). cambridge: cambridge university press. nesfield, j. (1957). outline of english grammar. revised edition. new york: macmillan and company limited. parrot, m. (2002). tasks for language teachers. cambridge: cambridge university press. penston, t. (2005). a concise grammar for english language teachers. wicklow, ireland: tp publications. verspoor, m. and sauter, k. (2000). english sentence analysis: an introductory course. philadelphia: john benjamins publishing company. walter, e (2008). cambridge advanced learner’s dictionary. cambridge: cambridge university press. wood. w.t.l. (1984). foreign and second language learning. cambridge: cambridge university pres 12 http://journal.unnes.ac.id/nju/index.php/ http://journal.unnes.ac.id/nju/index.php/ siska bochari, hasan basri, muh. arid the student's error in forming nominal clause in complex sentence 13 the particular dialect or language that a person chooses to use on any occasion is called a code 79 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp. 79 88 the use of reference by the characters in midnight in paris movie rangga satya 1, andang saehu2, and udayani permanaludin 3 ramadhanrangga7@gmail.com, andangsaehu@uinsgd.ac.id, udayani77@uinsgd.ac.id english departement faculty of adab and humanities state islamic university sunan gunung djati bandung received: 2022-02-04 accepted: 2022-06-05 doi: 10.24256/ideas.v10i1.2475 abstract in a conversation, it must have a meaning or purpose in the form of a message and it is interrelated. this study aims to identifying the reference categories that are often used and to analyze the construction of reference in film midnight in paris. the method used in this study is a qualitative approach that use descriptive analysis. the data collected from the film were then analyzed descriptively. the result shows that the most dominant type of reference used in film is name and referent. in a film the mention of a name either a place name or a person's name is a normal and frequent phenomenon moreover that 'name' would be the best word to use in order to make identify or refers to something or someone successful and from a person's name and place name. it can refer or interpret the meaning intended in a person's utterance to the listener. furthermore, a listener or reader can find out the intent of the speaker or the sender of the message which must have a relationship with each other. furthermore, the researcher found that the way to construct the reference in the movie is by looking at the nouns or verbs that are present in the conversation, such as proper names, indefinite nouns or definite nouns, if in the sentence there are elements that have been mentioned, it can be said that the sentence is said included in the reference. keywords: message; meaning; reference; identify introduction communication is a very important aspect of human life to express a feeling, exchange information, and deliver messages. moreover, it does not only depend on recognizing the meaning of words in an utterance, but also recognizing what speakers mean by their utterance. moreover according to (rabiah, 2018), language is a tool to interact or tools to communicate, in sense, means to convey thought, http://u.lipi.go.id/1457703302 mailto:ramadhanrangga7@gmail.com mailto:andangsaehu@uinsgd.ac.id mailto:udayani77@uinsgd.ac.id rangga satya, andang saehu, and udayani permanaludin the use of reference by the characters in midnight in paris movie 80 ideas, concepts or even feeling. with language could get some information from other people and understand what the people mean. sometimes there is misunderstanding interpreting of meaning could happen in the language users. those misunderstandings are related to a reference of the utterance or sentence. to understand the meaning of an utterance, the reader or listeners should be able to identify the contexts of utterance. pragmatics can be usefully defined as the study of how utterances have meaning in situations. according to (yule, 2010), pragmatics is study of what speakers mean, or speaker meaning, and focusing on referential meaning and the relationships between words. moreover, pragmatics is studying necessarily involves the interpretation of what people mean in a particular context and how the context influences what is said. there are some scopes of pragmatics, including the study of deixis, reference, presupposition, implicature, speech act, and politeness. in this research, the researcher uses a pragmatic approach that analyses the reference in a movie. reference is a branch of pragmatic study. it is the words used to identify things in some direct relationship to those things and also the relationship of one linguistic expression to another, in which one provides the information necessary to interpret the other. according to (yule, 2010) reference as an act by which a speaker (or writer) uses language to enable a listener (or reader) to identify something. furthurmore yule said in his book there are four kinds of use of reference namely referential and attributive use, names and referents, the role of context, and anaphoric reference. referential and attributive use is the concept of referring something doesn’t always match with physical image or entity or it can replace with indefinite noun to identify a physically present entity, describe entities that are assumed to exist but are unknown and describe an entity that as we know but are don’t exist. name and referent are activity to identifying and describing something by using name. furthermore, in order to analyze specific things and specific entity in utterance, names and referent usually use name or proper noun. anaphoric reference is the used of expression and will occurs when a word or phrase refer to something mentioned earlier in the sentence. it usually often uses the definite, indefinite and pronoun article. anaphoric is a process of continuing to identify exactly the same entity as denoted by antecedent. to help the listener or reader to makes identify sentences or utterances easier, there are linguistic formulas that could be used to analyze the meaning of the sentence or utterance. those linguistic formulas are called by referring expressions. in referring expression consist of proper nouns, noun phrases, and pronouns. from the explanation above, the researcher makes two question in resolving the research problems, those are: 1. what is the most dominant type of reference in midnight in paris movie? 2. how is reference constructed in the characters of midnight in paris movie? ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 81 literature review pragmatics is branch of linguistics studies that concerned with the use of language and study of hidden meaning of a writer and speaker toward the conjoiing effort of linguistic form in relation to speech situations. in other hand, pragmatics is study which came from a conception of language that have purpose or meaning in order to know what the speaker or writer mean. there are alot of definition about pragmatics. the definitions comes from some expert and linguists. every linguist has own concept and principal about definition of pragmatics itself. (yule, 2010) pragmatics is study focused on what speakers mean, or “speaker meaning”. moreover, levinson in (mulyadi, 2020:11)state that pragmatics is the study of those relations between language and context that are grammaticalize or encoded in the structure of a language. in the use of language, both words or utterances spoken by speaker, it has a purpose or meaning of something that referred to which could be assume. the point is that when a speaker or writer conveying the message to a listener or reader, there is an implicit meaning referred to things and this usually requires an understanding by the listener or reader. from that statement, there is a sub topic in pragmatic that could solve that problem and took an important role in understanding this matter, namely reference. reference is a branch of pragmatic study. it is the words used to identify things in some direct relationship to those things and also the relationship of one linguistic expression to another, in which one provides the information necessary to interpret the other. according to (yule, 2010) reference as an act by which a speaker (or writer) uses language to enable a listener (or reader) to identify something. furthurmore yule said in his book there are four kinds of use of reference namely referential and attributive use, names and referents, the role of context, and anaphoric reference. a. referential and attributive use in an utterance that uttered by the speaker, not all referent expression have an identifiable reference but according to (yule, 2010) by using indefinite noun phrases can be used to identify a physically present entity. with indefinite noun also, it can be used to identify a physically present entity, describe entities that are assumed to exist but are unknown and describe an entities that as we know but are don’t exist. in order to make the explanation above clear, there are some example: (1) a : hi buddy, what are you doing? b : good, man, there is a pretty girl looking for you. a : thank you for your information (2) a : hey mate, did you hear that yesterday night mister hassan was killed by the killer who robbed his house. b : are you sure about that? a : yeah his neighbor tell me, and right now there are many police doing investigated in his house the attributive uses divide into [a], [an], and [the]. it can be replaced with rangga satya, andang saehu, and udayani permanaludin the use of reference by the characters in midnight in paris movie 82 whoever or whatever to describe unknown entity. while referential uses is the phrase [pretty girl] and [robbed] because its referring to another entity or the specific one. so it can be assumed that we could use referential and attributive uses to identify an utterance that is said by speaker, even when the entity or individual my not exist. b. name and referent in referencing something, it could be people or things, in addition to using attributive uses, could also use name and referent. name and referents is one in which there is a basic ‘intention to identify’ and ‘recognition of intention’ collaboration at work. in order to analyze specific things and specific entity in utterance, names and referent usually use name or proper noun (yule, 2010). in pragmatic view of reference, describing an entity can also be done through expression and via the name. from the explanation above, there are some example: (1) can i borrow your warrent buffet (2) soekarno is the first president after looking at the example, the first one warrent buffet is name of the father of value investing, but in this case when the name of warrent buffet is associated with ‘borrow’, listener can infer something else that it is not human, but a biographic book containing a journey of life warrent buffet. ‘warrent buffet’ (name) and the book is ‘referent’. otherwise, the second one is soekarno, in this case ‘soekarno’ is name of person because associated with ‘the first president’. soekarno is a name and ‘description of soekarno’ is a referent. c. anaphoric anaphoric reference is the used of expression and will occurs when a word or pharase refer to something mentioned earlier in the sentence. it usually often use the definite, indefinite and pronoun article. anaphoric is a process of continuing to identify exactly the same entity as denoted by antecedent. according to (yule, 2010) there are three kinds of anaphoric reference namely antecedent-anaphora, captaphora-antecendent and zero anaphora or ellipsis. 1. antencendet-anaphora this reference usually occurs when the anaphor come first before the antecedent. anaphor is the second or subsequent expression, while antecedent is the initial expression. for example: a) in the movie, there is a man and a women were trying to help old man to cross the street. the man was holding his hand while the woman brings his groceries. after cross the road, he talked to the old man to keep healthy. after that he talked to her that he very happy helping the old man cross the street. from the example above, here is the explanation a) [a man and a women] is initial reference, is often indefinite, in the definite noun phrases ( the man and the woman) and the pronoun (he) are examples of subsequent reference to already introduced reference. 2. cataphoraantecedent ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 83 this is the opposite of antecedent-anaphora. cataphora-antecendent has different pattern. the pattern of this sentence is when the anaphoric reference comes first and the initial comes later. according to (yule, 1996) the pronoun is used first and it is to difficult to interpret until the full of sentence is presented in the next line. there are some example and explanation for make it clear: a) i am sure it will be nice. watching action movie with my friends will give me more insight after discussing this movie. b) yesteday, when i walked through the street and unpredictable, i saw it in the cross of street. a big dog bark to me! the explanation: a) there is “it”, the meaning of this sentence don’t complete, because we don’t know what it means if we don’t know the next sentence. the in the next sentence it is explained that “it” there refers to an action movie b) the meaning of this sentence don’t complete, because we don’t know about the meaning of the speaker what they talking. however, after being explained in the next line of sentence, we can find out the object refer to a big dog. 3. zero anaphora or elipsis sometime to identify the intent of the speaker does not always use linguistic expressions. it called by zero anaphora or ellipsis. according to (yule, 1996) the use of zero anaphora as a means of maintaining reference clearly creates and expectation that the listener will be able to infer who or what the speaker intends to identify. for example: a) cook for five minutes b) now sleep for ten minutes c) close the door here the use of zero anaphora can create an expectation of the listener, that the listener can interpret what the speaker intends to identify. when the speaker say “cooks for five minutes” to the hearer, the speaker wants deliver the message that the listener must perform the action to cook it for five minutes. so, the writer can take conclusion that the successful reference that an intention was recognized via inference, indicating a kind of shared knowledge and social connection method method design is intended to give guidance and direction of research in answering the questions and as well as finding solutions to these questions. in this research used qualitative method in analyzing the data. this method will help the researcher to describe the data. according to denzin & lincoln, (2013:3) the research which used qualitative method required an interpretive and naturalistic approah, it means that qualitative research study things in their natural settings, tried to conceive of, or to interpret linguistics phenomena in terms of the significances which people bring to them. furthermore, in this research, the researcher will try to apply this qualitative rangga satya, andang saehu, and udayani permanaludin the use of reference by the characters in midnight in paris movie 84 research to the data that has been collected, then it will be described. the data will be taken from the utterances of the characters in the film midnight in paris especially in the use of reference. the writer chooses this method because it describes and interprets data in the form of descriptions. findings and discussion the type of reference in midnight in paris movie in this part, the researcher will explain the types of references that often appear and are used by characters. according to (yule, 2010) there are three types of the uses of reference, namely referential and attributive use, name and referents and anaphoric reference. the researcher found the data 49 cases from this film, the data was divided into referential and attributive 9, name and referent 22, and anaphoric referent 18. from the data has found by the researcher, the most dominant type is name and referent. according to (yule, 2010) name and referent can be identify by proper noun, and in this film the researcher found 22 data names and references used by the characters in the movie. in a film the mention of a name either a place name or a person's name is a normal and frequent phenomenon moreover that 'name' would be the best word to use in order to make identify or refers to something or someone successful. moreover, by mentioned proper name in film, it can be easy to interpret and also link to refers something or someone from the conversations in the film into a form of interpretation of an entity that exists in the real world. therefore, from a person's name and place name, it can refer or interpret the meaning intended in a person's utterance to the listener. for example datum/time: 00:04:26/ dialogue gill : you know, if i would stayed here and written novels, and not gotten, you know, caught up in that, just grinding out movie scripts.. i will tell you something, i would drop the house in beverly hill, the pool, everything, in a second. i mean, look : this is where monet lived and painted. we are 30 minutes from town. imagine the to of us settling here. we could do it i mean if my book turns out. inez : you are in love with a fantasy. a) description of the context in this scene, gill and his girlfriend are walking around in a park in the middle of the city. in park, there is a lake and it is covered with lotus plants. while walking, gill and his girlfriend started a conversation about his dream to stay in paris. he wants stay in paris and started written a novel, and he tells to his girlfriend if he will do anything like he will sold his house in beverly hill, the pool, everything in a second for stay at paris. b) analysis the analysis based on the explanation about context above, there is a name and referent case in the utterance that uttered by gill, because as ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 85 (fakhruddin, 2019) said that, there is tagging someplace that using proper name. there is a word “beverly hill”. it is refers to his house in beverly hills. beverly hills is the name of the city in los angle county, california. in beverly house, there is a lot of fancy houses and also many artist living and staying there. when the hearer see that utterance, the hearer directly things that gill has a fancy house in beverly hills. moreover beverly hills include to proper name or refers to the name of place. so beverly hill as a name, while referent as a place. the ways the construction of reference in midnight in paris this section is describing some of the way reference used by characters. in some expression of our language are seen as doing their linguistic jobs by referring to definite things of our world. according to (fakhruddin, 2019) reference is specific and mainstream link between an expression, referent or role; referring is simply labeling or tagging something. other hand monika and manfred in de gruyter mouton (2011:347) said that reference has been defined as a static relationship between expressions and the things they denote. from those explanation can assumed that every utterance that mentioned by the characters in this movie that contain reference has relationship or tagging something with other thing. in this section the researcher will analyze the ways the construction of reference into the data obtained by using the theory of reference (yule, 2010) says that, referential and attributive use is usually using ( noun pharase), name and referent using (proper noun), and anaphora (referring back). referential and attributive datum 1/ time: 00:04:03/dialogue gill : this is unbelievable ! look at this ! there is no city like this in the world. there never was! inez : you act like you have never been here before. gill : i don’t get here often enough. that’s the problem. can you picture how drop-dead gorgeous this city in the rain? imagine this town in the `20s. paris in the`20s in the rain; the artists and writers a) description of the context in the beginning of this film, show us the scene about a city, there are people, street, river and the atmosphere that city when rain. at the first dialogue, gill said to inez that he was very amazed to see this city, seeing the view of this city is very beautiful and he liked it, he even said that there is no city as good as this in this world. then inez said to gill, that gill acted like he had never been here before. then gill also said to inez try to imagine when this city rains and imagine this city in the `20s, there are lots of great writers and artists here. b) analysis based on the description above, based on theory of reference by (yule, 2010) the researcher indicate that this conversation included to referential rangga satya, andang saehu, and udayani permanaludin the use of reference by the characters in midnight in paris movie 86 and attributive, because there is noun or indefinite noun are used. look at gill's utterance, there is "the writer and artist". this sentence is as if we have to imagine and assume that there is a writer or artist in our minds, but we don't know who and what kind of artist and writer he is or there is no specific object and also this case is tagging something in our mind. therefore, we can categorize this conversation as the uses of attributive use. name and referent datum 2/time: 00:04:14/dialogue gill : can you picture how drop-dead gorgeous this city in the rain? imagine this town in the ’20. paris in the ‘20s in the rain; the artist and writers inez : why does every city have to be in the rain? what’s wonderful about getting wet? gill : i mean, could you ever picture us moving here after we are married? inez : oh god. i could never life out of the united states. and if i could it would be someplace totally different a) description of the context in the beginning of the dialogue, gill pinder explained about a beautiful city which is he wants to go and stay in that city (paris) with his girlfriend. in gill’s mind, he thinks and imagines that he wants to move to that city, because he like the culture, and there are a lot of famous artist and novelist was born in that city. the novelist and artist is inspired gill to be a novelist. gill tells to his girlfriend that he wants to stay and enjoying life after married, but his girlfriend/ inez does not want to move and stay in paris, just because inez is an american and love her country, then she thinks she cannot life in paris. b) analysis after the explanation about the description of the context. this utterance that uttered by inez is include to name and referent (yule, 2010). why this sentence includes to name and referent? because when inez say “united states” the listener directly thinks about the name of place or there is the use of proper name. using proper name it same with tagging someplace (fakhruddin, 2019). the word of united states has a relationship between expression and the things they denote. united states itself refers to a big country which located in north america, has the largest population and bordered on the west by pacific ocean and the east by the atlantic ocean. united states is a proper name and also when people hear that name is easily understood by people as the name of place. anaphoric reference datum 3/time: 00:04:51/ dialogue inez : you are in love with fantasy gill : i’m in love with you inez : we should get back to town. we are meeting mom and dad for ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 87 dinner gill : let’s meet them a) description of the context in this situation, gill and inez were walked out around a park which has a pool, just only to talking about gill’s dream that to move to paris. they are hanging out and talking about gill dream after married, until they stopped at a bridge. inez talks to gill that they have to go back to the hotel, because she remembers that they will meet her parents at the hotel and going to dinner with them, and then they are going back to the hotel. b) analysis have a look to this conversation, this conversation is included into the category of anaphora. why? because, there is a sentence “mom and dad” as refers to inez parents in the first line of the dialogue. while in the next dialogue there is a word “them”. the word “mom and dad” here is the antecedent of the pronoun “them”. why the sentence “mom and dad” position as antecedent? because it comes first before the pronoun “them”. therefore, this conversation has relationship belongs to the anaphoric reference, or it could say it anaphora or antecedent-anaphora conclusion after the researcher analyzed all the data, the researcher found the data 49 cases from this film, the data was divided into referential and attributive 9, name and referent 22, and anaphoric referent 18. from the entire data are found in the movie, the first point is the dominant type of reference. name and referents became the most widely found in this film. by mention of a name either a place name or a person's name is the best word to use in order to make identify or refers to something or someone successful. the second point, the ways the construction of reference in midnight in paris is by using linguistic formulas or referring expression that consist of proper nouns, noun phrases, and pronoun. from the data that has been analyzed, the use of this reference theory makes it easier to interpret the meaning of message in a conversation that will refer to meaning so that listeners, readers and interlocutors will have no difficulty in understanding the meaning of the speaker references bublitz, w., & norrick, n. r. (1375). foundations of pragmatics. pp. 347-372). berlin, newyork: de gruyter mouton. https://doi.org/10.1515/9783110214260.347 denzin, n. k., & lincoln, y. s. (2013). chapter 1: introduction: the discipline and practice of qualitative research. the landscape of research, 1–44. fakhruddin, m. z. (2019). reference and inference in english pragmatics. december, 1–5. https://doi.org/10.13140/rg.2.2.25880.65282 rangga satya, andang saehu, and udayani permanaludin the use of reference by the characters in midnight in paris movie 88 masruddin, m. (2018). lessons in old man and the sea. ideas: journal on english language teaching and learning, linguistics and literature, 1(1). doi:https://doi.org/10.24256/ideas.v1i1.126. rabiah, s. (2018). language as a tool for communication and cultural reality discloser. 1–11. https://doi.org/10.31227/osf.io/nw94m yule, g. (2010). the study of language (4th edition) study guide. cambridge university press, 4, 1–97. https://www.cambridge.org/my/files/5913/6689/9826/8769_study_guide_up dated_170610.pdf mulyadi, indahsari kemala. (2020) social deixis in zootopia anthropomorphic animation. bandung. uin sunan gunung djati. https://doi.org/10.24256/ideas.v1i1.126 the particular dialect or language that a person chooses to use on any occasion is called a code note-taking as a technique an teaching reading comprehension rusdiansyah rusdiansyah@iainpalopo.ac.id institut agama islam negeri palopo received : 12 september 2019; accepted : 30 oktober 2019 abstract the aim of this study is to explain the effective way in teaching reading comprehension through note-taking technique. reading is an important skill in learning a language besides listening, speaking, and writing. it is an effort to increase our knowledge and achievement. everyone should have the ability to read, especially in english because the fact shows that most of the scientific books are written in english. this research applied classroom action research method by using four stages, such as; planning, implementation of action, observation, and reflection. this research conducted in two cycles. they were first and second cycle. each cycle comprises the series of activities which relates each other. the realization of the second cycle was continued and improved based on the evaluation of the first cycle. the results of this research can be explained that note taking technique increase students’ reading comprehension. in this research, the researcher applied note-taking technique to increase students’ reading comprehension ability because by using note-taking technique the students are easier to make note and easy to answer the questions. they can explain about the keywords or the main ideas of the text, and absolutely they can comprehend the text. the result of the students is increasing by looking their score in cycle 1 and cycle 2. their mean score in cycle 1 only 51 and cycle 2 the score develops to be 76. it means that the student’s reading comprehension was increased. keywords: reading comprehension, note taking technique. 173 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 7, number 2, december 2019 pp. 173 – 184 http://u.lipi.go.id/1457703302 mailto:rusdiansyah@iainpalopo.ac.id rusdiansyah note-taking as a technique in teaching reading comprehension introduction the most important factors that can influence the learning outcomes are reading comprehension. reading as a course offered at schools and universities plays an important role in improving human development. through reading, a learner can get list of knowledge or ideas to improve his grade point average, to change his behavior, and to complete for good place in any aspect of life in the world. richards (2002) said that good readers those who are read various types of reading comprehension which contain the implementation of the high or useful information that might be implied in developing human development especially education. good reading texts can provide good models for writing, and provide opportunities to introduce new topics, to stimulate discussion, and to study language (e.g., vocabulary, grammar, idioms). there should be appropriate strategy and technique which can be applied. strategies and techniques are very important in teaching reading. so, the teacher should realize that if he/she is not able to present the reading material well, the students will be bored and not interested to read and complete tasks in the reading text. the choice of teaching learning strategy should be considered by teacher in getting the teaching goals that have formulated. related to explanation above, when the students read the text, they difficult to find out what the text talk about. they also cannot answer the question related the text. therefore, the students also are bored when reading the text, because they read repeatedly the text to understand the text. they just try to know the meaning of each words from the text for getting the main idea of the text. as a result, the students spent a long time to understand the text. note-taking assists learners in focusing and understanding information they read by helping them to make summary of the ideas and arguments in the text. taking notes is a great way of helping them identify important concepts in class, and it allows learners to focus on the points relevant to our purpose. note taking does not have to be painful or time consuming. the students can spend a little time to understand the meaning of the text based on the interview results with some lectures (2018), they said that teaching reading comprehension is boring, if they don’t apply good method or technique. to increase reading comprehension ability depends on the students because there are many problems when they reading comprehension. for example, the students seem to focus on the "wrong" aspect of a passage; i.e. they concentrate so much on the details on the other hand they cannot get main idea. they do not pick out the key facts from informational text and sometimes the students can not differentiate the main idea with supporting ideas. 174 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) review of related literature the concept of reading comprehension reading is a fluent process of readers combining information from a text and their own background knowledge to build meaning (nunan, 1991). cristal (1985) said that comprehension is the ability to understand and interpret spoken and written language. reading comprehension is techniques for improving students' success in extracting useful knowledge from text. as defined by partnership for reading. reading comprehension is understanding a text that is read, or the process of "constructing meaning" from a text. comprehension is a "construction process" because it involves all of the elements of the reading process working together as a text is read to create a representation of the text in the reader's mind. reading comprehension can also define as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. using the words extracting and constructing to emphasize both the importance and the insufficiency of the text as a determinant of reading comprehension. comprehension entails three elements: the reader who is doing the comprehending, the text that is to be comprehended and the activity in which comprehension is a part. note taking note taking is the practice of writing down pieces of information in a systematic way. the importance of note taking has never been greater. today, when we are all always in a hurry, when we have to be everywhere in time, when we have to remember more than we can, note taking is crucial. note taking is becoming more important than ever. unfortunately, no one can remember whatever he wants. even the wisest person on the planet forgets more than he remembers, and besides that, half of what he thinks he knows is incorrect. according geraldine woods in his book “research papers for dummies”, note taking focusing our material on useful information, writing clear and specific notes and omitting unnecessary words. there are six steps note-taking according the cornell method (bauer, a. & koedinger, k.:2005): a. record, during the lecture, record as many facts and ideas as possible in the notes column. b. reduce, after the lecture, read through the notes taken and reduce to key words and phrases, or questions. the key words and phrases are used as cues to help recall the ideas and facts. the questions are to add clarity to the facts and ideas. c. recite, using only the key words, phrases and questions in the cue word column recite the ideas and facts in the notes column. it is important that you are not just mechanically repeating, but using your own words. 175 rusdiansyah note-taking as a technique in teaching reading comprehension d. reflect, based on the facts and ideas learnt, reflect upon how this fits in with what you already know, and how this knowledge can be applied. e. review, on a frequent basis, review your past notes by reciting and reflecting upon them. f. recapitulate, after you have reduced, recited and reflected upon your note, you should recapitulate each main idea using complete sentences at the bottom of the key word column. effective note taking leads to an increase in student learning. helping students recognize how information is structured will help them taking note what they read or hear. for example, note taking of a reading assignment can be more effective when done within note frames, which typically include a series of questions the teacher provides to direct student attention to specific content. students who can effectively staking note learn to synthesize information, a higher-order thinking skill which includes analyzing information, identifying key concepts, and defining extraneous information. note taking is a related strategy that teachers use to support student learning. without explicit instruction in note taking, however, many students simply write down words or phrases word for word, without analysis (or good effect). successful note-takers summarize to arrive at a nugget of meaning, which they are much more likely to retain. students also benefit from using their notes as a document of their learning. teachers can prompt students to review and refine their notes, particularly when it is time to prepare for an exam, write a research paper, or other summative assessment of learning. text book note taking although note taking for text books is discussed at length in the note taking page, some of the main ideas are summarized here. writing summaries from text book material is covered elsewhere in this page. there are at least four reasons for taking notes on text book material. it reinforces learning of the information. it encourages selection of the main ideas and details in order to visualize the overall organization of the text. it creates a shortened version of the text with all the essential information recorded for future exam review. it helps to improve concentration. five of the most important tips for textbook note taking (boch, françoise and annie piolat: 2005) are listed below: a. finish reading before taking notes. students should not read the entire chapter, but should read through long paragraphs or headed sections of text before recording notes. if one waits until the end to write notes, he/she may forget some of the important ideas and supporting details. but by reading small sections at a time, one has enough 176 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) information from which to choose the most important ideas, without losing track of the flow of ideas. the most important concepts are reinforced before the reader moves on to the next section, making learning a cumulative process. b. be very selective about what is recorded. it takes practice to learn how to select the most important ideas in a reading, but remember that the goal of note taking is to produce a shortened version of the text. be selective so that only the basic concepts are recorded. in order to decide what information should be noted, skim or preview the text first or see what the instructor has emphasized in the lecture. c. use your own words. because the chances of comprehending and remembering information are greatly improved when the work is one's own, take the extra time to paraphrase important material. the time spent trying to understand a passage and record the main ideas in one's own words is the single most important investment of time a reader can make. d. work quickly and efficiently. note taking does not have to be painful or time consuming. read, think, write, and move on. the rewards will come at test time. e. use organizational strategies. notes should be organized according to one of the strategies discussed in the note taking page or in the organization page. the cornell method is a good choice because it allows one to organize and to recall actively and quickly the main points of the text. note taking skills help one to pay better attention to an oral presentation or written document because they keep the individual active. in school, good note taking skills aid in understanding of material, effective preparation for exams, and completion of assignments. they also improve reading comprehension. in reading comprehension, we try to understand what is the text about. and note taking can help us better able to retain, remember, recall important information, focus about the key words of the text, so we can understand the meaning of the text. in note taking, we can know the key words in each paragraph of the text. so, absolutely we can comprehend the text. reading comprehension increases when students learn how to incorporate "summary or note taking frames" as a tool for summarizing (exter, marisa e: 2009). method this research applied classroom action research method by using four stages, such as; planning, implementation of action, observation, and reflection. this research conducted in two cycles. they were first and second cycle. each cycle comprises the series of activities which relates each other. the realization of the second cycle was continued and improved based on the evaluation of the first cycle (gnony, djunaidi: 2008). 177 problem planning acting observing/data analysis ireflecting i rusdiansyah note-taking as a technique in teaching reading comprehension procedures of the research planning before doing the action research, the researcher needs a preparation like: a. analyzing the curriculum especially the basic competence after doing the need analysis. b. made a lesson plan about the use of note-taking technique in teaching reading comprehension c. prepare the test. d. made the instruments which used in cycle of classroom action research. acting during the action the researcher gave the students the material reading comprehension through note taking technique then the researcher would give them one text to read. after that, the researcher will ask the students to take note the reading text. then the researcher will ask them about main idea the text. and then, ask them to answer the question without look at the reading text but use their note taking. observation in this step, a researcher observed all events or activities during the research. during the learning process going on, the researcher observed about the situation of learning and teaching process, and also the students’ participation and evaluation. reflecting this step conducted to know how far the students understand the materials which will be given. what the strength and the weakness of this cycle. results and discussion result the findings of the research explained the cycles of teaching and learning process of this current research. in this case, there were two cycles, it can be seen in general through the following chart: cycle 1 unfinished 178 acting observing/data analysis ii planning reflecting ii problem ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) next cycle cycle 2 finished cycle 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 0 10 20 30 40 50 60 70 80 diagram i: result of the test in cycle i cycle 1 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 0 10 20 30 40 50 60 70 80 90 diagram ii: result of the test in cycle ii looking at the finding, the researcher presented the discussion of data some of students. the section presents the result of data analysis. it aims describing the students’ improvement in reading comprehension through note taking technique. based on the data finding, the researcher presented the 179 rusdiansyah note-taking as a technique in teaching reading comprehension discussion of data given to the students. the students were low in the cycle i than cycle ii. 1. the first cycle based on the analysis from the students’ test in the cycle i, the mean score in the first cycle is 51. the criteria success in this research with the percentage 75%. the observation activities in the first cycle, the researcher found some weakness in learning process. they are: a) most of the students did not really active in learning activities, only 1 student very active, 2 students active, 8 students less active and 4 students not active. it means that the students’ active in class only 33, 33 % and 66, 67 % did not active. b) some of the students were still not familiar with using note taking in reading comprehension. c) there were only some students active in giving responds about the material. in this cycle the researcher not success in apply the note taking technique, so the researcher continued in the cycle ii. based on the interview result to the respondents, the respondents were not really active, because they did not understand about the material. since the teacher did not explain comprehensively about the material. the teacher was quick in teaching the material and less spirit in teaching. besides that, the teacher should pay attention the condition of the class, like the position of chairs before teaching. and the condition of the students, because sometimes the students felt bored. in addition, the researcher realized that there were still some weaknesses in teaching, like the position of the researcher when teaching or explanation the material. the researcher just sitting down in his chair when he was explaining the material. 2. the second cycle this cycle is repaired from the first cycle. there are some changes in teaching process from the first cycle. the researcher was repaired the weaknesses in teaching in this cycle. so, there are development from the students in the second cycle in studying reading comprehension. in the second cycle, the researcher not only gave material to the students, but also gave some motivation. the students also need motivation to gave spirit their self in study hard. the mean score of the students’ test in the second cycle is 76. the result of the observation of the students’ activities showed that most of the students active 73, 33 % in learning activities. the students are easier to make note and easy to answer the questions. they can explain about the keywords or the main ideas of the text, and absolutely they can comprehend the text. so, the students had better achievement and the researcher has known that by using note taking technique in reading comprehension can develop the students’ reading comprehension. 180 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) in teaching reading comprehension through note taking, the students quickly grasp how to make connections, ask questions, and visualize. however, they often struggle with the way to identify what is most important in the text, identify clues and evidence to make inferences, and combine information into new thoughts. all these strategies should be modeled in isolation many times so that students get a firm grasp of what the strategy is and how it helps them comprehend text. however, students must understand that good readers use a variety of these strategies every time they read. simply knowing the individual strategies is not enough, nor is it enough to know them in isolation. students must know when and how to collectively use these strategies. students with good reading comprehension use several strategies that help them understand the text. reading comprehension is essentially the ability to understand what has been read. there is little point in being able to pronounce the words on a page if the words mean nothing to you. students with good reading comprehension use several strategies that help them understand the text. the term strategic reading refers to thinking about reading in ways that enhance learning and understanding. students do no only need to understand a strategy, they need to know when, how, and why to use them. the researcher need to monitor the students' progress in reading. when they do this, the students should succeed with the proper guidance from the lecture. lecture often assume that students will learn to comprehend merely by reading. although some will, many others will not. teaching comprehension to children is challenging because reading itself is a complex cognitive process. teaching comprehension effectively requires appropriate materials, techniques to combine comprehension instruction with subject matter learning, and greatly upgraded teacher knowledge about how and when to do it. traditional teacher preparation programs provide teachers with a beginning knowledge base about how to teach comprehension, but not in the depth needed to deal with all learners, in particular with second language speakers and students with low vocabularies and restricted world knowledge. the improvement of reading comprehension skills can positively impact many facets of student academic performance. students who have effectively read and understood reading assignments are better prepared for class, leading to improved class participation and more accurate and complete notes. performance on exams and quizzes may be greatly improved as students become more proficient and effective readers. student interest and motivation in a subject is often fostered when one understands the reading assignments. in addition, as students gain proficiency in reading, self-esteem improves. the students’ participation in learning reading comprehension through note taking technique based on the data analysis in cycle ii, the students have good response. it can be seen by developing of the students’ spirit and motivation in 181 rusdiansyah note-taking as a technique in teaching reading comprehension learning and feedback from the students about the material. so, students active in learning process and it make developing reading comprehension of the students. woods (2002) said that note taking help the students’ in understand the reading text by focusing the material on useful information and omitting unnecessary words. it related with the theory of geraldine woods in his book “research papers for dummies”. taking notes in reading comprehension is crucial because it helps the students’ comprehension in regards to the structure and content of the passage. however, note-taking does not mean that the students try to memorize every single detail in a reading passage. instead, it requires the students to ask questions and to reinforce key ideas in a passage. effective note taking leads to an increase in student learning. helping students recognize how information is structured will help them taking note what they read or hear. for example, note taking of a reading assignment can be more effective when done within note frames, which typically include a series of questions the teacher provides to direct student attention to specific content. students who can effectively staking note learn to synthesize information, a higher-order thinking skill which includes analyzing information, identifying key concepts, and defining extraneous information. note-taking is a related strategy that teachers use to support student learning. without explicit instruction in note taking, however, many students simply write down words or phrases word for word, without analysis (or good effect). successful note-takers summarize to arrive at a nugget of meaning, which they are much more likely to retain. students also benefit from using their notes as a document of their learning. note-taking can helps the students better able to retain, remember, recall important information, focus about the key words of the text, so the students can understand the meaning of the text. in note taking, the students can know the key words in each paragraph of the text. so, absolutely they can comprehend the text. effective note taking technique is achieved by disgeting and compressing information. to be most effective, these skills should be introduced to the individual and illustrated with concrete examples. note-taking requires the individual to learn some note-taking technique and methods via constant referral to reference material until the ability to quickly and effectively create concise notes become an automatic process. furthermore, notes are not just random collections of information. the information must be recorded correctly and systematically in an organized manner. this allows the individual to use the material at a later time. note taking technique therefore are designed to improve the ability to take more accurate, more complete, and more organized notes. therefore, note taking technique is the effective way in teaching reading comprehension. 182 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) conclusion the researcher concludes that note taking is quite effective in teaching reading comprehension. the effective way in teaching reading comprehension through note taking technique could be described as; a) note-taking is a better technique can be applied in classroom. using note taking technique in teaching reading comprehension is the effective way in develop students’ reading comprehension. by using note taking technique in teaching reading comprehension, the students easier to make note and easy to answer the questions, they can understand about the material. the students had positive perception that by using note taking technique can develop their reading comprehension. teaching reading comprehension through note taking technique is one of the effective way in teaching, since this technique effective and easy ways that can be applied in classroom. b) the students interesting in studying reading comprehension by using note taking technique. through note taking technique, the students more spirit in studying reading comprehension. since they were able to comprehend the text well. the situation of the teaching and learning process became more enjoyable and interesting, and all of the students were involved in the teaching and learning process. it is simple to be apply and very useful to save the students time in reading process. it can be proven by the result of this research where it shows significant increasing reading comprehension through note taking. references bauer, a. & koedinger, k. (2005). designing an online note taking tool from the ground up. in p. kommers & g. richards (eds.), proceedings of world conference on educational multimedia, hypermedia and telecommunications 2005 (pp. 4181-4186). chesapeake, va: aace. boch, françoise and annie piolat, (2005). note taking and learning, a summary of research, the wac journal vol 16. c, jack richards and willy a. renandya. (2002). methodology in language teaching. new york: cambridge university press. cristal, david. a dictionary of linguiatics and phonetics, (new york: basil blackwell lid: 1985). p. 63. exter, marisa e.; ying wang, max f. exter, and james s. damico. (2009). designing a tool to support critical web reading, techtrends, 53 (1), 2328. gnony, djunaidi. (2008). penelitian tindakan kelas: uin-malang press. 183 rusdiansyah note-taking as a technique in teaching reading comprehension nunan. david. (1991). practical english language teaching, (sidney: macquarei university. p. 68. woods, geraldine. (2002). research paper for dummies, (indiana: wiley publishing inc. p.129. 184 the influence of arabic sound toward english pronunciation at english department students of iain palopo amalia yahya muliasri arifin abstract this thesis is aimed to find out the influence of arabic sound toward english pronunciation especially english fricatives / f /, / θ /, and / /ʃ . the problem statement of this research is: is there influence for people who master reading qur’an in mastering english fricatives / f /, / θ /, and / / pronounciation in englishʃ departement students of iain palopo? the objective of this research is to find out the influence of person who masters produce arabic sound based on makhraj huruf in mastering english fricative pronounciation in the third semester of english departement students of iain palopo. the research used descriptive qualitative. the subject of this research was 15 students who master produce arabic sound based on makhraj huruf. the location was in iain palopo. the instruments of this research were test reading task such as: words list reading task, sentences reading task, and passage reading task. and interview. the result of data analysis showed that if the participants have a good ability in pronuncing in arabic sound they can pronunce english fricative pronunciation well. it means the people who masters reading qur’an based on makhraj huruf can influence to master english pronunciation especially english fricatives / f /, / θ /, and / /ʃ . suggestions: 1. to teachers or lecturers who teach pronunciation in iain palopo to suggest to their students to more active reading holy qur’an based on makhraj huruf because it can help them for mastering english pronunciation especially english fricatives /f, θ, and /ʃ . 2. the researcher suggests for the next research to find out the same sounds in arabic and english which are not found in this research because it is very helpful for the students to mastering english pronunciation. introduction language is very important means in this life. it is one of means to express our idea about something. in modern’s era, english becomes important because if people talk about international relation, such as in education, business, health, social, economic, and politic, they have to master in it. english has a special position here since it has become the international language of communication1. if we want to be easy to know about international issues, we have to master in english. english has become a second language in some other countries such as malaysia, singapore and india, but english is only a foreign language in indonesia. as foreign language, english becomes something important to learn. for many people, english is a necessity for answering era’s challenge. it is proven by many course places which have existed from rural area to big city and they have many participants, either academician or non-academician. english has many skills to learn such as speaking, writing, listening, and reading. especially in speaking skill, it is not enough to speak accurately and fluently. a good pronunciation is another important thing that we have to master about. many words in english have quite similar sound in pronunciation for example thing and think. if such thing happens, the intention of the speaker will not reach the listener. in other word, misunderstanding happens. sometimes, we are confused to differenciate them in sound. however, we need a good knowledge in pronunciation to understand the difference between them. indonesian people are majority moslem. they have learnt how to read alquran well when they were young. most of them have already studied how to read qur’an well between 3-10 years old. moslem children in every young age have already master how to pronounce the arabic sound fluently. every single day life. it means that when they become adult the arabic sound will be kept in their mind. english and arabic have some similar sounds in pronouncing the letters, for example / θ / and ث , / / and ʃ .ذ and / δ / and ف f / and / ,ش 1 jeremy harmer. the practice of language teaching new edition. (longman group uk limited1991),p.1. there are many studies show bilingual children learn language easily. bilingual people are also more able to learn the third language. in fact, languages strengthen one another. making it a better means to strengthen the ability to learn other languages and improve the cognitive function.2 based on the previous statements, the researcher has the initiative to write a thesis with the title “the influence arabic sound toward english pronunciation in english department students of iain palopo” a. the concept of arabic and english pronunciation 1. arabic pronunciation (makhraj) tajweed is study about how to read al-qur’an and teach about how to pronounce a word, sentence and refers to study of speech sound.3 tajweed (arabic: ,tajwīd تجويييد meaning "elocution"), sometimes rendered as tajweed, refers to the rules governing pronunciation during recitation of the qur'an. the term is derived from the triliteral root j-w-d meaning "to make well, make better, improve". tajweed is a fard (religious duty) when reciting the qur'an to the best of one's ability. so that if we want to master in reading holly qur’an the first we have to master in tajweed. there are 17 emission points (makhārij al-ḥurūf) of the letters, located in various regions of the throat, tongue, lips, nose, and the mouth as a whole for the prolonged (mudd) letters. the manner of articulation (ṣifat al-ḥurūf) refers to the different attributes of the letters. some of the characteristics have opposites, while 2lifestyle allwomentalk, http://www.indotopinfo.com/menguasai-banyak-bahasa.htm. accessed on 22 august 2015 3 m. dahlan yaqub al barry. kamus ilmiah populer(cet:1 surabaya :1994),p.773 http://www.indotopinfo.com/menguasai-banyak-bahasa.htm http://en.wikipedia.org/wiki/manner_of_articulation http://en.wikipedia.org/wiki/place_of_articulation http://en.wikipedia.org/wiki/fard http://en.wikipedia.org/wiki/triliteral http://en.wikipedia.org/wiki/qur'an http://en.wikipedia.org/wiki/recitation http://en.wikipedia.org/wiki/elocution http://en.wikipedia.org/wiki/arabic_language some are individual. an example of a characteristic would be the fricative consonant sound called ṣafīr, which is an attribute of air escaping from a tube. the researcher tries to make conclusion that tajweed is one of branches how to pronounce the arabic words correctly. 2. english pronunciation pronunciation is way in which a language or particular word or sound is spoken4. based on richards that pronunciation is an important as an aspect of discourse oriented language teaching and that three areas or components, should be addressed : segmental features or phoneme-based, voice-setting features prosodic (intonation) features.5 and become problem if we speak in english but we can speak like the native speaker. study about pronunciation is two fields, namely phonetic and phonology. phonetic refers to the study of speech sound. phonetics is a wide-ranging field, and does not necessarily have a direct connection with the study of language itself.6 a. phonology phonology, broadly speaking is that sub discipline within linguistics concerned with ‘the sounds of language’. more narrowly, phonology proper is concerned with the function, behavior and organization of sounds as linguistic items; as opposed to phonetics which is a rather more ‘neutral’ study of the sounds themselves as phenomena in the physical world, and the physiological, anatomical, neurological and psychological properties of the human beings that make them. phonology that is, is ‘linguistic’, in the sense that syntax.7 4 oxford university press, “oxford learner’s pocket dictionary” new edition, (new york, 2004), p.343. 5 michael mccarthy. discourse analysis for language teacher, (camridge university press : 1991), p.90. 6 gerald kelly. in jeremy harmer(ed), how to teach pronunciation, (fourth impression:longman,2003),p.9. 7 roger lass. phonology (an introduction to basic concepts), (cambridge university: 1984),p.1. http://en.wikipedia.org/wiki/fricative_consonant http://en.wikipedia.org/wiki/fricative_consonant according to crystal that phonology is branch of linguistic which studies the sound system of language. the aim of phonology is to demonstrate the patterns of distinctive sound found in a language, and to make general statements as possible about the nature of sound system in the languages of the world. b. phonetic phonetic is the science which studies the characteristic of human sound making, especially those sound used in speech, and provides methods for their description, classification. there branch of the subject are generally recognized : 1). articulator phonetic is the study of the way speech sound are made (articulated) by the vocal organs. 2). acoustic phonetic studies the physical properties of speech sound, as transmitted between mouth and ear. 3). auditory phonetics studies the perceptual response to speech sound, as mediated by ear, auditory and brain.8 c. phonemes according to david crystal that phonemes is the minimal unit in the sound system of language. in other hand are the smallest segments of sound than can be distinguish by their contrast within words that grouped together phonemes are unit sounds that exist in all language we know whether or not they have been written.9 further, phonemes are the abstract unit that from writing devon the language systematically and unambiguously.10 the phoneme is the minimal unit in the sound system of language have own phonem unit. but not two languages have same phonemic system. the idea of phoneme is some what abstract. it means that every words we use in every day 8 david crystal, a dictionary of linguistic and phonetics,(basil blackwell:1987),p230. 9 amalia yahya, op. cit.,p.13 10 lade foged peter, a source in phonetic, (university of california: 1983),p.24. conversation is abstract and we called phoneme. the function of phoneme is to avoid a mistake in pronouncing word, because there are two phonemes can be produced in same sound.11 e. english consonant from the following table we can see english consonant. table 2.1 english consonant place of articulation manner of articulation bilabial labiodental dental alveolar palatoalveolar palatal velar nasal (stop) m n ᵑ stop p b t d k ᵍ fricative f v θ δ s z ʃ ӡ (central) approximant ɹ j w lateral (approximant) l source of data: peter ladefoged. in this consonant table, there are two consonant sounds. they are voiceless and voiced. the voiceless is in the left side and the voiced is in the right side. 1. places of articulation a. bilabial (made with two lips.) say words such as “pie,buy,my” and note how the lips come together for the first sound in each of these words. b. labiodental (lower lip and upper front teeth.) most people when saying words such as “fie,vie” raise-the lower lip until it nearly touches the upper front teeth. c. dental 11 eka wati abbas, the abilty of buginese toward students english pronounciation at the eight year students of m.ts. nurul junaidiyah burau(an interlanguage phohologycal point of view),( stain palopo: 2008),p.7. (tongue tip or blade and upper front teeth.) say the words “thigh, thy.” some people have the tip of the tongue below the upper front teeth ; other have it close behind the upper front teeth. d. alveolar (tongue tip or blade and the alveolar ridge.) you may pronounce words such as “tie, die, nigh, sigh, zeal, lie” using tip of the tongue or blade of the tongue. a good way to appreciate the difference between dental and alveolar sounds is to say “ten” and “tenth”( or “n” and “nth”). e. retroflex (tip of the tongue and the back of the alveolar ridge). many speakers of english do not use retroflex sounds at all. but for some, retroflex sounds occur initially in words such as “rye, row, ray.” note the position of the tip of your tongue in these words. f. palato-alveolar (tongue blade and the back of the alveolar ridge.) say words such as “shy, she, show.” during the consonants the tip of your tongue may be down behind the lower front teeth, or it may up near the alveolar ridge, but the blade of tongue is always close to the back part of the alveolar ridge. g. palatal (front of tongue and hard palate). say the word “ you” very slowly so that you can isolate the consonant at the beginning. if you say this consonant by itself you should be able to feel that the front of the tongue is raised toward the hard palate. h. velar (back of the tongue and soft palate). the consonant that have the farthest back place of articulation in english are those that occur at the end of “hack, hag, hang.” in all these sounds the back of tongue is raised so that it touches the velum.12 2. manner of articulation manner of articulation is the air stream from the mouth, is modified (blocked, restricted, diverted, etc). provide a means of classifying consonant. based on definition of 12 peter ladefoged, op. cit.,p.7. manner of articulation it the type of the closure of narrowing at the point of articulation it divide in to five types. at most places of articulation there are several basic ways in which articulation can be accomplished. the articulators may complete close off the oral tract for an instant or a relatively long period, they may narrow the space considerably, or they may simply modify the shape of the tract by approaching each other.s a. stop (complete closure of the articulators involved so that the airstream cannot escape through the mouth). there are two possible types of stop. b. nasal stop if the air is stop in the oral cavity but the soft palate is down so that it can go out through the nose; the sound produced is a nasal stop. sounds of this kind occur at the beginning of the words “my” (bilabial closure) and “nigh” (alveolar closure). c. oral stop if in addition to the articulator closure in the mouth, the soft palate is raised so that the nasal tract is blocked off, then the airstream will be completely obstructed. pressure i the mouth will build up and an oral stop will be formed. when the articulators come apart the airstream will be released in a small burst of sound. this kind of sound occurs in the consonants in the words “pie, buy” (bilabial closure), “tie, dye” (alveolar closure), and “kye, guy” (velar closure). d. fricatives (close approximation of two articulators so that the airstream is partially obstructed and turbulent airflow is produced). the mechanism involved in makin these slightly hissing sounds be likened to that involved when the wind whistles around a corner. the consonants in “fie, vie” (labiodentals) “thigh, thy” (dental), “sigh, zoo” (alveolar), and “shy” (palatealveolar) are examples of fricative sounds. e. approximant (an articulation in which one articulator is close to another, but without the vocal tract being narrowed to such an extent that a turbulent airstream is produced). in saying the first sound in “yacht” the front of the tongue is close enough for a fricative sound to produced. the consonant in the word “we” (approximation between the lips and in velar region) and, for some people in the word “row” (approxiamation in the alveolar region). f. leteral (approximant) (obstruction of airstream at point the center of the oral tract, with incomplete closure between one or both sides of the tongue and the roof of the mouth). the consonant in the words “lay” and “ale” are usualy alveolar lateral approximants. in english, the only lateral sounds are approxiamants such as these. they are often called symply alveolar laterals, their approximant status being assumed. say “lay” and “ale” and note tongue position.13 f. arabic consonant some phonetic ulama said that arabic is consisted of 28 consonants, the others said it is consisted of 26 consonants. ulama that who said 28 consonants, categorized semi vocal ( ي in consonant, whereas the others did not categorize it in consonant.14 ( و 28 consonants in arabic can bee seen in following table: table 2.2 arabic consonant makhraj bilabi al labio dental dental alveo lar palato alveo lar palata l vela r uvu lar fari gal glotta l stop ba ب ta ت da د ta ط da ض ka ك ga غ qa f ق a ء affricative ja ج fricative fa ف tśa ث dza ذ sa س za ز śa ص dzo’ ظ sya ش kh a خ ‘a ع ha ح ‘ha ھ nasal ma م na ن liquid literal la ل ra ر 13peter ladefoged, op. cit.,p.10 14 ahmad sayuti anshari nasution, bunyi bahasa (ilm al-ashwat al-‘arabiyyah), 2010, p.93 glide wa و ya ي source data: al-qur’an al-karim g. similarities of english and arabic sound from these pictures we can find out the similarities of arabic and english, especially in fricatives: arabic fricatives picture: english fricatives picture: a. voiceless labiodentals fricative / f / b. voiceless dental fricative /θ/ and its voiced cognate / δ / c. voiced alveolar fricatives / z / d. voiceless alveopalatal fricative / s / h. english fricatives and arabic fricatives 1. english fricatives according to mackay (1987), based on the place of articulation, english fricatives are divided into five types, they are labiodentals fricatives, dental or interdentally fricatives, alveolar fricatives, alveopalatal fricatives, and glottal fricatives. based on the manner of articulation they are divided into two, i.e. voiced and voiceless. but the researcher just take based on the purpose of researcher. so that, researcher just explain about: 1. labio-dental fricatives english has a pair of labio-dental fricatives. this means that the small passage through which the air must pass is formed with the teeth and the lip. the upper teeth and the lower lip are used in english and in other languages that have labiodentals. the voiceless labiodental fricative is /f/, and its voiced cognate is /v/. the followings are some examples of labio-dental fricatives in english. /f/ funny / fᴧnι / /f/ safe / seif / /v/ save / seiv / /v/ invest /in’vest/. a. dental fricatives in english, there are two fricative sounds produced with the tongue and teeth. the tongue is placed between the upper teeth and lower teeth. the voiceless variant occurs in the words “thin”, “thought”, “either” and “both” it is transcribed with the greek letter / θ /. the voiced variant occurs in the words “the”, “this” and “either”. it is transcribed with the symbol / θ / and / δ /. the followings are some examples of interdental: / θ / thin / θιn / / θ / thick / θik / / δ / they / δei / / δ / father / fa:δә / b. palato alveolar the palato alveolar fricatives are articulated by bringing the blade of the tongue close to the part of the roof of mouth. the voiceless alveopalatal fricative is usually spelled sh, in english, has symbol / ʃ /. the followings are examples of palato alveolar fricatives are: / ʃ / sharp / ʃa:p/ / ʃ / short / ʃɔ:t / / ʃ / shy / ʃai / / ʃ / show / ʃou / table 2.3 english fricatives place of articula tion labioden tals dental alveol ar alveopalata l glotta voiceles s f θ s ʃ h voiced v δ z ʒ 1. arabic fricatives arabic fricatives are devided into four types based on place of articulation: a. as-syafatain, in english called labio-dental means two lips, this sound using the lower lip and upper teeth example / f / it is transcribed with the arabic letter ( the followings are some examples of as-safatain ( ف fricatives in arabic: servant ( farra:ʃun ) فراش (ف) mouth ( famun ) فم ( ف) elephant ( fi’lun ) فيل ( ف ) cup (finja:n ) فنجان ( ف ) b. al-lisan, in english called dental fricative means tongue. this sound is produced with the tongue placed behind teeth. the voiceless is transcribed with the arabic letter ( ث ) and the voiced is transcribed with the arabic letter ( ذ ) the followings are some examples of voiceless dental fricatives and voiced dental fricatives: phoneme (ث ) fox ( θa’labun ) ثعلب ( ث) hole ( θaq’bun ) ثقب ( ث ) second ( θa:niatun ) ثانية ( ث ) phoneme ( ذ ) that (dzalika ) ذلك ( ذ ) fly ( dzu’ba:batun ) ذبابة ( ذ ) this ( hadzihi ) ھذه ( ذ ) c. al-lisan in english called alveolar means tongue still called al-lisan because it is produced by using the tongue. this sound is produced with the blade of the tongue close to alveolar ridge and the tongue tip against the lower teeth. the voiceless is transcribed with the letter ( س ) and the voiced is transcribed with the arabic letter ( ( ز the followings are examples of voiceless alveolar fricatives: letter ( س ) fish (samakun ) سمك ( س ) ambassador (safi:run ) سفير ( س ) bed (sari:run ) سرير ( س ) letter (ز ) خ١زو ( ز ) ( zawa:jun ) wedding flower ( zahratun ) زھرة ( ز ) wife ( zaujun) زوج ( ز ) d. al-lisan or in english called palato-alveolar means tongue. it sound produced by the tongue. this sound produced with the blade (or tip) of the tongue is used just behind the alveolar ridge, example / ᶴ /, it is transcribed with the arabic letter ( .( ش the followings are some examples of voiceless palato alveolar in arabic: brush ( fursyatun ) فرشة (ش) butterfly ( fara:syatun ) فراشة ( ش) lip15 (syafatun ) شفة ( ش ) table 2.4 arabic fricatives place of articulati on assyafatain al-lisan al-lisan al-lisan voiceless f = ف θ = ٽ s = س ᶴ = ش voiced δ = ذ z = ز i. language transfer 15 maria ulfa,op.cit.,p.24. when first language habits are helpfull to acquiring second language habits called positif transfer and when the first language hinders the learner in learning the new one, it is called negative transfer or in most common terminology called interference. interference can cause deviation from the norms of target language because of learning a new language.16 however, that language interference is most often discussed as a source of errors known as negative transfer. negative transfer occurs when speakers and writers transfer items and structures that are not the same in both languages. within the theory of contrastive analysis (the systematic study of a pair of languages with a view to identifying their structural differences and similarities), the greater the differences between the two languages, the more negative transfer can be expected condition needed. according to wikipedia language transfer (also known as l1 interference, linguistic interference, and crosslinguistic influence) refers to speakers or writers applying knowledge from one language to another language. it is the transfer of linguistic features between languages in the speech repertoire of a bilingual or multilingual individual, whether from first to second, second to first or many other relationships. it is most commonly discussed in the context of english language learning and teaching, but it can occur in any situation when someone does not have a native-level command of a language, as when translating into a second language. method of the research a. method of the research this research applied descriptive qualitative research. it used to describe the influence of arabic sound toward english pronunciation. descriptive is kind of research to describe systematically the situation 16 ria warda, et.al., op. cit.,p.25. http://en.wikipedia.org/wiki/translating http://en.wikipedia.org/wiki/english_language_learning_and_teaching http://en.wikipedia.org/wiki/contrastive_analysis and facts of a given population factually and accurately. according to bogdan and biklen (1982), qualitative research has characteristics: 1. qualitative research has the natural setting as the direct source of data and researcher is the key instrument. 2. qualitative research is descriptive. the data collected is in the form of words of pictures rather than number. 3. qualitative research is concerned with process rather than simply with outcomes or products. 4. qualitative research tends to analyze their data inductively. 5. “meaning” is of essential to the qualitative approach.17 desaign conceptual this research can be discribed as follow: where: x = arabic sound y = english pronounciation = influence variable x to variable y b. location of the research location of the research was in iai n palopo. c. subject of research subject of this research is the third semester english department students who master in pronouncing the arabic sound fluently, they are 15 partiscipants. d. instrument of the research this research used 3 instruments they are: 1. reading test, reading test is the reading, which contains the sounds of certain fricatives. they are words list, sentences and passages. a. words list reading task this text contains of english fricatives (f, θ, and ʃ) b. sentence reading task the sentence reading task is created based on the word list. all of the words list is also found in sentence of reading task. c. passage reading task the passage reading contains words with the english fricatives 2. recording. 17sugiono. memahami penelitian kualitatif (bandung: alfabeta,2014),p. yx recording that used to record the student’s sound production. 3. interview. there are 3 kinds of interview. they are structured interview, semistructure interview and unstructured interview18. in this research the researcher applied structured interview. e. procedure of collecting data in technique collecting data, the researcher recorded the participant’s production by using sony micro cassette recorder. the researcher following some steps below: 1. giving information to the students about the similarity in pronouncing arabic and english fricatives. 2. the researcher gave the students word list task, sentences task and passage task in english consisting of / f /, / θ /, and / ʃ /, and arabic consisting ( ث , ف , and ش). 3. the researcher gave the students opportunity to read the task. 4. the researcher called the students one by one to read the task while recorded how to pronoun the task by using tape record. the researcher asked them to read out loudly words list as given in the first time and then second give sentence and then the last time the researcher give passage task. 5. interview one by one the participants. f. technique of data analysis 1. test the data of this research analyzed as follow: a. transcribing the recording result of students’ sound production in pronouncing arabic sound and english fricatives /f, θ, and /ʃ . b. participnts’ score of pronouncing test is counted by using the formula, as follow: score = total correct answer total test items x 10 c. to analyzed the distribution frequency of students the researcher used percentage below: p=fq/n x 100%19 where: p= the percentage 18ibid,p.73 fq= frequency n= number of item. . based on the tables word list, sentence and passage reading task most of the participants can pronounce this target sound well. it is indicated by the frequency of the occurance of the target sound which higher its variations. the highest frequency of the variations accur in passage and sentence reading task (5.3%). the highest frequency of the target sound occur in word list reading task (100%) followed by passage and sentence reading task (94.7%). there are some variations occur in this sound, they are substitution of /s/, word like fish /fiʃ / becomes /fis/, wish /wiʃ / becomes /wis/, mention / ˈmen. t  ʃ ə n /becomes / mension /, share /ʃer/ becomes /ser/. the overal sound transcription of this target sound and its variation can be seen in appendix. a. discussion this section is set to discuss the variation that is found in this research based on task of target language. 1. description of participants’ arabic ability table 4.25 the percentage participants’ ability in producing the target sound in arabic participant percentage (%) average word list sentence passage 19suharsimi arikunto, prosedur penelitian, (jakarta: pt.rineka cipta,1992),p.185 1 100 100 100 100 2 100 100 100 100 3 100 100 100 100 4 100 100 100 100 5 100 100 93,33 97,78 6 100 100 100 100 7 100 100 100 100 8 100 100 100 100 9 100 100 100 100 10 100 100 100 100 11 93,33 100 100 97,78 12 100 100 100 100 13 100 100 100 100 14 100 100 100 100 15 100 100 100 100 based on the table above, we can conclude that all of the participants have a good ability in producing arabic sounds. most of them got average 100, except participant number 5 got 97.78 and the participant number 11 got 97.78. 2. description of participants’ english ability table 4.26 the percentage of the participants’ ability in producing the target sounds in english participant percentage (%) average word list sentence passage 1 100 100 100 100 2 100 100 100 100 3 100 100 100 100 4 100 93,33 93,33 95,56 5 100 93,33 100 97,78 6 100 93,33 100 97,78 7 100 93,33 100 97,78 8 100 86,67 80 88,89 9 93,33 93,33 93,33 93,33 10 100 93,33 93,33 95,56 11 100 93,33 100 97,78 12 93,33 73,33 73,33 80 13 86,67 93,33 93,33 91,11 14 100 100 93,33 97,78 15 100 100 93,33 97,78 based on the table above, most of the participants got high percentage in word list, after that followed by passage and the last sentence reading task. it describes that the participants’ ability in english pronunciation is good. 3. the influence of arabic sound toward english pronunciation table 4. 27 comparison of average between arabic ability and english ability in producing the target sound participant average arab average english 1 100 100 2 100 100 3 100 100 4 100 96 5 97,78 98 6 100 98 7 100 98 8 100 89 9 100 93 10 100 96 11 97,78 98 12 100 80 13 100 91 14 100 98 15 100 98 the table above is the test result of the participants’ in pronuncing the arabic sound and english fricatives pronunciation. it clearly explain if the participants have a good ability in pronuncing in arabic sound they can pronunce english fricative pronunciation well. the participants’ ability in producing arabic sound is good because based on the result of interview that is done by the researcher before testing, they started learning qur’an since the they were 5-6 years old. in addition, their teacher though them about makhraj huruf clearly. they also applied it by reading qur’an after praying every day specially after magrib prayer and shubuh prayer. the participants admit that their ability in pronuncing arabic sound can help them in pronouncing engish fricative pronunciation. it means there is influence arabic sound toward english pronunciation especially in fricative. a. conclusion after analyzing the data, the researcher found that. if the participants have a good ability in pronuncing in arabic sound they can pronunce english fricative pronunciation well. it means people who master reading qur’an fluently (based on makhraj huruf) can also produce english fricatives /f/, / θ /, and / / fluently.ʃ b. suggestion based on the conclussion above, the researcher would like to put forwad suggestion as follows: 1. to teachers or lecturers who teach pronunciation in iain palopo to suggest to their students to more active reading holy qur’an according to tajweed because it can help them for mastering english pronunciation especially english fricatives / f /, / θ /, and / /ʃ . 2. the researcher suggests for the next research to find out the same sounds in arabic and english which are not found in this research because it is very helpful for the students to mastering english pronunciation. bibliography al-qur’anul karim abbas, eka wati. the abilty of buginese toward students english pronounciation at the eight year students of m.ts. nurul junaidiyah burau (an interlanguage phohologycal point of view), stain palopo: 2008. arikunto,suharsimi , prosedur penelitian, jakarta: pt.rineka cipta,1992. arsyad, azhar. dasar dasar penguasaan bahasa inggris, yogyakarta: pustaka pelajar, 2007. arsyad, azhar. dasar-dasar penguasaan bahasa arab, yogyakarta: pustaka pelajar, 2010. arsyad, azhar. english phonology: an introduction, ujung pandang: fak. tarbiyah iain alauddin, 1989. crystal, david. a dictionary of linguistic and phonetics, basil blackwell:1987. harmer, jeremy the practice of language teaching new edition. (longman group uk limited1991. kelly, gerald. in jeremy harmer(ed), how to teach pronunciation, (fourth impression: longman, 2003. ladefoged, peter. a course in phonetics, second edition; university of california, los angeles: harcourt brace jovanovich, publishers,1982. lass, roger. phonology (an introduction to basic concept); london, new york: cambridge university,1984. mackay, ian r.a. introducing practical phonetics, little brown and company (inc): 1978. mccarthy, michael. discourse analysis for language teacher, cambrigde university press: 1991. oxford university press, “oxford learner’s pocket dictionary” new edition, new york: 2004. sayuti, ahmad anshari nasution. bunyi bahasa (ilm al-ashwat al‘arabiyyah), jakarta: amzah, 2010 sugiono. memahami penelitian kualitatif, bandung: alfabeta, 2014 ulfa, maria. the correlation between arabic ability and english pronounciation at the fifth semester students of stain palopo, palopo: stain palopo, 2009. warda, a. ria. et.al., the influence of arabic language background on english fricatives pronounciation of students at stain palopo(an interlanguage phonological point of view),(stain palopo: 2006. yahya, amaliah. varieties of certain english fricatives introduced by students by arabic language background of pesantren datok sulaiman in palopo, yaqub al barry,m . dahlan. kamus ilmiah populer cet:1 surabaya :1994. en.wikipedia.org/wiki/tajweed. en.wikipedia.org/wiki/interlanguge. http://www.indotopinfo.com/menguasai-banyak-bahasa.htm. http://www.indotopinfo.com/menguasai-banyak-bahasa.htm learner centered curriculum in the efl classroom in indonesia sukardi weda faculty of language and literature, state university of makassar abstract learner centered curriculum in the teaching of english in the classroom setting needs attention from educational practitioners, especially teachers of english. this is because; good curriculum hopefully will give beneficial contribution to the quality of teaching of english in indonesia which is assumed today very low. this paper discusses a variety of issues deal with curriculum. those issues are identification of curriculum problem, curriculum design, characteristics of ideal curriculum, curriculum development in indonesia, and learner centered curriculum. keywords: learner centered curriculum, efl, indonesia. a. introduction indonesia as one of developing countries today faces many problems in some sectors. one sector that needs change is educational system. education is an important sector and educational system in indonesia needs to be repaired. this is because, in 2012 as reported by pearson educational firm as quoted by abbas (2014) reveals that the indonesian educational system is the lowest position. as the national investment, education is capable of responding to the demands of changing the national economic, social and cultural development, and many dimensions in all development sectors. one of the changes is educational reform. therefore, criticism of education is expected to find the good educational system, so that the drastic changes of educational sectors become important in this sector. this is because, the development in education sector can give a crucial role towards the development in all sectors, economic, social, and cultural development. one of the important factors in education sector is curriculum. though there has been less clarity about the elements that may constitute a curriculum, attempts have been made in systematic thinking on the methodology and approaches to curriculum design. learnercentered curriculum is one of best practices of curriculum designed to meet the educational target in indonesia. learner-centered, society-centered and content, centered curricula are varying with each other as the exclusive 1 approaches to the curriculum design process (jambulingan, 1993:26). considering the important of curriculum design in educational system in indonesia, the government then gives serious attention to this factor, and the language practitioners design curriculum always concentrate on curriculum development and the curriculum change has been conducted for approximately ten times since 1968 in indonesia. this reflects that the previous curriculum needs to be repaired, because it did not fit with the demands of situation. the last curriculum in indonesia is curriculum 2013 and this curriculum is ready to be implemented in all school levels in indonesia. english as a foreign language (efl) in indonesia becomes a mandatory subject in secondary schools up to university. this subject in its implementation needs a good curriculum design. a good curriculum design is a curriculum that enables the graduates to compete with others in getting a good job in industry or company. b. brief look of curriculum as described in introduction that curriculum development is a factor in educational system which paid some attention by indonesian government. therefore, this paper focuses on the studies of learner-centered curriculum in language classroom, because curriculum plans that should drive the pedagogical action are critically very important to be employed in the learning process. in other words, classroom decisions cannot be made without reference to structures operating outside of the classroom (nunan, 1996), further he states that language curriculum development has been greatly influenced by changing views on the nature of teaching and learning. these changing views are reflected in the objectives and content of language programs, as well as activities, materials, and teacher/learner roles. in summary, as stated by nunan (1996) that we can say that curriculum development represents a delicate juggling act involving the incorporation of information about the learner, about the language, and about the learning process. language content questions include what we are teaching, why we are teaching it, and when we are teaching it. learning process questions, which are methodological in character, include how we are arranging the learning environment. among other things, when we focus on the learner, we must ask how well the learner has done and how well the curriculum has done in serving the needs of the learner. 2 furthermore, we can relate these key questions to each other in terms of the central curriculum elements of syllabus design, which has to do with the selection, sequencing and grading of content; methodology, which is concerned with task selection and sequencing; and assessment and evaluation, which are concerned with determining how well students have done, as well as evaluating how well the instructional process has met curricular goals. these relationships are set out schematically in table 1 below. table 1: key curriculum questions, procedures, and areas questions procedures areas content what? selecting why? justifying syllabus design when? grading processes how? enacting when? sequencing methodology outcomes how well? assessing assessment how effective? evaluating evaluation nunan and lamb (1996: 21) 1. problem identification of curriculum to improve and develop education quality, the government and educational institutions have done any activities and change. one of important changes is curriculum development, in order it can be relevant, efficient and effective in appropriate with the national development demand. the change of curriculum has been conducted for approximately ten times since 1968, this reflects that the previous curriculum needs to be repaired, because it did not fit with the demand of situation. therefore, curriculum planners are required to evolve a sound theory which not only states problems but also explain concepts which must be used to assess the relevance of curriculum to educational demands (jambulingan, 1983:26). further he says that curriculum development involves many kinds of decisions. decisions require to be made about the general and the more specific instructional objectives which the schools are required to 3 pursue. decisions on major subject areas of the curriculum are to be made, as well the specific content to be covered under each. types of learning experiences to be implemented, evaluation of student’s learning and the effectiveness of the curriculum in attaining the desired objectives are the other factors on which decisions are to be made. all these decisions are to be made competently on a recognized and valid basis and with some degree of consistency, based on a well defined curriculum theory; but recent writers on curriculum making often point out that confusion is the main characteristic of curriculum theory. there are conflicts regarding nature and grouping of individuals, nature of learning, goals of culture, and the role of the individual in that culture. also there is the difficulty of piece meal approaches to curriculum planning with additions and revisions in certain areas without considering the entire pattern. with all these problems and difficulties it can be claimed that the logic of content, pupils interests, social needs and utility are the basic concepts of curriculum theory to select and organize curriculum and its contents. 2. curriculum design what is curriculum design? curriculum design is an aspect of the education profession which focuses on developing curricula for students (wisegeek). curriculum design is not an easy job. it needs hard work. this is because, curriculum design is a scientific process based on decisions on valid criteria. the criteria are derived from society, their culture, learner process and analysis of the nature of the knowledge. the technique of arranging in order the decision in respect of: 1) needs, 2) objectives, 3) content and sequences, 4) learning experience and sequence, and 5) evaluation procedure, they can be termed as curriculum design elements (jambulingan, 1993). jambulingan therefore reveals that these elements can be grouped into four stages which is called curriculum model. they are the preparation, development, improvement and evaluation phases. preparation phase consists of analyze needs, ideals and culture, select knowledge areas, classify educational aims, behavior school and course objectives. development phase which consists outline content, sequence topics, selecting methods and media, preparing lesson plans, preparing evaluation materials and tryout. improvement phase consists of examining feed back, comparing performance with objective, comparing objectives with employability, revising curriculum and tryout. evaluation phase consists of objectives and evidence pertaining to them, factor affecting learning, teaching4 learning operations, and teaching methods as set out of their relationships as revealed in chart 1. (jambuligan, 1993:27) chart 1. curriculum model preparation phase development phase improvement phase evaluation phase 3. the characteristics of the ideal curriculum shortly speaking, that the ideal curriculum can support educational system to conduct its function in the social system frame of a country. curriculum must be relevant, effective and efficient. relevant with given material towards society and individual demand. effective, because it should be maximized the learning-teaching process and efficient measured by financial and time use (bistok, 1983: 81). this is therefore can give opportunities for facilitating access to language learning in the classroom setting and educational environment for individual or social group. therefore, students’ perspective to curriculum consists of some elements as proposed by prideaux (2003). the elements and influences include appropriate scope and sequence of content; student focused teaching and learning; formative and summative assessment; explicit organization; student evaluation and feedback; the background, ability and experience of the student relative to the situation at hand; and finally, the intention of the curriculum as stated by aims, goals and outcomes. those detail elements can be seen in chart 2. (http://staff.mq.edu.au/teaching/curriculum_assessment/curricul um_design). 5 http://staff.mq.edu.au/public/redirect/?id=21551 http://staff.mq.edu.au/teaching/curriculum_assessment/curriculum_design http://staff.mq.edu.au/teaching/curriculum_assessment/curriculum_design http://staff.mq.edu.au/public/redirect/?id=15847 http://staff.mq.edu.au/public/redirect/?id=15847 chart 2. students’ perspective to curriculum in relation to english language learning, curriculum which relevant is curriculum that can give beneficial contribution to language function either individual or society. based on this approach, we can formulate the language function as follows: a. instrumental function this function must be developed continuously from elementary school to tertiary level. in universities, the language function as instrument must be developed, because it can support any other disciplines. b. integrative function integrative function of language can be used either as a medium of communication in social group or as a medium for ethnic relationships, intercultural communication, etc. in the curriculum, this function must be paid more attention, especially for people who basically learn a language. c. cultural function the cultural function developed from primary school to tertiary level. d. reasoning function this function can be used to understand concept, this function must be developed in language learning, so that language can be used as a tool for reasoning. 6 4. curriculum development in indonesia having identified the methodology and approaches to the curriculum development, let us review some of the special measures and programs envisaged in indonesian towards the curriculum at primary, secondary, and higher educational levels (jambuligam, 1993) as follows. a) primary education. in indonesia, apart from physical education, as a part of the program of studies, curriculum revisions through pilot projects are being envisaged. b) secondary education. in indonesia, at secondary level, there are the junior and senior level schools. there are also the general and vocational streams of study at this level. natural sciences, mathematics, bahasa indonesia, social sciences, english and vocational skills are provided at the junior secondary schools. at the senior secondary vocational schools commerce, home economics, basic engineering subjects of study are provided. the technical schools are provided with skill training facilities at centralized workshops. c) higher education. in many countries like indonesia, the program in higher education envisages the expansion of facilities for rural and backward areas. qualitative improvement through improved facilities, curriculum and examination reforms and improved teaching methods are also attempted. c. learner-centered curriculum the concept of learner-centeredness has been invoked with increasing frequency in recent years (nunan and lamb, 1996). in relation to this, they therefore argued that learnercentered classrooms are those in which learners are actively involved in their own learning process. in an ideal learningcentered context, not only will decisions about what to learn and how to learn be made with reference to the learners, but the learners themselves will be involved in the decision-making process (nunan and lamb, 1996). they therefore reveal that each element in the curriculum process will involve the learner, as table 2 shows below. table 2. learner roles in a learner-centered curriculum curriculum stage role of learner 7 planning learners are consulted on what they want to learn and how they want to go about learning. an extensive process of needs analysis facilitates this process. learners are involved in setting, monitoring, and modifying the goals and objectives of the programs being designated from them. implementation learner’s language skills develop through the learner actively using and reflecting on the language inside and outside the classroom. they are also involved in modifying and creating their own learning tasks and language data. assessment and learners monitor and assess their own progress. evaluation they are also actively involved in the evaluation and modification of teaching and learning during the course and after it has been completed. nunan and lamb (1996) the philosophy of learner-centeredness has strong links with experiential learning, humanistic pedagogy and task-based language teaching (nunan and lamb, 1996). table 2, which sets out the role of the learner in relation to curriculum planning, implementation and evaluation, represents the ideal. as teachers and course designers, we have been in relatively few situations in which learners from an early stage in the learning process have been able to make critically informed decisions about what to learn and how to learn. in our experience, learners need to be systematically taught the skills needed to implement a learner-centered approach to pedagogy. in other words, language programs should have twin goals: language content goals and learning process goals. such a program, we would characterize as being “learning centered.” by systematically educating learners about what it means to be a learner, learners reach a point where they are able to make informed decisions about what they want to learn and how they 8 want to learn. it is at this point that a truly learner-centered curriculum can be implemented (nunan, 1996). nunan (1996) argued that learner centeredness is not an all-or-nothing process. rather it is a continuum from relatively less to relatively more learner-centered. further, nunan in nunan (1996) had captured this continuum in table 3 and 4, which show that learner-centeredness can be implemented at a number of different levels. the tables also illustrate some of the practical steps that can be taken in implementing a learneroriented approach to instruction. table 3. learner-centeredness in the experiential content domain level learner action gloss 1 awareness learners are made aware of the pedagogical goals and content of the course. 2 involvement learners are involved in selecting their own goals and objectives from a range of alternatives on offer. 3 intervention learners are involved in modifying and adapting the goals and content of the learning program. 4 creation learners create their own goals and objectives. 5 transcendence learners go beyond the classroom and make links between the content of the classroom and the world beyond the classroom. table 4. learner-centeredness in the learning process domain level learner action gloss 1 awareness learners identify strategy implications of pedagogical 9 tasks and identify their own preferred learning styles/strategies 2 involvement learners make choices among a range of options. 3 intervention learners modify/adapt tasks. 4 creation learners create their own tasks. 5 transcendence learners become teachers and researchers. table 4 illustrates how the continuum can apply to the learning process domain. once again, we see that learnercenteredness is not an all-or-nothing process, but can be implemented in a series of gradual steps (nunan and lamb, 1996). d. concluding remarks this paper imposes the following conclusions: 1. the characteristics of ideal curriculum that can support educational system should be effective, relevant and efficient, because this can give opportunities for facilitating access to the classroom and education environment either for individual or social group. 2. the curriculum design elements are needs, objectives, content and sequences, learning experiences and sequence and evaluation procedure. these elements can be grouped into four stages which is called curriculum mode. they are the preparation phase, development phase, improvement phase and evaluation phase. 3. language functions are: instrumental function, integrative function, cultural function and reasoning function. 4. curriculum stages are: planning, implementation, assessment and evaluation. references bistok. 1983. “pengembangan kurikulum”. analisis pendidikan: depdikbud 4(1) 85-87 10 curriculum design. http://staff.mq.edu.au/teaching/curriculum_assessment/curr iculum_design/accessed on 11 august 2014 hafid, abbas, 2014. jangan pernah ada seorang anak indonesia yang tertinggal. disampaikan dalam orasi ilmiah pada dies natalis unm ke-53, rabu 13 agustus 2014. jambuligam, a.p. 1983. “curriculum development”. analisis pendidikan: depdikbud 4(2)26-2 larsen, d and freeman. 1986. techniques and principles in language teaching. hongkong: oxford university press. nunan, david and lamb, c. 1996. the self-directed teacher. cambridge: cambridge university press. manda, m.l. 1998. dictogloss: its effect on the learner’s proficiency in english as a foreign language. ujung pandang: dissertation, post-graduate program, hasanuddin university. nur, hafsah a. 1994. communication strategies of indonesian interlanguage speakers of english (strategi komunikasi orang indonesia sebagai penutur bahasa antara bahasa inggris). ujung pandang: dissertation, graduate program, hasanuddin university wisegeek. clear answers for common questions. http://www.wisegeek.com/what-is-curriculum-design.htm. accessed on 12 august 2014. 11 http://www.wisegeek.com/what-is-curriculum-design.htm http://staff.mq.edu.au/teaching/curriculum_assessment/curriculum_design/accessed http://staff.mq.edu.au/teaching/curriculum_assessment/curriculum_design/accessed *) sukardi weda menyelesaikan pendidikan s1 sastra inggris di fakultas sastra universitas hasanuddin pada tahun 1993, s2 (english language studies) di pps-unhas pada tahun 1998, s2 manajemen pendidikan di pps-unm pada tahun 2003, s2 sosiologi: manajemen pembangunan sosial tahun 2006 pada fakultas ilmu sosial dan ilmu politik universitas indonesia, s2 mm (manajemen stratejik) di fakultas ekonomi dan bisnis unhas. menyelesaikan s2 dakwah dan komunikasi di uin alauddin makassar, 2014. menyelesaikan s3 linguistik (english language studies) di pps-unhas pada tahun 2005. kini mengajar di fbs dan pps unm, pps-unm dan sebagai salah seorang komisioner kpid sulawesi selatan, periode 2011 – 2014 dan periode 2014 – 2017. ia juga aktif menulis artikel ilmiah dan populer di sejumlah jurnal dan koran, serta berpartisipasi aktif dalam kegiatan ilmiah (seminar, konferensi, lokakarya, dll), baik nasional maupun internasional dalam bidang linguistik/bahasa inggris, pendidikan, dan isu-isu sosial (sosiologi). ia mengikuti intensive english course di silc university of arkansas, usa, tahun 2005-2006. mengikuti english for academic purposes di ppb-ui tahun 2004, dan mengikuti domestic non degree training in literature di fakultas ilmu budaya ugm tahun 2009. the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2020 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 373 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 8, number 2, december 2020 pp. 373 – 383 the use of digital comic in developing student’s english competence finaty ahsanah1, dias tiara putri utomo2 1finatyahsanah@umla.ac.id 2diastiara@umla.ac.id 1,2faculty of health, universitas muhammadiyah lamongan, east java, indonesia received: 31 october 2020 accepted: 21 november 2020 doi: 10.24256/ideas.v8i2.1660 abstract this current study is aimed to know whether any improvement or not in using digital comic as the media on student’s english competence. the researchers used quantitative approach with pre-experimental design. this research was conducted at universitas muhammadiyah lamongan and the sample was 42 pharmacist medical students. the instrument that was used to measure students’ english competence was test of english as foreign language (toefl). the result of the test was analyzed by using statistical analysis of paired sample t-test. the finding showed that there was significant improvement before and after the treatment, it can be proved by the significant value of the pre and post test which was 0.000 (2 tailed). since the significance value (2-tailed) was less than 0.05, it means that the hypotheses of this study was accepted. in other words, the students positively received the use of digital comic for english learning activity. therefore, digital comic can be assumed as an effective media or tool for enhancing students’ english competence. keywords: english competence, digital comic, pre-experimental, test of english as foreign language introduction english competence is undoubtedly important nowadays due to the fact that it is used as an international language; hence many universities in non-english speaking country strive to give its best in facilitating the students to have good english competence. by having good english competence, it will broaden the opportunity of getting various kind of job all over the globe. there are several instruments that usually used to measure english competence, yet one of the most mailto:1finatyahsanah@umla.ac.id mailto:2diastiara@umla.ac.id finaty ahsanah & dias tiara putri utomo the use of digital comic in developing student’s english competence 374 well-known instruments is test of english as foreign language or commonly known as toefl (handayani, 2019 & tangkelangi, 2020). obtaining high scores in toefl can be considered as having an outstanding english competence. in indonesia, the phenomenon of this issue cannot be denied. therefore, it leads a number of universities in indonesia to give toefl-preparation class to all students in every department in order to help them gaining high toefl scores. however, learning english is not an easy thing especially learning toefl. the statements are in line with the previous research conducted by mahmud (2014), he stated that the students faced difficulties in answering the toefl test, especially deals with structure and written expression. in 2018, hajri, jufrizal, & wahyuni investigated the students of universitas negeri padang related to their difficulties in paper-based toefl focusing on structure and written expression. they explored that the students had some difficulties in answering the structure and written expression, they found out that the most difficult items were negation, reduced-form and parallel structure. these previous studies proved many students or language learners face difficulties in learning english especially when it deals with the standardized test like toefl. another research conducted by couple of colleagues (tilana, yunita, & zahrida, 2019), they investigated students’ english structure and written competence. the subject of this research was the 6th semester students of the english study program, at universitas bengkulu. they used toefl and interview as the instrument of the research. they reported that the majority of the students’ english competence was poor, they also revealed that grammar section was the most difficult part and they added there were four factors influenced students difficulties, poor understanding of grammar, less focus, lack of practice and limited vocabulary. this study strengthen the fact that students need to be assist in learning english in order to help them increasing their english competence. considering all the previous issues stated above, it is getting worse with the pandemic covid-19 that has spread for the past several months in indonesia. the coronavirus hampered all of the educational activities. during the pandemic all of the teaching and learning activities are doing online (windhiyana, 2020). furthermore, rosali (2020) investigated the impact of covid-19 on the educational system and the result of the study showed that during the covid-19 pandemic in the education department uses an online model with applications such as: google meet, zoom, whatsapp, telegram, google classroom, youtube, facebook, and messenger. she added it needs more varied model in order to keep it interesting if used in the long run. the pandemic covid-19 is the cause of every chaos in educational system. this current situation makes the students face the difficulties in learning english even more. an interesting media needs to be applied in order to help them receive all the materials effectively. at this point, the teacher is asked to use an effective media for assisting the students so that they can acquire all the materials without any problems. the media or tool that is used for online teaching activity ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 375 should be interesting and fun. it has to make students feel enjoy while getting all the materials they needed. in fact, there are so many medias that can be used in online teaching, digital comic can be one of the alternatives media to use. according to darmawan (2010) using comic strip was more effective in developing student’s ability in writing. the next following years a research conducted by savora (2012) stated that using comic strip recount text more effective to improve student’s writing ability. in 2016, suwastomo (2016) reported that comic was a good media in improving students vocabulary. he stated that the students’ reading skills improved after the implementation of comic strips to the class. the other studies conducted by anni widiyanti (2018) and solano (2018), the studies conducted by them was related to the use of digital comic in engish foreign language classroom and the result of their studies found out that digital comic was very good media to use in helping the students learn english (solano et al., 2018). therefore, based on the background of the study, the researchers are inspired to explore the use of digital comic in another focus of language learning. most of the studies that previously conducted was focusing on the implementation of comic strips or digital comic on students’ writing and reading skills. however, this current study is going to be more into the toefl learning process. there are three sections of the toefl test, the first is listening comprehension, the second one is structure and written expression and the last is reading comprehension. hence, this current study explores all those three sections of toefl. there two questions that have been formulated in this study. the first one is whether digital comic an effective media in developing students’ english competence. second, whether any significant difference before and after implementing digital comic into toefl preparation classroom. afterwards, there are some research objectives. first is to find out whether digital comic can be proven as an effective tool or not on developing students’ english competence. the last is to figure out the significant difference before and after implementing the treatment. method the research design that is used in this study was quantitative approach with pre-experimental design. quantitative research is explaining phenomena by collecting numerical data that are analyzed using mathematically based methods in particular statistic (muijs, 2011). in quantitative research, the researchers collect numerical data and this is closely connected to the definition of analysis using mathematically methods. in this current study, the researchers collected the numerical data by using pre-experimental design. there are three stages of conducting pre-experimental design: figure 1. stages of pre-experimental design pre-test treatment post-test finaty ahsanah & dias tiara putri utomo the use of digital comic in developing student’s english competence 376 the figure 1 showed the steps in conducting a pre-experimental design. the first one is gathering the data by administering the pre-test to the sample of the study. after the pre-test being administered, the samples are given the treatment in this case is implementing the digital comic. this treatment was done in 14 meetings, the brief explanation of the treatment implementation can be seen at discussion part. finally, the last step was doing the post-test to obtain the final data for the study. the study was conducted at universitas muhammadiyah lamongan, east java, indonesia. the population of this study was all of the fourth and sixth semester students who got the toefl-preparation test or it was around 296. then, the sample of this study was obtained by purposive sampling of 42 pharmacist medical students who were on their fourth semester. the instrument of the study was toefl and interview. the numerical data was obtained by pre-test and post-test that was collected by test of english as foreign language (toefl) scores. then, the interview was used as the supporting data which was used to strengthen the findings of the study. results the result of this current study consisted of the data distribution and statistical analyses. before going further to look at the use of digital comic on developing students’ english competence; the normality of the data was checked. it is as followed: table 1. normal distribution pre and post test table 1 showed that the data of pre and post test is normally distributed by the significant value of .019 for pre-test and .238 for post-test by looking at the shapiro-wilk. both of the significant value of the data was greater than p.05, it means that the data is perfectly met the assumption of normal distribution. therefore, the paired sample t-test can be applied to gain the final results. table 2. the description of the statistical data in answering the first research question, it can be seen in table 2. the ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 377 previous table is the statistical description of the pre and post test of the group who had got the treatment. it showed that the mean of the pre-test was 350.64, the standard deviation was 16.417 and the standard error mean was 2.5333, while the mean for post-test was 357.40, the standard deviation was 30.506 and standard error mean was 4.707. therefore, based on the table above, it can be said that there was an improvement in students’ english competence after and before the treatment. in other words, digital comic can be assumed as an effective media to enhance students’ english competence. furthermore, in order to answer the second research questions, the paired sample test should be applied. the result of paired sample test is in the following table: table 3. paired sample test to answer the last research question, whether there is a significant difference before and after implementing the digital comic, the result of paired sample test showed the mean differences of pre-test and post-test. it was 24.762, standard deviation was 29.192, standard error mean was 4.504 and t-obtained was 5.497. the significant value of pre-post test was .000<0.05. it means, the significant value was lower than p. value of 0.05. in other words, there was a significant difference of students’ english competence before and after getting digital comic as the media for the treatment. therefore, it can be concluded that the students’ got improvement in their english competence after the implementation of digital comic. discussion this research was conducting in toefl-preparation classroom. as stated in the previous section that this study was at universitas muhammadiyah lamongan or well-known as (umla). umla is one of the biggest universities in lamongan, east java. due to the fact that english becomes an important factor in this globalization era, umla also took step ahead in preparing the students to have a good english competence. therefore, there is a toefl preparation class for all the students who on the last year of the study. they were given all the materials of toefl including listening comprehension, structure and written expression and also reading comprehension. the following part is the brief description of the process of conducting the digital comic into a toefl preparation classroom. digital comic is an effective media in developing students’ english competence. as it can be seen from the result of this current research that digital comic is finaty ahsanah & dias tiara putri utomo the use of digital comic in developing student’s english competence 378 an effective media in developing students’ english competence. digital comic was aimed to assist the students’ enhancing their english competence. in implementing the digital comic, the researchers conducting these several steps. first, before implementing digital comic, the students were given the pre-test. the pre-test was obtained from toefl (as it is mentioned previously) and it was used in order to know their english competence. the test was consisted of 140 questions: 50 questions of listening comprehension, 40 questions of structure and written expression, and 50 questions of reading comprehension. the students must complete all the questions of the test within approximately 120 minutes. after the researchers got the students’ scores of pre-test, the researchers found out that the students had some weaknesses on answering the test and they really needed to be assisted to enhance their english competence. a week after the test was done; the students were given the toefl preparation class. the toefl preparation class was held 2 weeks before the quarantine was announced. before the quarantine, the class was done face to face. yet, after the quarantine was announced all the teaching and learning activity was done online. for the first two meetings, the researchers noticed that most of the students had difficulties in absorbing all the materials. the first two meetings were done in a conventional way. after doing the pre-test and having face to face meetings twice, the researchers gave treatment to the students. in this part, the researcher explained briefly the usage of the digital comic in toefl-preparation class. there were 16 meetings of toefl preparation class and it was divided into some sections. the first section was the pre-test that has been previously discussed. then, six meetings were for structure and written expression section. three meetings were for listening comprehension section and three meetings were for reading comprehension section. then, the last meeting was for administering the post-test. structure and written expression had more meetings than other sections due to the fact that it was more complicated than the other sections for the students. furthermore, the following part is going to discuss about the procedures of implementing the digital comic in toefl preparation classroom. the first procedure was the researchers had the toefl-preparation class online. at the beginning of the class, the researchers explained the basic purpose of using digital comic and also explained all about digital comic. after explaining about digital comic, the researchers sent the digital comic through edmodo platform. the digital comic that was sent to the students was made by using pixton website application. the first digital comic focused on structure and written expression and it was about the subject and verb agreement. then, the researchers gave the students couple of minutes to understand all the words written in the comic. the next step was discussion session related to the comic that has been sent to the students, students were freely to share their opinions and thoughts about the topics. the researchers also added some exercises related to the topics. after the discussion session done, the researchers gave couple of minutes for the students to answer the questions after that the researchers asked the students to ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 379 type their answer on the edmodo application. whatsapp was also used to be an additional online media when there was a misconception of the topics; usually the researchers sent the brief explanation by sending a voice note. the next meeting, the students were still given another topic of structure and written expression. this time, the topic was about adjectives and adverbs. the researchers tried so hard to make an interesting digital comic related to the topic. since, the researchers wanted to make the students understand all the materials easily. in this meeting, the researchers gave the students more time to absorb the digital comic given. the process of this kind of activity was done up to 14 meetings, with the same procedures that was giving the digital comic, asking the students to read and understand the comic given, giving the students times to ask the things they did not understand, handing them exercises the related to the topics and the final activity of every meeting was discussion about the exercises. in the last meeting, the students were doing the post test. the post-test was administered in order to find out the students’ improvement. related to the use of the digital comic as the media for teaching and learning activity, the students were being interviewed about it. some of the students had a very good response related to the digital comic that was given to them. they said digital comic was very interesting and they found themselves enjoy learning english using it. some of them stated that they did not even notice that time flied really fast when they learnt using digital comic. those statements were in line with the answers of all the exercises given to them. most of them answered correctly, yet there were some of them still faced some difficulties. for the example in subject and verb agreement topic, they had difficulties in differentiate the use of verb with (e/es). most of them were confused with the use of verb with (s/es), they thought the verb with s/es was plural verb, so they tended to choose plural subject to be matched with the verb (e/es). or like in adjectives and adverbs topic, the students had difficulties in using the adjectives and adverbs. they supposed to use adjectives after linking verb (lv), yet they tend to use adverbs instead of adjectives. in the end of the meeting, the researchers tried to explain all the misconception of the materials. the following figure is the example of the digital comic about how to use “s/es” in simple present tense. figure 2. the example of digital comic finaty ahsanah & dias tiara putri utomo the use of digital comic in developing student’s english competence 380 figure 3. the example of digital comic figure 2 and 3 are the examples of digital comic that discussed the use of ‘s/es’ in simple present tense. the comic was made by using pixton, it has various kind of background and characters so that it will help the educators to create an interesting comic. as it can be seen, using digital comic was quite interesting because it was involved various pictures. hence, the students found themselves enjoyed learning english using it. all the statements and findings in this current study was in line with the previous research conducted by suwastomo (2016), he stated that comic strips was very good media to improve students’ english vocabularies. his research was conducted at sman 1 muntok with 55 tenth grade students as samples; he investigated the use of comic as media to enhance students’ vocabulary mastery and the result of the independent samples t-test showed that p-output was 0.000 for sig. (2 tailed), it can be concluded that there was a significant difference in reading achievement between students’ who is taught by comic as a media and those who are not. furthermore, this current study was also similar with the other studies conducted by some colleagues who found out the beneficial of using digital comic in english foreign language classroom. in 2018, anni widiyanti conducted an experimental research on the islamic web comics as visual aid in teaching english for islamic secondary school students and the result showed that islamic web comics as visual aid was more effective in teaching english especially reading comprehensions than animated video presentation. in the same year, another study was conducted at a public high school in the southern region of ecuador (solano et al., 2018). they investigated the impact of using pixton for teaching grammar and vocabulary in the efl ecuadorian context and the result of the study indicated that pixton was an effective teaching tool that motivates students to learn grammar and vocabulary in an enjoyable way; they added that the statements can be proved by the students’ post test scores which showed a significant ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 381 improvement. it can be assumed, all the previous findings about the use of comic in the efl classroom indicated that comic can be one of the effective tools in assisting students to learn english effectively. the studies explained above strengthened this current result of this study. despite the difficulties of the students when they learn english, digital comic gave them a hope in increasing their english competence. based on the result of the previous studies and also this current study, it can be concluded that digital comic had big impact in helping the students develop their english competence. therefore, digital comic can be assumed as an effective media or tool to assist the students in learning english and enhance their english competence. conclusion the conclusion of this study is that digital comic can be categorized as one of an effective media that may help the students in learning english. since, the statistical analyses reported that there was a significant difference before and after the students got the treatment. before the treatment almost all of the students got very low toefl scores and then after the treatment was being implemented the students’ toefl scores was increasing. therefore, it can be said that digital comic may give a positive feedbacks in english language teaching and learning activities. in addition, some suggestions are proposed; for the teachers, the finding of this study is expected to be able to improve the knowledge about digital comic in language teaching and learning activities. therefore, it is suggested for the teachers to consider using digital comic as the media in learning english. the next is for the future researchers, the current study is explored the use of digital comic on english competence of the students so that it would be interesting to conduct further studies related to the use of digital comic yet by having another focus. the last, the researchers want to state the limitation of the study: this current study is restricted to the use of digital comic in developing students’ english competence at universitas muhammadiyah lamongan. therefore, different findings may be found if this kind of treatment is being implemented to another level of students at another place. acknowledgement first of all, we would like to say alhamdulillah to allah swt for his blessing and guidance in completing this research. we also would like to express our gratitude to all the colleagues in universitas muhammadiyah lamongan for supporting us in conducting this research. last but not least, we would like to express our big grateful to all the parties that cannot be all mentioned here, thank you for the love and support. finaty ahsanah & dias tiara putri utomo the use of digital comic in developing student’s english competence 382 references anni, w. m. (2018). islamic web comics as visual aid in teaching english for islamic secondary school students. indonesian journal of islamic literature and muslim society, 3(1), 75–90. https://doi.org/10.22515/islimus.v3i1.1298 darmawan, r. (2010). the use of comic strips in improving student’s reading comprehension of narrative text: a quasi-experimental reasearch in eight grade students of smp 4 bandung in academic year 2010/2012. universitas pendidikan indonesia. hajri, t., j, & wahyuni, d. (2018). an analysis of difficulties in answering structure and written expression of toefl made by english. journal of english language teaching, 7(1). handayani, f. (2019). structure and written expression section on paper-based toefl : perceived difficulties by nursing students of poltekes solok , west sumatera. jurnal educative: journal of educational studies, 4(2). mahmud, m. (2014). the efl students’ problems in answering the test of english as a foreign language (toefl): a study in indonesian context. theory and practice in language studies, 4(12), 2581–2587. muijs, d. (2011). doing quantitative research in education with spss (second). https://doi.org/https://dx.doi.org/10.4135/9781849203241 masruddin, m, karmila, k. (2018). constructing wh-questions througn an error analysis at junior high school of indonesia. langkawi: journal of the association for arabic and english 4 (2), 123-137. doi: http://dx.doi.org/10.31332/lkw.v4i2.852 rosali, e. s. (2020). aktifitas pembelajaran daring pada masa pandemi covid-19 di jurusan pendidikan geografi universitas siliwangi tasikmalaya. geography science education journal (geosee), 1, 21–30. savora, a. (2012). using comic strip recount writing to improve the ability of graders in smp 21 malang in academic 2012/2013 malang. universitas malang. solano, p. c., cuesta, l. c., gonzales, p., quinones, a., & ochoa, c. (2018). the impact of using pixton for teaching grammar and vocabulary. teaching english with technology, 18(1), 53–76. suwastomo, b. (2016). teaching using comic as a media to improve student’s vocabulary mastery at tenth grade of sman 1 muntok. studia, 1(1), 1–22. tangkelangi, n. i. (2020). students’ competence in the toefl structure and written expression. ideas: journal on english language teaching and learning, linguistics and literature, 8(1), 59–66. ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 383 tilana, p. e., yunita, w., & zahrida. (2019). students’ english structure and written competence. journal of english education and teaching, 3(2), 180–194. wahibah, w. (2016). the effectiveness of using pictured story to upgrade students vocabulary. ideas: journal on english language teaching and learning, linguistics and literature, 4(1). doi:https://doi.org/10.24256/ideas.v4i1.179 windhiyana, e. (2020). dampak covid-19 terhadap kegiatan pembelajaran online di perguruan tinggi kristen di indonesia. perspektif ilmu pendidikan, 34(1), 1–8. https://doi.org/10.21009/pip.341.1 https://doi.org/10.24256/ideas.v4i1.179 the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2020 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 37 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 8, number 1, june 2020 pp. 37 – 45 employing reciprocal teaching to overcome learners’ barriers to effective listening hesti rokhaniyah1, shoffin nahwa utama2, & nurhana marantika3 hesti.r@unida.gontor.ac.id university of darussalam gontor, ponorogo, indonesia received: 11 march 2020 accepted: 29 may 2020 doi: 10.24256/ideas.v8i1.1259 abstract the research is the action research aimed at investigating to what extent reciprocal teaching overcomes learners’ barriers to effective listening and identifying the situation of teaching and learning when reciprocal teaching is employed. several techniques: interview, observation, and test were applied to obtain the data. the mean score of two raters was calculated to derive the qualitative data; constant comparative method was implemented to analyze the qualitative data. the research result showed reciprocal teaching implementation could overcome learners’ barrier to listening including detecting the keywords; recognizing grammar and vocabularies; and discriminating distinctive sounds. the enhancement of reciprocal teaching illustrated form mean score of pre-test was 37.4; post-test 1 was 70.4; and post-test 2 was 81. the use of reciprocal teaching also optimized the class situation: learners felt encouraged to be receptive to communication in active listening; they got freedom to mind their ideas; and they were more engaged to do mutual task. considering the finding of the research, the lectures are recommended to use this research for guiding heir learners to solve listening barrier through reciprocal teaching. keywords: barriers; listening; reciprocal teaching introduction the essence of listening was long recognized in english language teaching’s history. picard & velautham (2016) defined that the emphasis of listening started in 1800s using direct method and it was continued by audio-lingual method in which language was delivered orally prior to being presented in written communication. given the research finding and methodological focusing on listening, the most commonly offered rationale for http://u.lipi.go.id/1457703302 hesti rokhaniyah, shoffin nahwa utama, & nurhana marantika employing reciprocal teaching to overcome learners’ barriers to effective listening 38 listening was teaching listening difficulty in large classes with almost no logistical support. the barrier existing in listening process for students in the university, two kinds of reasons were underscored in this paper: linguistic and non-linguistic problem. the obstacles consisted of detecting key words to obtain main idea, shortage of vocabulary, grammatical problem, and weak listening to discriminate among sounds some learners often disobey the goal of listening. according to the empirical research, 31.2% of the learners preferred to comprehend every word and sentence during listening test (hui & susilohadi, 2011). the method they should employ depended on what questions they needed to answer. in contrast, learners rarely paid attention to the connection between sentences and their relationship. thus, they get difficulty to grasp the keyword together with the listening content. this habit wasted their time and badly affected listening comprehension. so, weak listening skill was also responsible for listening obstruction (ismail, ahmadi, & gilakjani, 2012) lexical resources or words were the basis of learning language. a little knowledge of vocabulary also weakened learners’ listening ability. based on the learners’ opinion, they were unfamiliar with the blank word. therefore, they only guessed the answer increasing the mistake. on the other side, learners paid less attention to the recitation of words, which definitely had negative impact on their listening ability. thus, shortage of vocabulary was one of the reasons for listening barrier (lestari & sukirlan, 2016) learner with poor at grammatical structure was also considered as a big barrier during listening. for example in listening test: write no more than three words question “it can destroy the ecosystem”. the blank word “destroy is very simple, yet 27 students wrote “destroying” instead of “destroy”. if learners understood the grammatical aspect for this sentence (there was a word “can” in front of the missing word), their mistake might be avoided. another example was the sentence “snoring happens when the air flow through the nose and the mouth is physically obstructed”, in which the correct answer rate of the word “physically” was only 48%. disobeying the grammatical structure, many learners wrote adjective form rather than adverb form. a large proportion of university students got difficulty to discriminate among sounds and to distinguish different pronunciation between british and american english. even though listening vocabularies were easier than reading vocabularies, learners still could not get better understanding the listening material due to voice disturbance. in one of the listening tests, the correct answer rate of fill in the blank question: the point to notice was never made sense, it was only 47.61. a large percentage of learners filling in the word “note” were as they ignored the liaison of “notice” and “was”. based on the condition distracting the learning process, employing strategy can bring the fresh class situation. reciprocal teaching can be effective for overcoming the barriers. reciprocal teaching method had been developed by ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 39 (pallinscar & brown, 1989). the method implemented four activities of self-directed summarizing, questioning, clarifying, predicting in the context of dialogue between teacher and learner. alsaraireh & hamid (2016) also assumed that reciprocal teaching was as a dialogue between teacher and learners with the goals placed in of constructing meaning. similarly, according to ismail et al., (2012), reciprocal teaching was a cooperative learning instructional method employing natural dialogue models to reveal learners’ thinking process of a shared learning experience. hence, it can be summed up that reciprocal teaching is an instructional method which employs four activities including summarizing, questioning, clarifying, and predicting in the form of dialogue between learners and teacher during actual listening activities. previous researches showed that reciprocal teaching was an effective method to reading comprehension learning. in contrast, this method is rarely implemented to teach listening comprehension. thus, this research is undertaken to know to what extent reciprocal teaching overcomes the students’ barriers to effective listening and class situation when reciprocal teaching is applied in listening class. method action research participatory was implemented as a mode of inquiry to this study as it was a method in practical action to solve immediate problems and to develop theory (tamura, 2006). this research had engaged learners from international relation department of one university in ponorogo as they identified listening as a challenge for their disciplinary community. two cycles were developed in this study. lestari (2016) defined that each cycle of participatory action research consisted of (1) identification of the issue; (2) implementation of initial intervention strategy; (3) result evaluation; (4) expansion and refinement; (5) action research cycle development. quantitative and qualitative data were implemented in this study. quantitative data were obtained from learners’ listening scores from the beginning to the end of the cycle. on the other hand, qualitative data were collected through questionnaires, interview, and field note of observation. the pre-test as well as post-test were carried out for quantitative data. both of the tests were then processed in order to obtain the average scores and percentages. to assess learners' ability in listening, researcher used analytic assessment as each element was evaluated separately. however, sentences and words were also needed to describe qualitative data for summing up the brief conclusions. the technique of data analysis in this research used the constant compare method as suggested by glasser (1980) as quoted by hopkins (1993). the comparative constant method was composed of the following steps: (1) comparing the events that apply to each category, 2) integrating the characteristics and categories, 3) confining the theory, and (4) constructing the theory. hesti rokhaniyah, shoffin nahwa utama, & nurhana marantika employing reciprocal teaching to overcome learners’ barriers to effective listening 40 results listening is difficult to learn as it is least explicit among four language skills. psychological and cognitive processes at different level are involved to contextual and coded acoustic clues (picard & velautham, 2016). failure is the basic level which leads to a loss of confidence and to belief that listening is very difficult skill as the native speakers speak too fast. this barrier makes learners lose track of passage meaning; hence, they could not understand what the passage contains. to cope the failure in listening comprehension, proficient listener automatically uses some methods to tackle it. reciprocal teaching is one of many methods for explicit instruction (rodli & prastyo, 2017). this method encourages a group of students to interact with the lecturer for constructing meaning and building understanding from passages. the learners’ barriers to effective listening could be minimized after reciprocal teaching had been implemented in learning. the findings of reciprocal teaching implementation were categorized into two main points as follows: (1) reciprocal teaching could overcome learners barriers to effective listening and (2) reciprocal teaching could affect the class situation. it was quite essential for learners to be accustomed to reciprocal teaching into foreign language learning. reciprocal teaching also played an important role to stimulate the basic sense such as listening and speaking and made the learners more active during the class. likewise, it also increased students’ knowledge of grammar as well as their vocabularies. the learners were able to identify the keyword to determine the proper topic of listening task and also to understand a variety of english accents discussion ismail et al (2012) argued that reciprocal teaching involved extensive modeling of the comprehension fostering for reading. furthermore, rahimi & sadeghi (2014) also defined that reciprocal teaching assisted learners to obtain richer understanding of text and were likely to enhance their skill to use the strategies in reading comprehension. likewise, reciprocal teaching let learners identify the ideas and important information about the text (palincsar & brown, 1989). the previous researches gave the theoretical framework for this research. it was undeniable that either the previous or the recent study focused on reciprocal teaching for learners’ comprehension. instead of similarity, the difference was also found out that previous researches were carried out to improve learners’ reading skill; this study was conducted for overcoming listening barrier. field note of observation stated the process of learning activity in the first and third meeting run well and only a few learners experienced difficulties in vocabularies together with different range of accents. verbal together with numerical data were required to evaluate the weaknesses happening in the first cycle. verbal data included field note of observation and questionnaire while ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 41 numerical was listening comprehension test. three indicators were employed to overcome learners’ barriers in effective listening. the first indicator was detecting the key word which required learners to find out the specific details for example the key words. becoming aware of this fact assisted them to the essential point of effective listening. the mean score for detecting the key word was 72. on the contrary, ten learners still reached the low score. the second indicator was recognition vocabularies and grammar. the mean score was 79. it was higher than the first indicator, and only five learner getting low score. the third indicator was discrimination among sounds. the average score for the indicator was 59 (more detail, see table 1) table 1. the increase from pre-test to post test of learners’ barriers to listening no elements of learners’ barriers total answered increase percentage increase pre-test post-test pre-test post-test 1 detecting key word 33 72 39.6 33% 73% 40% 2 recognizing vocabularies and grammar 52 79 26.4 53% 80% 27% 3 discriminating among sounds 26 59 33 26% 60% 34% the table above showed the increase of pre-test along with post-test of cycle 1. total correct answered from pre-test to post test a bit enhanced; it meant reciprocal teaching had been effective to assist learners’ barriers to effective listening. the highest increase was in detecting key word (40%) while the lowest enhancement was in recognition vocabularies and sounds (33%). the increase of discrimination among sounds was (33%). it occurred due to the successful method which let learners better in listening. the field note of observation revealed that the classroom situation was concluded not as significant change. some learners were neither willing to speak nor participate. when they were asked to answer some questions, they usually looked at their friends and were unwilling for standing up to answer the questions. the condition got worse because of fruitless activities in the class. furthermore, some of them were still reluctant to take a part in activities planned the researcher. hence, the class had been researcher’s domination. the situation above let the researcher proceed the second cycle and revise the lesson plan effectively. the first cycle result became the consideration of the second cycle. in this cycle, the learners’ barriers relevant to listening were overcome and the listening activity ran as well. when researcher gave learners question such as: what did mr. x do if mr. y could not pick his up? a. booked a shuttle hesti rokhaniyah, shoffin nahwa utama, & nurhana marantika employing reciprocal teaching to overcome learners’ barriers to effective listening 42 b. reserved a shutter c. went to the dentist what will martha sell? a. diamond jewelry b. gold jewelry c. engagement rings only a few learners did not differentiate shuttle /ˈʃʌt.əl/ and shutter /ˈʃʌt.ər/. after reciprocal teaching implementation, learners were able to remember the different pronunciation between shutter and shuttle. in the next question, a few learners were not able to detect the specific word to obtain the information. diamond jewelry, gold jewelry, and engagement rings were the things mentioned in the dialogue. most of the learners answered gold jewelry, but the key word of the question was what will martha sell? having been trained using reciprocal teaching, they were able to detect the key word to answer the correct question. here, class discussion occurred and democratic classroom atmosphere encouraged learner to be active in class. reciprocal teaching needed some stages to implement (peng, wang, & effects, 2015). summarizing let learners identify the ideas and important information about the text. hence, the strategy could help learners determine the main idea of the text. questioning provided a context to explore the text deeply and to assure the meaning construction. the strategy could assist learners advocate either implicit or explicit information from the text. clarifying assisted learners to clarify difficult aspect about the text. asking learners to clarify made them engage in critical evaluation which was confusing. learners with low level of comprehension would be assisted by learners with higher comprehension. predicting also helped learners obtain general idea using their background of knowledge. through this strategy, learners made their hypotheses about the text. the enhancement of the test could be seen in this table below: table 2. the increase from post-test 1 to post test 2 of learners’ barriers to listening no elements of learners’ barriers total answered increase percentage increase post-test 1 post-test 2 post-test 1 post-test 2 1 detecting key word 72 79 6.6 73% 80% 6.7% 2 recognizing vocabularies and grammar 79 85 6.6 80% 86% 6.7% 3 discriminating among sounds 59 79 19.8 60% 80% 20% ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 43 based on the daily observation, it was found out that reciprocal teaching simply improved learners’ class situation. during the research, learners came to the class on time. concerning the activity in listening class, most of them participated actively; learners were encouraged to be supportive of and receptive to each other’s communication during active listening. the class discussion got better and learners felt freedom to open up their ideas. the table shows the result of interview about the effect of reciprocal teaching in teaching learning process. table 3. learners’ attitude on learning process no questions strongly agree agree disagree strongly disagree 1 listening comprehension via reciprocal teaching, i was more self-directed 23% 72% 3% 2% 2 listening comprehension via reciprocal teaching encouraged me to work with my classmate due to mutual project 70 25 2 2 3 listening comprehension via reciprocal teaching brought fresh class climate in learning 69 23 6 2 4 listening comprehension via reciprocal teaching, i could contribute the knowledge to classmates quickly 28 65 4 2 5 listening comprehension via reciprocal teaching was appropriate for student-centered learning 26 66 5 3 having identified the fact about teaching learning process, the researcher was convinced that learners’ barriers to effective listening could be solved by implementing reciprocal teaching. reciprocal teaching had significantly positive impact on listening comprehension. learners used kinds of reciprocal teaching strategy and knew what, why, and how to use it (alsaraireh & hamid, 2016). it stimulated them for planning, monitoring, and evaluating their listening. these finding also had pedagogical implication for reciprocal teaching; it affected essential improvement on learners’ participation in class. it also provided effective work collaboratively in group discussion to optimize their listening comprehension. thus, learners’ self-regulatory and monitoring skill could be improved hesti rokhaniyah, shoffin nahwa utama, & nurhana marantika employing reciprocal teaching to overcome learners’ barriers to effective listening 44 conclusion in relation to the research finding and discussion, the exploration of reciprocal teaching can overcome learners’ barriers to effective listening. the enhancement is represented by the increase of mean score in post-test cycle 1 and cycle 2. learners are able to detect key words, recognize vocabularies and grammar, and also discriminate among sounds. in addition, reciprocal teaching can affect the teaching learning process. learners’ attention to the class gets better; their participation to involve in group discussion to overcome the listening barriers enhances. moreover, learners are encouraged to be receptive to each other’s communication during active listening. these findings of the research have pedagogical implication for reciprocal teaching. the appropriate choice of method or technique will give good impact in both process and result of the teaching and learning itself. reciprocal teaching also appears to build more significant effects for learners as reflected for improving academic achievement. it also facilitates learners in order to comprehend the real language and assists them to communicate in real conversation. thus, employing reciprocal teaching makes the listening text more comprehensible. employing reciprocal teaching also affects significantly positive teaching learning process. somehow, reciprocal teaching is not the only thing which solves learners’ difficulty in listening comprehension. it has to be supported by the other factors including lecturers’ role during the class and learners’ activeness to catch up the better result of listening comprehension. before reciprocal teaching implementation, it is suggested that lectures have to make sure that learners have already understood how to apply it. lecturers should produce enjoyable learning activity, so they will have plenty opportunities for exploring their ideas and deriving the knowledge. it was expected to other researchers that the result of this study can be utilized as additional reference for further research to create a better learning. they should also do the research further to find out the weakness which still occurs references alsaraireh, m. y. a., & hamid, k. m. n. k. (2016). the effect of the reciprocal teaching model on developing jordanian students’ reading comprehension at mutah university. international journal of linguistics, 8(6), 69. https://doi.org/10.5296/ijl.v8i6.10448 hopkins, d. (1993). teacher’s guide to classroom research. great buckingham: open university press. hui s, b. l., & gunarso susilohadi, mp. (2011). legitimation from the board of examiners improving students’ speaking skill through content –based intruction. ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 45 ismail, h. n., ahmadi, m. r., & gilakjani, a. p. (2012). the role of reciprocal teaching strategy as an important factor of improving reading motivation. elixir international journal, 53(december 2012), 11836–11841. lestari, sukirlan, g. (2016). increasing students ’ micro skills of listening through drills at the second year students tri lestari masruddin, m. (2018). preparation and strategies applied by teachers of math and science in english of bilingual program at elementary school. ideas: journal on english language teaching and learning, linguistics and literature, 2(1). doi:https://doi.org/10.24256/ideas.v2i1.133 palincsar, a.s., & brown, a.l. (1989). reciprocal teaching activities to promote reading with your mind. newyork: the college boar peng, t., wang, s., & effects, s. (2015). effects of reciprocal teaching on efl fifth graders’ english reading ability. international journal of contemporary educational research, 2(2), 76-88–88. picard, m., & velautham, l. (2016). developing independent listening skills for english as an additional language students. international journal of teaching and learning in higher education, 28(1), 52–65. retrieved from http://www.isetl.org/ijtlhe/ rahimi, m., & sadeghi, n. (2014). impact of reciprocal teaching on efl learners’ reading comprehension. research in applied linguistics, 6(1), 64–86. rodli, m., & prastyo, h. (2017). applying reciprocal teaching method in teaching reading. studies in linguistics and literature, 1(2), 112. https://doi.org/10.22158/sll.v1n2p112 sukmawati, p., & eka, m. (2018). listen english full audio as a supporting media in improving students’ listening skill. ideas: journal on english language teaching and learning, linguistics and literature, 6(2). doi:https://doi.org/10.24256/ideas.v6i2.507 tamura, e. t. (2006). concepts on the methodology of teaching english. the economic journal of takasaki city university of economics, 48(3), 169–168. https://doi.org/10.24256/ideas.v2i1.133 https://doi.org/10.24256/ideas.v6i2.507 the particular dialect or language that a person chooses to use on any occasion is called a code 814 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 2, december 2021 pp. 814824 incorporating internet-based application in teaching and assessing english for agriculture students rahmawati upa*1, sri damayanti*2 *rahmawatiupa22@gmail.com *yanthie_uncok@ymail.com fkip universitas cokroaminoto palopo, palopo, indonesia faperta universitas cokroaminoto palopo, palopo, indonesia received: 30 august 2021 accepted: 15 december 2021 doi: 10.24256/ideas.v9i2.2075 abstract nowadays, teaching using internet-based application becomes an engagement for english as a foreign language (efl) teacher. therefore in this research, the researchers are trying to incorporate two internet-based applications (padlet and wordwall) to teach english for agriculture students to identify how these internetbased applications are incorporated and how the students’ responses to the implementation of these. the sample of the research is 20 agriculture study program students from the fifth semester. the instrument used to gather the data are observation and questionnaires. the questionnaires divided into two, the first is one dealing with the use of padlet which consisted of 14 statements which divided into three indicators, they’re 1) the ease of use padlet, 2) students’ understanding material on using padlet, and 3) padlet display. the second one is dealing with the use of wordwall which consist of 6 statements. the result of this research reveals that padlet was used by the lecturer in the teaching process. it was started by designing some teaching materials and sent it to the padlet room and gave instruction to the students on what to do dealing with the teaching material. brainstorming in the beginning and reflection at the end of each meeting were also implemented. meanwhile wordwall was used to assess students’ vocabulary by sending it’s link to padlet room so the students could access it. referring to the students’ response, they have very positive response on the use of padlet as a learning media and wordwall as formative assessment tool. in one case, it is evidently that students have different response on the use of padlet with the reality happened during the teaching and learning process. keywords : english for agriculture; internet-based applications http://u.lipi.go.id/1457703302 mailto:rahmawatiupa22@gmail.com mailto:yanthie_uncok@ymail.com ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 815 introduction throughout the outspread of covid-19 pandemic, there has been a growing reliance on the use of technology to learn, live, and stay connected. it has been more than a year schools and universities are order to do teaching and learning virtually and of course this situation forced them to involve technology in the teaching and learning process. the involvement of the technology brings some positive effects for efl studies both for teachers and students. the number of researchers had conducted researches dealing with the integration of technology in teaching english as a foreign language. their finding indicated that technology can support their teaching practices, make the teaching and learning process more effective, offer motivation and engagement, and fun in classroom. it was also found that the use of technology in efl teaching can help students’ achieve learning objective, develop students’ performance of all four language skills, and of course improve students’ learning. (gai: 2016, solano, at.all. 2017, reynolds, eric and taylor, benjamin. 2020). there were many studies conducted referring to students’ and teachers’ problem in teaching and learning online, some of those problems are the first, even though the students are facilitated with supporting facilities, there are some of them less enthusiastic to contribute to online learning. the second, teachers’ disability in acquiring technology make them difficult assessing, giving feedback, and making the students enjoy the lesson. (elfriana, 2021; simamora, 2020, lestiyanawati r., and widyantoro a., 2020; rahayu, p, r. and wirza, y., 2020). in order to minimize the problem, there are some solutions proposed by the previous researchers. as suggested by (elfriana : 2021) that the learning material prepared by the teacher should be interesting as possible and relating to teachers’ mastery on it, further she suggested teacher to use simpler operational flat forms or aplications. referring to the students’ and teachers’ problems and the solutions recommended by the previous researcher, wordwall and padlet are the adequate internet-based application which can be used as an alternative way to solve it. research studies in indonesia context also showed that internet application in teaching english in indonesia had been being implemented from elementary school to university level. the number of research on the effectiveness of applying internetbased application into the teaching had been conducted. asri, irmawati, and dewi (2020) had investigated the use of internet applications for teaching at higher educational level in the indonesian context found that in the context of higher education level, a lot of lecturers of brawijaya university have made use of the internet to support daily teaching practices. out of twenty kinds of internet applications that are used, there are top five applications that are mostly used by the lecturers namely google classroom, kahoot.co, edmodo, virtual learning and email. a number of functions of using the applications which have encouraged them to use the applications are noted, such as for sharing materials, sending assignments, giving feedback, posting an announcement, having online discussions and more interaction, giving tests or quizzes, as well as having fun while learning through rahmawati upa, sri damayanti incorporating internet-based application in teaching and assessing english for agriculture students 816 games. ulla et. al. (2020) conducted a research to identify various internet-based applications integrated into english as a foreign language (efl) classroom. they investigated the use of kahoot, socrative, google form, qr code, facebook, youtube, quizzes, and quizlet by efl instructors in teaching english to university students in thailand. the finding of their research found that efl instructors responded positively to changes triggered by the integration of these applications in their classrooms. results showed the participants' confidence in the advantages of these applications to their teaching practices. they also conclude that integrating internet-based applications into the classroom offers comfort, benefits, and assistance to teachers, and furthermore can increase students’ active participation in their learning, improve their motivation in language learning, and foster learner independence and autonomy. similar research also conducted by le tieu thi (2021) found out that a great majority of students (90.4%) somewhat and strongly supported the model of incorporating these applications in efl classrooms with the four major benefits of facilitating their integrated language skill practices, fostering their active learning, encouraging self-studying, and increasing students’ attention span. more particularly, it is discussing the reasons for applying internet-based applications into a language classroom. ulva and asri (2017) found that the use of technology is practical, effective and efficient for both language teachers and students in terms of time and energy, and so is in esp. it helps to engage students with the topics being discussed although in some ways it also creates problems. they further explained that the teacher should recognize the problems may encounter during the teaching and learning activity. the technology is important for esp classroom, but it also can make the students not concentrate to the subject because they are distracted when using their laptop or phones. in line with ulva and asri (2017), pham (2018), kirovska (2020) also claims that the use of digital devices can enhance esp learning. due to technology, ideas and individuals can connect and collaborate anytime, anywhere. failing to recognize that simple fact is failure on the part of the instructor and the institution. he further explained that the goal of the esp instructor in the classroom should be to fully maximize the potential of mobile phones and teach students how to take advantage of their digital devices. these devices can be used to support the dialog between instructors and learners, thus reducing the advantage that face-to-face instruction has with having teachers present in class. referring to the explanation above, it is clear enough that integrating technology like internet-based application did bring some benefit for esp teaching. in line with this, the researcher would like to integrate padlet and wordwall application in teaching english for agriculture students in palopo cokroaminoto university. padlet is used in this research as a learning media meanwhile wordwall is used as formative assessment. it is revealed by burns (2015) that e-learning can help teachers monitor and collect data about learner’s progress easily. the research questions proposed are: how are the applications of padlet and wordwall ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 817 incorporated into the teaching of english for ariculture? and how are the students’ responses on the use of padlet as a leaning media and wordwall as a formative assessment? le tieu thi (2021) explained that wordwall is an application designed to help teachers create lessons quickly. it provides many interactive formats available in this app, such as matching, gap-filling, quiz, anagram, grouping out, and labeling. this application is easy to be used by the learners to revise or memorize vocabularies, and so is for the teachers who are short of time or not very confident with technology because all steps are very well explained. it also provides option to set assignment activities for learners individually or groups. a created material can be shared with the whole wordwall community and you can use other users’ materials too. you can also find and edit ready-made content for a range of school subjects and levels. it can easily be accessed online, even from their phone. it can also create a dynamic way to have class competitions, either with two or more learners in direct competition at the same time. you can edit any pre-made activity. if you find an activity, but it is not suit your class, you can easily customize according to your students’ needs and like. padlet is an online wall web-based which let teacher and students share and collaborate as an opinion forum. wood (2016) states that through padlet wall, teacher can add links, images, text, documents, and video files. it is similar to sticky notes which can be moved on the wall. further stannard (2015) explains that the use of padlet can facilitate the teacher to have brainstorming, discussion, and project work with the students. haris, at al (2017) state that padlet can be used by the students anytime and anywhere as long as the devices used connected with internet. method this research is a pre-experimental research. the method used is mixed method (qual-quant). the data about how the applications of wordwall and padlet incorporated into esp classroom were analyzed qualitatively meanwhile the data about the students’ responses of using wordwall and padlet as a learning media were analyzed quantitatively. this research was conducted at palopo cokroaminoto university. the sample of the research is 20 agricultural study program students from the fifth semester academic year 20210/2022. this research was conducted virtually and the instruments used are observation, questionnaires and semistructured interview. the researchers conducted this research by applying internetbased application. there were two application chosen; they were word wall and padlet. the observation was used during the application of those two internet-based applications to gather the data related to the first problem statement. at the end of the course, all of the samples were asked to answer the questionnaire about their opinion on the use of padlet and wordwall in teaching and assessing english for agriculture. the questionnaires were designed on a 4-point likert scale and they were divided into two, questionnaires reveal to the use of padlet which consist three rahmawati upa, sri damayanti incorporating internet-based application in teaching and assessing english for agriculture students 818 indicators, they are padlet conveniences, students’ understanding material on using padlet, and padlet display, meanwhile wordwall consist of six statement. the data gathered from the questionnaire were analyzed quantitatively, and then charts, graphs, and tables were drawn followed by a brief discussion. next, the observation data were recorded and then described it. eventually, a conclusion and recommendation were given based on the findings obtained from the research work. result and discussion the description about how padlet and wordwall used in the teaching of english for agriculture gathered from the observation during the teaching process meanwhile the students’ responses gathered from the questionnaires that was given to the students at the end of the teaching process. the data gathered from october to september 2021. how padlet and wordwall used in teaching esp for agriculture students the examples teaching and learning activities using padlet can be seen in the following figure. figure 2. the examples of activities using padlet and wordwall figure 1 above shows how padlet and wordwall were used in the teaching of agriculture vocabulary. firstly the lecturer asked the students about what they already know about the topic that is about to teach after that she shared the material (agriculture vocabularies) and then asked the students to read it. after reading the material, the lecturer asked the students to watch the video on how to pronounce the given vocabularies and then the students were asked to do drilling. after drilling, ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 819 the students were asked to pronounce all the vocabularies while video recording it and sent it to the padlet wall. the lecturer watched and listened to the students’ video and gave feedback. the students were also asked to give feedback or comment to their friends’ video (peer assessment). after doing those, the lecturer gave exit ticket question and asked the students to answer it. after those activities, to know the students’ mastering of the teaching material, the lecturer instructed the students to do the quiz which was made using wordwall. in each of the meeting, the lecturer included exit ticket, where in this ticket the lecturer provides some reflective questions for the students such as: what did you learn today? what didn’t you understand? what part of today’s lesson do you find most difficult? if you had to explain today’s lesson to your friends, what would you tell him/her. so students answer the given question and then sent it to the padlet wall before leaving the padlet. the problem happened during the teaching and learning process using padlet in this research was few students didn’t follow the arrangement of activities that have been arranged by the lecturer. for example, in the formative assessment at the second meeting, where this activity should be carried out after drilling and making video, but these students did it before it and then made a video. this case is similar to what stated by ulva and asri (2017) in their research. they said that the use of technology in teaching helps to engage students with the topics being discussed although in some ways it also creates problems. figure 2. the examples of assessment using wordwall wordwall was applied in this research as a formative assessment. this application was used in each of the meeting in this research to know the student prior knowledge about the material being studied and how well the students understand the material have been studied. during the research, the lecturer created rahmawati upa, sri damayanti incorporating internet-based application in teaching and assessing english for agriculture students 820 3 kinds of wordwall format, they were: quizzes, matching and multiple choices. the link of the wordwall was sent to the padlet wall and instructed students to visit and do it. students responses on the use of padlet in teaching english padlet and wordwall were used in this research from the first meeting to the last meeting, which consisted of six meeting. to know how students respond to it, a questionnaire was given to them. the result of the data can been seen in the following tables. table 1. students’ understanding material on using padlet statements sa a da sd the features available on the padlet can increase student creativity 85 15 0 0 padlet can improve student understanding in learning 75 15 10 0 average 80% 15% 5% 0% table above shows how students respond to the questionnaires dealing with the students’ understanding material on using padlet. from two statements provided in the table, it is clearly enough that most of the students (75-85%) strongly agree that the use of padlet can increase their creativity and make them understand the material. from total 20 students, there is only 15% students choose agree and 5% choose disagree. table 2. padlet conveniences statements sa a da sd padlet is easy to be used 85 15 0 0 using padlet allows for faster task completion 70 30 0 0 the material on the padlet is easy to access 95 5 0 0 padlet allows students to get feedback from lecturers more quickly. 90 10 0 0 padlet allows students to comment on a friend's assignment 90 5 5 0 sending assignments on padlet is very easy 95 0 5 0 students enjoy using padlet in learning 85 15 0 0 average 87,1% 11,4% 1,1% 0% data in the table above show the students’ response on the easy use of padlet in learning english for agriculture. from seven statements offered in the questionnaires most of them got 85%-95% strongly agree category. it means that students strongly agree that padlet is easy to be used in term of its simplicity, accessing, getting feedback from the lecturer and comment from the students, sending assignment and enjoyment. only the second statement got 75% for agree category. from this table, it is clear that students feel convenient using padlet. table 3. padlet display statements sa a da sd ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 821 padlet display is very clear and easy to understand. 95 5 0 0 padlet has complete features 80 20 0 0 with padlet, getting announcements, materials and submitting assignments becomes more flexible. 90 10 0 0 padlet makes it easier for me to store important material documents and assignments 90 10 0 0 padlets can save time and money 75 25 0 0 average 86% 14% 0% 0% table 3. above illustrates the students’ responses on the display of padlet. from five categories offered in the questionnaires, there are four statements get 80-90% strongly agree. it means that they strongly agree that display of the padlet is clear and easy to be understood, it has complete features, they can get announcements, materials and submit assignments more flexibly. only the statement of saving time and money get 75% on agree category. none of the students choose disagree and strongly disagree. from three themes asked in the questionnaires, 80-87,1% students respond strongly agree, and 11-15% respond agree. in the nutshell, the students, overall had positive responses on the use of padlet in teaching english for agriculture. almost all of them stated that the activities in padlet assisted them in understanding the learning materials and improve their creativity. this is because padlet allows the lecturer’s creativity in designing teaching material so that the lecturer can vary teaching activities. the vocabulary pronunciation video and pictures sent to padlet wall helped students can practice pronouncing the vocabulary and memorize those vocabularies that can improve their vocabularies. the level students’ vocabulary related to agriculture improved by the words and activities in the padlet. this is in line with the research conducted by ulva and asri (2017) who found that the use of technology is practical, effective and efficient for both language teachers and students. it helps to engage students with the topics being discussed although in some ways it also creates problems. in addition, padlet as learning media was reportedly brings some conveniences for the students, such as its ease, faster task completion, easy to access, quickly feedback from the lecturer, getting comment from friends easily, sending assignment easily, and fun way of learning. students might have very positive responses dealing with the padlet conveniences since they can use padlet anywhere so their interest in learning could improve and of course it caused the students understand better the material presented by the lecturer in padlet. this result of the padlet convenience in line with the simjanoska putri (2021) who found that the students like padlet because there are interactions with friends and lecturer, it is easy to use, helps students understand the material, and it attracts students to study. dealing with the third statement in the first part of this questionnaire, “the rahmawati upa, sri damayanti incorporating internet-based application in teaching and assessing english for agriculture students 822 material on the padlet is easy to access”, the researchers found differences between what the students experienced in the treatment and the result the previous related researches with the result of the questionnaire. the result proved that students response to this statement very positive but based on the observation, some students complained that it was so hard to access the material on padlet. they had to keep accessing it many times until they could. moreover this research also asked students responses related to the display of padlet. dealing with this indicator, students also have very positive responses on it. it means that the appearance, working method and facilities provided by padlet can be very well received by the students. students responses on the use of wordwall in assessing students’ english table 4. students’ responses on the use of wordwall statements sa a d sd statements sa a d sd wordwall helps me get better grade on my english vocabulary 65 35 0 0 wordwall helps me understand english vocabulary more deeply 70 25 5 0 wordwall has interesting display 65 35 0 0 wordwall has complete features 40 45 15 0 wordwall is easy to use 85 15 0 0 wordwall saves time and budget 25 40 35 0 average 58,5% 32,5% 9,1% 0% table 4. illustrates the students’ responses on the use of wordwall as an assessment tool in teaching english for agriculture. it simply proves that most of the students respond positively to the use of wordwall in assessing students learning. only few students disagree with it. the result indicates that the use of wordwall can make the students get better grade. it might be because this application directly shows incorrect sign if the students answer the question incorrectly. besides that, the key answer of each question is also available and it appeared after the students click the option of the question especially for multiple choices. this also helps students understand deeply the vocabularies being taught to them. dealing with the display of wordwall, it is not wonder if the students responded if very positively since it provides many templates that can be used free and they are easy to be used. related to the time and budgets spending by using wordwall, they agree if it is economically and saving time and indeed it is. conclusion after completing this research, the researchers conclude that padlet was used by the lecturer in the teaching process. it was started by designing some material and sent it to the padlet room and gave instruction to the students on what to do dealing with ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 823 the teaching material. brainstorming in the beginning and reflection at the end of each meeting were also implemented. meanwhile wordwall was used to assess students vocabulary by sending it’s link to padlet room so the students can access it. referring to the students’ response, they have very positive response on the use of padlet as a learning media and wordwall as assessment tool for formative assessment. in one case, it is evidently that students have different response on the use of padlet with the reality happened during the teaching and learning process. acknowledgement firstly, the researchers would like to express alhamdullilah to the almighty god allah swt that they can finish and complete the research. they realized that from the beginning until the end of writing this research, they got assistance from others. therefore firstly the researchers would like to thank to cokroaminoto university of palopo for funding this research based on official contract no. 3122/r/uncp/2021. secondly, the researchers also thank to rahman haeruddin, s.p., m.si. as rector of cokroaminoto palopo university, muhammad naim, s.p., m.p. as the dean of faculty of agriculture and prof. dr. asri, m.pd. as the head of lppm, and rusli, s.pd., m.pd. as the secretary of lppm and all people who have assisted to complete this research.finally, the researchers hope that all support, encouragement, and facility from all people that make easy in completing this research are noted as act of devotion by allah 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(2017). exploring the use of educational technology in efl teaching: a case study of primary education in the south region of ecuador. teaching english with technology, 17(2), 77-86. stannard, r. 2015. webwatcher.english teaching professional 97:67 t. t. n. pham, c. k. tan, k. w. lee, exploring teaching english using ict in vietnam: the lens of activity theory. international journal of modern trends in social sciences. 1(3) (2018) 15-29. ulfa, farida and asri njurul atiqah (2017) teacher’s perspectives in the use of technology in esp language classroom. jurnal linguistik terapan wood, m. 2016. padlet a graffiti wall for today‟s agricultural teacher. agricultural education https://ssrn.com/abstract=3258815 https://dx.doi.org/10.2139/ssrn.3258815 128 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 2, december 2021 pp. 128 – 137 indonesian efl learners’ ability to comprehend and produce implicature widyacaterine1, tasya amalia2,shafira ghoni rosyida shaberina3 caterine_widya@ub.ac.id1, tasyamaliaa@student.ub.ac.id2, shafirash@student.ub.ac.id3 1, 2, 3 faculty of cultural studies, universitas brawijaya, malang, indonesia received: 2021-06-11 accepted: 2021-12-15 doi: 10.24256/ideas.v912.1924 abstract according to stanford encyclopedia of philosophy (2019), implicature can be defined as the act of implying meaning by saying something else. the aim of using implicature is to mislead a response without lying while also maintaining a good social interaction. implicature is very much related to the culture of the language. most indonesian efl learners are still having issues in comprehending english implicature due to the lack of cross-cultural understanding of the target language. hence, this study was done to identify indonesian efl learners’ capability in comprehending and producing implicature, one of pragmatics subfields. the method used in this study is descriptive qualitative research, using survey method for data collection. the data was collected through assigning an open-ended questionnaire test on comprehending and producing implicature and doing further interviews on universitasbrawijaya students. the result of the study shows more than half of students are able to comprehend and produce implicature in english. the type of implicature they used was conversational implicature, one of the principal subjects of pragmatics. as for the minority of the students who were having issues in understanding implicature, the reason being their lack of comprehension in the material implicature. keywords: efl learners; implicature; pragmatic competence introduction in the english language, there are two types of speakers. there are native speakers and non-native speakers. according to the merriam-webster dictionary, native speaker is a person who learns to speak the language of the place where he or she was born. the language that they speak is also considered as their first language. on the other hand, in cambridge dictionary, a non-native speaker is defined as a person who has learned a particular language as a child or adult rather than as a baby. as non-native speakers, they learn english in two ways, such as an esl (english as second language) learner and efl (english as foreign language) learner. a study from (harlig&dornyei, 1998) found that esl and efl learners have particular differences in interpreting social context. esl learners tend to understand english sociopragmatics better than efl learners. sociopragmatics plays an important role in daily communication. based on (vellenga, 2004). to be able to make that choice, one has to understand the function of pragmatic competence. in other words, by having good pragmatic competence, learners are mailto:caterine_widya@ub.ac.id mailto:tasyamaliaa@student.ub.ac.id mailto:shafirash@student.ub.ac.id ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 129 able to produce utterances which are socio-culturally appropriate and grammatically correct. (lestari, 2017). lestari (2017) explained how in indonesia, the most common instrument being used for efl learners is a textbook, however, it does not show authentic social interaction of native speakers. students’ ability to acquire english pragmatics is very limited and hence obstructed. the reason this is happening is because as stated by retnowaty (2017), pragmatic competence of english as foreign language (efl) “has not been the focus in language learning”. a study done by suprijadi (2013) concluded that in indonesian efl classrooms, activities given by teachers do not have the objectives of giving students the opportunity to practice their communicative exercise or increasing their pragmatic competence. there are very few studies which have talked about the issue implicature. one of the views is library research on types of implicature from amrullah (2015) which elaborates detailed explanations on various types of implicature. other than that there are also several various studies on the use of various types of implicature on students’ daily life researched by rahayu&safnil (2020). the result of this study was that two types of implicature were discovered on students’ usage in their daily conversation. based on the explanation above, there are still limited studies about students’ ability in comprehending and producing implicature in general for efl learners. from this point of view, the research gap is found.therefore, the question that needs to be answered in this study is: what are the capabilities of indonesian efl learners in comprehending and producing implicature? since studies done on indonesian efl learners’ ability to comprehend and to produce implicature arelimited,hence, this issue is being brought up to be studied further. the purpose of this study was done to identify indonesian efl learners’ capability in comprehending and producing implicature, one of pragmatics subfields. method the approachfor this study is a descriptive qualitative approach, using survey study method. the survey method used in this study was open-ended questions in a form of five-question comprehension and production implicaturetest.other than giving questionnaires, further interviews were also done with the participants who were having trouble answering the implicature test. the participants of the study consisted of 27 students of universitasbrawijaya majoring in english education. the reason why researchers chose the 27 students of english education major in universitasbrawijaya was due to the compatibility of the students who were taking the pragmatics course. the students were already exposed to the basic knowledge of pragmatics. thus, making them suitable to be the participant of this research. the questionnaire consisted of five questions and the further interview consisted of two questions regarding students’ comprehension on the instruction of the questionnaire and their ability to produce implicature. the data were analyzed by confirming with the theory on betty j. birner’s book namely “introduction to pragmatics”, published in 2013. specifically, the analysis of the data was based on the theory from the chapter caterine, et al. indonesian efl learners’ ability to comprehend and produce implicature 130 “griceanimplicature”, talking about types of implicature. the analysis was also done by looking at the similarities and differences of the answers on the questionnaire until categories were developed and identified. results questionnaires on implicature of acceptance and refusal the 27 students of english education major in universitasbrawijaya were given questionnaires containing sentences which need to be answered with implicature on accepting or refusing offers. table 1.implicature of acceptance and refusal: correct answers questions participants response acceptance refusal if you like, i’ll fix your computer tomorrow participant 1 see you tomorrow, then participant 2 no thanks, i will do that participant 3 thanks, i’ll contact you tomorrow. participant 4 really? yeah, sure. thanks a lot. participant 5 nah, don’t bother with it. i’ll try it on my own for now. participant 6 no thanks. participant 7 i will take it later to the repairman. participant 8 i can’t go home tonight. participant 9 i’ll bring it to the service center. participant 10 thank you. that’s very kind of you. participant 11 my father will fix it today. participant 12 don’t worry about it. i’m doing all i can do participant 13 looks like it’s going to rain all day tomorrow. participant 14 i have to work tomorrow. ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 131 participant 15 it’s okay. please fix it carefully. participant 16. sure. i’ll wait for it. participant 17 oh of course with pleasure. participant 18 what time can you pick it up? participant 19 yes, you can fix my computer tomorrow. participant 20 call me if you’re on your way to my house then, thanks. participant 21 thank you for offering, but my sister will fix it later. participant 22 thank you, but i’ve already asked someone to fix it. participant 23 i’ll go to my grandma’s house tomorrow. how about seeing the movie tonight? participant 1 i think i caught a cold participant 2 i am sorry, i am busy tonight participant 3 i have no plans tonight participant 4 i don’t think i can participant 5 sure why not? i am free tonight anyway participant 6 i really enjoy it participant 7 i will buy the popcorn participant 8 i have headache participant 9 i have an appointment participant 10 i am sorry i can’t. i have a meeting tonight. participant 11 my cousin come to my house tonight for doing caterine, et al. indonesian efl learners’ ability to comprehend and produce implicature 132 his assignments participant 12 i won’t be any fun tonight to refuse your invitation participant 13 i’m a good one to choose a movie. participant 14 yeah, pick me at 7 pm participant 15 sorry, i am in a full-day business meeting. participant 16 sounds good, i'm in! participant 17 i think yes participant 18 i have done my assignment so... participant 19 my car has broken down participant 20 i already have plan to visit my friend tonight participant 21 my mother came tonight. participant 22 that will be fun! participant 23 i have no other occasions tonight let’s have some ice cream. participant 1 sounds good to me. participant 2 sure participant 3 i have a sore throat participant 4 let's go! participant 5 i think my nose is runny today, i don't think i am able to get that now. participant 6 i'd love to but i have a fever maybe someday participant 7 i have a toothache. participant 8 you can buy me then participant 9 i just saw a doctor, this is my ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 133 cold medicine. participant 10 yeah cool, that's a good idea participant 11 i like the strawberry one participant 12 that would be great participant 13 i like vanilla! participant 14 i do not like ice cream participant 15 forgive me, ice cream makes my allergies come again participant 16 ah i'm full participant 17 okay come on participant 18 i am sick participant 19 i'm finishing my assignment participant 20 good idea, today is really hot. participant 21 i would love to freeze my brain after that unbearable task. participant 22 sure! participant 23 my throat feels like disagree with it do you want me to carry your suitcase? participant 1 if you don't mind, yes please participant 2 i think i can handle it participant 3 it is pretty light, actually participant 4 thank you for the offer but, i can carry it myself participant 5 thanks, but i'll handle it myself thank you participant 6 its sound nice but thank you participant 7 my brother will arrive soon caterine, et al. indonesian efl learners’ ability to comprehend and produce implicature 134 participant 8 i am strong enough participant 9 wait for me to finish calling my mother participant 10 no thanks participant 11 i will carry it by myself participant 12 i am a natural born to be a strong woman participant 13 i’m a good one to choose a movie. participant 14 yeah, i have a heavy suitcase participant 15 oh sure, you can brought it participant 16 no, thank you it's okay i can carry it myself participant 17 yes, with pleasure participant 18 it is not too heavy participant 19 i'm okay, i can carry it myself participant 20 don't worry, it's not too heavy participant 21 no, i could carry this by myself. participant 22 yes, please participant 23 it is light as feather may i offer you a soft drink? participant 1 you are so generous and so kind, thank you! participant 2 please participant 3 i'm cutting back on sugar participant 4 that will be good. thank you participant 5 sure! toss me a coke ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 135 participant 6 yes of course, thank you participant 7 i have a mineral water here participant 8 i am thirsty participant 9 i have one participant 10 it's ok i am not thirsty. thanks participant 11 yeah, i want some strawberry banana smoothie participant 12 why don’t you ask someone else? participant 13 i may have a cheeseburger after this participant 14 i am not thirsty participant 15 sure, i wanted it one participant 16 no it's alright i still have one with me participant 17 yes,thank you participant 18 no, just mineral water, please participant 19 yes, you may offer me a soft drink participant 20 i prefer mineral water, thank you participant 21 yes, why not? participant 22 no, thanks. participant 23 i think i'm good table 2.implicature of acceptance and refusal: incorrect answers name responses participant 24 "acceptance", "acceptance", "acceptance" ,"refusal", "acceptance" participant 25 "acceptance", "acceptance", "acceptance", "refusal", "refusal" participant 26 “acceptance", "acceptance", "acceptance", "acceptance", "acceptance" participant 27 acceptance: thank you, that's really helpful refuse: no thank you. i'll get my computer fixed this evening acceptance: sure, i would love to caterine, et al. indonesian efl learners’ ability to comprehend and produce implicature 136 refuse: i'm sorry, i'm kind of busy tonight acceptance: alright, what flavor do you want? refuse: no thanks, i'm allergic to ice cream acceptance: yes, if you don’t mind refuse: no, but thank you for offering acceptance: sure, thanks refuse: no thanks discussion the result of the questionnaires shows various answers from students. the answers were classified into the ones who are able and unable to produce implicature. for the ones who were able to produce implicature, most of them used particularized implicature, which is included as conversational implicature, one of the principal subjects of pragmatics. it is one type of implicature that is strongly based on context. it violates the maxim of relevance (birner, 2013, p.62-65). however, some of the students who were already able to produce implicatures still used explicit statements of acceptance or refusal, such as “yes” and “no”. implicature can be defined as an utterance that implies meaning beyond what is said. therefore, to produce implicature, a speaker must not directly say what he or she means (birner, 2013, p.62). for the ones who were unable to answer, further interviews were done to find out the reason for their answers. since there were not many incorrect answers, the interviews were conducted through one-on-one conversations. the questions on the interview were about their comprehension of the instruction of the questionnaire and how they answered the questionnaire. out of 27 students, four students answered that they did not understand the instructions of the questionnaire and they had not fully comprehended the material as well. a study done by rızaoğlu&yavuz (2017) on english language learners’ ability to comprehend and produce implicature showed various results depending on the implicature type. however, the questions on this study’s questionnaire are leaning to the implicature type that violates maxim of relevance. resonating to that study, the result shows a considerable success on the comprehension of relevance on implicature. in the case of producing implicature, the majority of the students’ responses were already consisting of implicature. thus, it could be denoted that upper-intermediate learners are able to deliver their message through implicature in foreign language. conclusion implicature can be considered as the most paramount aspect in the course of a successful conversation. from what we can see, without the knowledge of the speech act, speakers will be facing a hard time to understand and produce implicatures, specifically particularized conversational implicature. this indicates how complicated an utterance can be. thus, it is important for indonesian efl learners to be able to understand and comprehend implicatures. researchers suggest future studies should do further exploration on the benefit and effect of implicature in cross-cultural communication. moreover, ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 137 researchers suggest the application of teaching implicature to indonesian efl learners to enhance a better flow of conversation between native and non-native speakers of english. references amrullah, l. (2015). implicature in the study of pragmatics. jurnalbahasa lingua scientia, 57-63. birner, b. j. (2013). introduction to pragmatics. sussex: blackwell. cambridge dictionary.(n.d.). retrieved from https://dictionary.cambridge.org/ davis, w. (2019, september 6). implicature.stanford encyclopedia of philosophy. retrieved may 7,2020, from https://plato.stanford.edu/entries/implicature harlig,&dornyei. (1998). do language learners recognize pragmatic violations? pragmatic versus grammatical awareness in instructed l2 learning. tesol quarterly, 233-259. lestari, d. e. (2017).teaching pragmatics to indonesian learners of english.metathesis, 45-60. merriam-webster dictionary.(n.d.). retrieved from https://www.merriamwebster.com/ rahayu, e. s., &safnil.(2018). types of implicature in informal conversations used by the english education study program students.joall (journal of applied linguistics & literature), 1(1), 65–83. https://doi.org/10.33369/joall.v1i1.3942 retnowaty.(2017). pragmatics competence of indonesian efl learners.journal of english language and education, 74-83. rızaoğlu , f., &yavuz, m. a. (2017). english language learners' comprehension and production of implicature.h. u. journal of education, 818-837. sihotang, a., sitanggang, f., hasugian, n., &saragih, e. (2021).the effective way to develop speaking skills. ideas: journal on english language teaching and learning, linguistics and literature, 9(1). doi: https://doi.org/10.24256/ideas.v9i1.1777 suprijadi, d. (2013). teacher's awareness in developing pragmatic competence of efl learners.eltin journal, 1-10. vellenga, h. (2004). learning pragmatics from esl & efl textbooks: how likely? teslej. https://www.merriam-webster.com/ https://www.merriam-webster.com/ https://doi.org/10.24256/ideas.v9i1.1777 the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2020 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 67 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 8, number 1, june 2020 pp. 67 – 79 existentialist feminism of woman’s struggle in cigarette girl novel faidah yusuf1, muh. iskandar susilo2 1faidah.yusuf@uin-alauddin.ac.id 2aiskandar501@gmail.com 1english and literature department, universitas islam negeri makassar, indonesia 2english and literature department, universitas islam negeri makassar, indonesia received: 28 march 2020 accepted: 25 may 2020 doi: 10.24256/ideas.v8i1.1275 abstract feminism is a movement of struggle to fight against all forms of objectification of women. the main character in the cigarette girl novel is a very independent woman. it was analyzed through feminism approach if the literary work is related to a woman as one of the characters in the story. the objective of this research is to describe the resistances of woman’s struggle in cigarette girl novel by ratih kumala. this reseacrh is analyzed by using descriptive qualitative method and used feminism approach to beauvoir theory. the findings of this research are women can work, women can become intellectuals, and to transcend its boundaries. the result of this research that the women have same capability to survive in their lives as the men do therefore all the things that is point to them such as second sex, retarded, limited and weak go vague and even disappear because of the story which is told by the writer of the novel. keywords: existentialist feminism, woman’s struggle, cigarette girl introduction feminism is women’s liberation ideology which is supported by all of the approaches that indicate women to get unfairness because of sex. this movement rose because the woman always supposed as the second sex and got the discrimination in the social life. it does not mean the extreme rebellion movement of woman to man, but to opposite the social caste and the paradigm of static myth in the social. woman is not a weak creature because she has her own ability to get the position in the society. in the other word, this movement is the awareness of women about their identity to destruct the hierarchy that is harmful for woman’s position, such as exploitation of woman, and also slavery by man. this content aspect is the stronger because it is only as a container or media (djojosuroto, 2006). http://u.lipi.go.id/1457703302 faidah yusuf, muh. iskandar susilo existentialist feminism of woman’s struggle in cigarette girl novel 68 in literary works, women figures are often talked and used as imaging objects, because women are very interesting to talk. women have two sides. on the other side women are cravings whose charms and can drive men crazy. on the other hand women are considered weak and the weaknesses are used as an excuse by bad men to exploit their beauty (sugihastuti, 2010, akmaliyah 2019; ilzam, 2019). there is even the assumption that women are second-class human beings, who although they have beauty, do not have the same existence as men. aristotle assumed that women were the sexes determined based on their lack of certain qualities and aquinas argued that women were imperfect men. the existence of women means anything. the existence of women figure is not only a complement to a story but also a central figure of a literary work. the existence or self-actualization according to maslow's term is the highest need that each individual wants to achieve. each individual is certain to have a need for recognition of their existence in society, which then becomes one part of the community itself. the spirit of the realization of women who have existed continues to grow, even today. cigarette girl is an interesting novel. it talks about cigarette girl, which is the existence, priceless in our country. cigarette girl has succeeded to prove as beautiful product. that is the existences reflect struggle of low class in this country. why we cannot deny that in this age, we do recognize cigarette as a thing to break our body especially our health and waste our money. in other case, we can find in a cover of cigarette and advertisement commercial has warned very terrify; not only about writing “smoking can cause cancer, heart attacks, impotence and pregnancy and fetal disorders” but also has changed “smoking kills you” with disease pictures. however, the researchers focus on the woman character in “cigarette girl” novel that struggles to survive in economic condition after her husband was arrested because accused as one of rebels. many cases come in her life but they are not obstacle for her. the women character in this novel tries to rise and prove that a woman has a power. the objective of this research is: to describe the resistances of woman’s struggle in cigarette girl novel by ratih kumala. the significance of the research is to give information and contribute feminist literary to the readers. so, the reader can expect to recognize the struggle of woman which is implied in cigarette girl by ratih kumala the novel will be analyzed using a scalpel of simone de beauvoir's existentialism feminism. existentialist feminism simone de beauvoir is used as an approach to express the way of being human (existence) then it will be analyzed how the forms of marginalization of women as others and how forms of resistance carried out by women as a form of existence. furthermore, it will be analyzed and produced findings about the forms of marginalization of women as others and forms of resistance as a manifestation of the existence of female leaders in novel cigarette girl by ratih kumala. feminism ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 69 one of the ways which women fights discrimination is through feminism. lexically, moeliono et.al (1993:241) stated that feminism is women’s movement of demanding full equality between women and men, equality rights that covers all aspects of life, both in the political, economic, social and cultural. in other words, feminism is a women’s movement to gain autonomy or freedom of self-determination. merriam webster in dictionary, feminism is the theory of the political, economic and social of the sexes. organized activity on behalf of women’s rights and interests. feminism is a range of social movements, political movements and ideologies that share a common goal: to define, establish and achieve the political, economic, personal and social equality of the sexes. according to gamble, feminism incorporates the position that societies the male point of view and that woman are treated unfairly within those societies. hannam (2007:22) in the book feminism, the word feminism can be interpreted as: a recognition of the imbalance of power between the sexes, with the recognition of an imbalance of power between two sexes, with the role of women under men). geofe (in sugihastuti and suharto, 2005) feminism is an organized activity that fights for women's rights and interests. if women have equal rights with men, then women are free to determine themselves as they have done so far. feminist is a movement of struggle to fight against all forms of objectification of women. women and men also are believed that they have differences in social awareness and social control (anwar, 2010). feminism focuses on history about the pressure and dominance of male power in every aspect of society, especially in literature. in literature, man creates images about women and women positions as compensation myths for men (anwar, 2009: 50). the boundaries related to feminism are indeed diverse and sometimes debated, starting from whether a person must be a woman, can be organizationally called feminist immediately, and up to where the level of awareness and knowledge regarding the form and root of the problem of injustice / discrimination, and how the person's future orientation. the gender studies, women studies or women assessments are appeared in all sorts program of studies. the assessments enhanced our knowledge about experience, importance, and women’s life. women study includes many topics that are related to women studies, such as women history, women labor, women physiological, lesbianism, etc. existentialist feminism humans are responsible for being free to determine their choices (responsibility for choices) and responsible for the consequences of that choice (sartre, 2002). as for the existentialists proposed by simone de beauvoir, beauvoir said that women in their existence in this world only became liyan for men. women are objects and men are the subject. so existentialism according to beauvoir is when a woman is no longer an object but has become a subject for her. a) the relationship subject-object (the others) faidah yusuf, muh. iskandar susilo existentialist feminism of woman’s struggle in cigarette girl novel 70 de beauvoir's ethical analysis highlights oppression and violence against humans caused by wrong understanding of the subject and object. simone de beauvoir argues that in human relations there is always an intersubjective conflict, each human being always tries to make another human being an object and does not want himself to be an object. the reason why women are oppressed is that their existence is ignored and not an absolute subject unlike men. thus giving rise to the view that the absolute subject is men, while women are just other objects (other). the process starts from biological facts such as reproductive roles, hormonal imbalances, weakness of female organs, etc. that are combined with patriarchal history until finally women are cornered into reproductive and domestic roles and women are unwittingly led to the definition of unconscious beings. this is what makes domination of women throughout history. the difference between women and men mostly comes from the fact that social construction marginalizes women and most of them are self-internalization (otherness). the crucial question is whether women can free themselves from the status of objects and whether they must be men or can achieve different subjectivities. there is a culture created by men that assumes men as subjects and women as objects. women are always constructed by men, through male structures and institutions. but because women, like men, have no essence, women do not have to continue to be what men want. women can also be as subjects, can be involved in positive activities in society. so that there is no more that can prevent women from building themselves and women can be creatures who have the essence and nature not underestimated (beauvoir, 1989). (beauvoir, 1989) repeatedly said that although biological and psychological facts about women, for example, its main role in psychological reproduction relative to men's secondary roles, women's physical weakness relative to men's physical strength, and the inactive role they play in sexual relations is relative the active role of men can be right, but we judge facts to depend on us as social beings. we can see how women are made as number two creatures. among them, women are used as nature, meaning women are as made objects of men because they are considered as a place for adventure. women are also considered as objects that print children even though women should be made as someone who can be invited to work together in life. from this we can see that there has been a marginalization of women. b) oppression of women by men gender oppression is not just a form of oppression. far from that, black people know how it feels to be oppressed whites and poor people know what it's like to be suppressed by rich people. but according to dorothy kauffman mccall, women's oppression by men is unique for two reasons: ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 71 1) unlike racial and class oppression, oppression of women is a historical fact that is interconnected, an event in a time that is repeatedly questioned and distorted. women are always subordinated by men. 2) women have internalized a foreign perspective that men are essential and women are not essential. beauvoir labeled the actions of tragic women as women who accepted their interests as feminine mysteries, handed down from generation to generation. this personality, according to him, is attached to the institution of marriage and mather hood. he also argued that the marriage institution would actually damage the relationship of a couple and is a form of slavery, according to beauvoir being a wife, mother or domestic worker is a feminem that limits women (tong, 2004: 269). women decide to get married because it becomes an obligation, because of the pressure imposed on their shoulders, because marriage is the only most sensible solution, because they want a normal existence as a wife and mother, but a secret that is guarded and a feeling that depth will make the beginning of marriage life difficult, which may make life difficult, which may prevent the balance of happiness forever (beauvoir, 1989: 237). marriage is intended to avoid women from the freedom of men, but because there is no love or individuality without freedom, he must let go of love for special individuals to convince him to get life's protection from men (beauvoir, 1989). c) three types of women according beauvoir (1989) according to (beauvoir, 1989), although all women are involved in feminine role playing, there are three types of women who play the role of "women" to the top, namely as follows: 1) prostitutes are those who are always willing to be objects for men, those who prostitute themselves not only for money, but also for the rewards that they get from men as a payment for their liyanan. 2) narcissism, where most women become aware of their appearance so they try to improve their appearance which is actually a way for women to be beautiful for men to see. in other words, men will be more satisfied to make women their objects. 3) mystics, are women who consider themselves better than other women because they obey the norms and values that apply in society, they are required to be ideal women. in reflecting on the picture, of wives, mothers, working women, prostitutes, narcissists, and mystical women, beauvoir concluded that the tragedy of all these roles, is that everything is not a construction built by women themselves. women are likened to getting approval from the masculine world in productive society. women are constructed by men through male structures and institutions, but because women like men also have no essence, women can also be subjects (tong, 2004). to know the limits, women must refuse to internalize their faith. because faidah yusuf, muh. iskandar susilo existentialist feminism of woman’s struggle in cigarette girl novel 72 accepting liyan can make a woman become an object, even a divided self. for example, costumes and styles have cut off the feminine body and limited it from all possibilities for transcendence. one example of women's disunity is the phenomenon of whistles and male sexual comments on women which are usually resolved by women by trying not to think of it as a problem because it only concerns her body. so, women try to separate the mind and body. therefore, women must refuse to become liyan. d) the women way refuse their liyan according to beauvoir there are several strategies that can be implemented by women when they refuse their liyan. first women can work. of course, beauvoir realized that working in patriarchal capitalism was oppressive and exploitative, especially if the work made women have to do work in a double shiff: one shiff in the office or at the factory, and one other at home. nevertheless, beauvoir believes that no matter how hard and tiring the work of women is, work still provides various possibilities for women, who if not done women will lose that opportunity altogether. by working outside the house together with men, women can reclaim their transcendence "women will" concretely assert their status as subjects, as someone who actively determines the direction of his destiny. second, women can become intellectuals, members of groups that will build change for women. intellectual activity is an activity when a person thinks, sees and defines, and is not nonactivity when a person becomes the object of thought, observation, and definition. beauvoir encouraged women to study writers such as emily bronte, virgina woolf, and katherina mansfield who truly valued themselves as writers by exploring the issues of death, life and suffering (tong, 2004). third, women can work to achieve a socialist transformation of society. like sartre, beauvoir has the same hope that the end of the subject-object conflict, the self-liyan among humans in general, among men and women in particular. not only that, sartre and beauvoir also assumed that one of the keys to liberation for women was economic power, one point he emphasized in his discussion about independent women. beauvoir reminded women that the environment would limit them to defining themselves, women's freedom would also be limited by the amount of money they had in the bank. finally, to transcend its boundaries, women can refuse to internalize their liabilities by identifying themselves through the views of the dominant groups in society. accepting the role of liyan according to beauvoir, is accepting the status of an object which means "rejecting the self-subject who is creative, and has autonomy towards himself " and takes the risk of experiencing insanity which is the result of involvement in continuing to lie (tong, 2004: 276). from some of the things described above, we can conclude that even women can fight against the marginalization that has happened to them through working, then becoming intellectual agents and the latter can work to achieve socialist social transformation. by examining novels in particular, analyzing female figures using ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 73 the existentialist feminism approach, there are two things that will be analyzed first, the forms of marginalization of women as others, and the second forms of resistance as manifestations of existence. method this reseacrh employed descriptive qualitative method. by using this method the researcher identified, described, and analyzed how the struggle of woman in cigarette girl novel by ratih kumala. qualitative method can give more attention to data analysis, the data related with the context itself (bahtiar, 2016). the source of data in this research is cigarette girl by ratih kumala. published since in 2015. the novel consists of 15 chapter and 242 pages. the instrument use itself as an intstrument of the research by reading novel. the researcher make plan, collect data, note taking, analyze to report the results (sugiyono, 2013). researcher used content analysis technique that includes identification, to analyze the data, the researcher uses simone de beauvoir’s theory about the existentialist feminsm, the aspects are used to analyze the data in order to enquire the struggle of woman that used in novel cigarette girl by ratih kumala. result in this part the researcher took the data from cigarette girl novel after using note taking and classified, using the beauvoir theory as follows the women way refuse their liyan: 1) women can work. beauvoir realized that working in patriarchal capitalism was oppressive and exploitative, especially if the work made women have to do work in a double shiff: one shiff in the office or at the factory, and one other at home. nevertheless, beauvoir believes that no matter how hard and tiring the work of women is, work still provides various possibilities for women, who if not done women will lose that opportunity altogether. by working outside the house together with men, women can reclaim their transcendence "women will" concretely assert their status as subjects, as someone who actively determines the direction of his destiny. now, it was as if every mouthful of klobot smoke that roemaisa inhaled reinvigorated her, while the sorrows that had piled up seemed to evaporate with every exhalation of smoke that came out of her mouth. slowly but surely, roemaisa recovered. she could not return to being the old roemaisa, who was so feminine and obedient. the new roemaisa was feisty. (d1, c4, p72-73) the data shows the change in character experienced by roemaisa after she lost her husband. after recovering from his sadness, he began a new life and became a new roemaisa. the sales of lady cigarettes skyrocketed, and dasiyah grew busier and busier faidah yusuf, muh. iskandar susilo existentialist feminism of woman’s struggle in cigarette girl novel 74 promoting the cigarettes at the occasional night fairs came to town not just in m town, but also yogyakarta, magelang, solo, kudus, and as far away as lampung. latters from banyuwangi and kalimantan came in, reporting that lady cigarettes were selling well there too and asking for the rights to become city distributors there. (d2, c8, p134) the above quote proves that dasiyah was able to prove her ability in selling and expanding the area of her family's inheritance products. dasiyah was able to break her limits as a woman at that time to contribute to the family's economy. 2) women can become intellectuals, members of groups that will build change for women. intellectual activity is an activity when a person thinks, sees and defines, and is not nonactivity when a person becomes the object of thought, observation, and definition. beauvoir encouraged women to study writers such as emily bronte, virgina woolf, and katherina mansfield who truly valued themselves as writers by exploring the issues of death, life and suffering (tong, 2004: 274). “father, why don’t you just focus on managing independence! cigarettes. keep going with them.” dasiyah, who was now seventeen, advised her father one day. “there is already a market for independence! all you have to do is develop it further, introduce it to new markets.” “but it’s new era, now, yah.” (d3, c8, p119) the data above illustrates when dasiyah expressed her opinion on her father who always wanted to create a new trademark. dasiyah considers that her father's effort is futile because it will only use up capital. dasiyah, who is still relatively young to her father, to continue kretek merdeka, which already has a name on the market. 3) women can work to achieve a socialist transformation of society. like sartre, beauvoir has the same hope that the end of the subject-object conflict, the self-liyan among humans in general, among men and women in particular. not only that, sartre and beauvoir also assumed that one of the keys to liberation for women was economic power, one point he emphasized in his discussion about independent women. beauvoir reminded women that the environment would limit them to defining themselves, women's freedom would also be limited by the amount of money they had in the bank. the girl was an able discussant in all matters of clove cigarettes. this, in fact, was enough to convince pak joko and his brother in law to invest in the company. if only those tingwe could be mass produced, then surely the two men would have given them an advance. but unfortunately, that wasn’t possible and idroes moeria was left without an investor. (d4, c8, p126) in the data above it says that this happened because the portrayal of the girl in general seemed timid when talking to the other person. it was also explained that dasiyah was an intelligent woman who understood a variety of knowledge. ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 75 she became quite popular amongst the other kiosk owners. everyone knew that if there was one woman who ran a professional cigarette stand it was dasiyah, or jeng yah, which was what everyone called her now. (d5, c8, p135) in the above quote, with his hard work managing cigarette products that his father pioneered, dasiyah gained popularity in the community as the only woman who manages the professional cigarette business and eventually won the nickname "jeng yah". this proves that dasiyah has become an independent woman as "jeng yah". 4) to transcend its boundaries, women can refuse to internalize their liabilities by identifying themselves through the views of the dominant groups in society. accepting the role of liyan according to beauvoir, is accepting the status of an object which means "rejecting the self-subject who is creative, and has autonomy towards himself " and takes the risk of experiencing insanity which is the result of involvement in continuing to lie (tong, 2004: 276). she went looking for her husband’s unsold klobot, took one of those cigarettes, lit it with a match, and inhaled deeply. (d6, c4, p72) in the quote above shows that as a woman at that time roemaisa seemed to defy her limits as an ordinary woman, where at that time women were considered weak and unequal to men. now, it was as if every mouthful of klobot smoke that roemaisa inhaled reinvigorated her, while the sorrows that had piled up seemed to evaporate with every exhalation of smoke that came out of her mouth. slowly but surely, roemaisa recovered. she could not return to being the old roemaisa, who was so feminine and obedient. the new roemaisa was feisty. (d7, c4, p72-73) the data shows the change in character experienced by roemaisa after she lost her husband. after recovering from his sadness, he began a new life and became a new roemaisa. “father, if you want to make a new cigarette, that means you have to make funds from independence! if they fail, that means independence! production will suffer. and then what will we live on? how will we pay our workers?” dasiyah was resolute. (d8, c8, p122) the data says that as a girl who was given freedom by her father, dasiyah finally became a critical girl. dasiyah dared to express her opinion on matters concerning the future of her family's cigarette company. this proves that dasiyah has surpassed the women of her time who tended to always accept men's decisions. dasiyah agreed, as long as her face wasn’t on the label. idroes moeria agreed, and instead he drew a young woman who bore a striking resemblance to his daughter dasiyah. she was wearing a lace kebaya blouse, her hair was pulled back in a small but neat chignon, and she was holding a lit cigarette with a wisp of smoke rising from its tip. dasiyah’s second stipulation was that she wanted to be involved in the making faidah yusuf, muh. iskandar susilo existentialist feminism of woman’s struggle in cigarette girl novel 76 of the sauce. according to her, all the different sauces that had been used to all the different experimental cigarettes that had languished in the marked were way below the quality and taste of independence! cigarettes. (d9, c8, p131) the data said that women as mixers of the kretek sauce formula were indeed a new thing to be found. this is because, basically formulating clove sauce formula requires a person to have a strong instinct and understanding of clove and its ingredients in detail. idroes moeria no longer worried that his wife, roemaisa hadn’t given birth to any sons. it was enough for him that he had dasiyah. the girl was not a tomboy at all, but she had the energy of a first-born son who coulsd take responsibility for the family. he could see that his daughter had wisdom and a good instinct that was useful when applied to their family cigarette business. (d10, c10, p154) the above quote explains that, dasiyah has been transformed as a woman who has more knowledge than girls usually about clove. this makes moeria idroes feel proud, even though he has a daughter as smart as dasiyah even though at first he really wanted to have a son. discussions in the novel ciggarette girl depicted several female figures with abilities that exceed other women at that time. in this research, the writer only focused his research on the character of roemasia and dasiyah or jeng yah who have a strong character. dasiyah, a young girl who has critical thinking, broad insights, capable trading abilities, and the ability to manage the financial aspects of her father's factory is a representation of women's struggle to show their existence in their lives. 1) women can work according to beaviour, believes that no matter how hard and tiring the work of women is, work still provides various possibilities for women, who if not done women will lose that opportunity altogether. roemaisi filled his days by selling klobot in the market and drug stores. the quote above shows the personality of a strong, independent, authoritative woman. not necessarily, because her husband left a weak woman who can only cry dasiyah has proven that she has exceeded the ability of women her age at that time to help the family economy. 2) women can become intellectuals according to beauvoir, intellectual activity is an activity when a person thinks, sees and defines, and is not nonactivity when a person becomes the object of thought, observation, and definition. based on the theory above, the researcher found some evidence of a woman's struggle to shape her existence in society through her intelligence. the author discovers how dasiyah actively and critically provided advice and input to her father regarding her father's plan to create a new trademark. it was considered as ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 77 a pointless thing that would use up their capital. inteleqtual activities are activities of thinking, seeing, and defining. dasiyah as a young girl has all three aspects. the author found that dasiyah criticized her father's actions when he wanted to create a new trademark by saying that the kretek merdeka brand had more historical value.. dasiyah was able to see the historical value contained in the merdeka kretek which according to her must be continued. there are 2 things the writer found. first, when women are called to take concrete actions, it means that women have thought ahead and can define the circumstances that occur. the result of this activity is the change in the view of the dominant group, in this case, the male presence of women. this is evidenced by the pride possessed by idroes moeria when he found dasiyah, his daughter, who could do everything related to the kretek factory itself. idroes moeria no longer expects the boy he once coveted. second, when women begin to express their opinions, it implies that women have internalized the other by overriding their limitations as women. 3) to transcend its boundaries women can refuse to internalize their liabilities by identifying themselves through the views of the dominant groups in society. the author seems to want to reject and criticize the public's view that a woman who smokes is a woman who is not good, whereas if the man who smokes it is seen as a natural thing. in this novel it is strongly contested. roemasia fills his days by selling klobot in the market and drug stores. the quote above shows the personality of a strong, independent, authoritative woman. not necessarily, because her husband left a weak woman who can only cry. women in the view of society is a figure who placed as number two, backward, and limited. to achieve existence, women must cross the usual boundaries. women must ensure that they are released from boundaries to achieve one conclusion the woman has to be extra ordinary to exist, the researcher found three kinds of women struggle according to beauvoir, as following women can work, women can become intellectuals, women can work to achieve a socialist transformation of society, and to transcend its boundaries. there are some women characters who show differences from the other woman at that era those are roemasia and dasiyah or jeng yah, they as woman show strong will like men, they have control of their lives, so they do not want to hang to the man. in the novel roemasia and dasiyah or jeng yah have self-sufficiency and capability to manage and even to develop their life, in this case their social status researcher concludes that the women have same capability to survive in their lives as the men do therefore all the things that is point to them such as second sex, retarded, limited and weak go vague and even disappear because of the story which is told by the writer of the novel. the implication of this research could make the women know faidah yusuf, muh. iskandar susilo existentialist feminism of woman’s struggle in cigarette girl novel 78 an daware that they have powerful to be strong and the same capability with the men. references akmaliyah, a., mohammad, r., & syafiq, m. 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english; perception, puspita dewi, dian eka sari perception of digital storytelling in overcoming fear for speaking english through interdisciplinary project of gender issues 1636 introduction the development of technology has becoming fresh sides for learners and educators to gain more information and knowledge through internet and other online resources. moreover, nowadays the millennial generation has different attitude in learning from baby boomer or previous generations. the millennial tend to use mobile phone in most of their time such as watching youtube, scrolling social media, playing games, creating videos, and using other applications. moreover, churchill (2020) mentions that technology or mobile devices becoming increasingly omnipresent in this era and has a pivotal role today both for individual or professional lives. consequently, it can be good approach for teachers to utilize the technology in teaching and learning process. technology becomes one of the most effective tools to motivate and empower the students in learning english as a foreign language (efl) or english as a second language (esl) because it is not only provide students with better access to a wide variety of language resources but also encourage them to learn (motteram (2013), cited in eisenlauer, 2020). students can search plenty information, images, videos or other materials to be learnt. numerous young people learn english or other foreign languages from youtube, tiktok or other application such as elsa, duolingo, hello english and others. the reason is the millenial or gen-z like more visual than audio. as a result, the current learners prefer learning from internet to listening from lecturing so that they tend to gain information or learn from youtube. audio-visual has important role in helping the students’ comprehensibility because they can be assisted with the pictures, audios, texts, or other assistances. it is also because the learners could engage their daily life experiences with the cultural histories (hirsch & macleroy, 2020). the combination visual and auditory stimuli such as pictures and words may provide theoretical to be more realistic to enhance students’ skills and captioned video have close relationship to english comprehension that lead to increase learners’ understanding of word-based knowledge (teng, 2019). in speaking, the speakers need to have and master plenty of vocabularies to be put in the communication and audio visual can assist them to remind the vocabularies. the learners create their own narration and based on their certain experiences because digital storytelling refers to the process of developing personal narratives based on certain life experiences combined by pictures, audios, texts and the others from two to five minutes (austen et al., 2021). through the digital storytelling allows young people, particularly learners to visualize and tell their daily live or to criticize the regulation of economics, politics, education and other sectors (marshall et al., 2021). it is prominently used for almost all sectors such as for both academic and community-oriented environments (shiri et al., 2021). this interesting teaching tool is potentially to be able to be promoted in various skills (del-moral-pe rez et al., 2019) including learning english. for example, a research has been conducted for adolescent taiwanese efl learners that shows that dst can contribute to greater improvement in learning english for young learners, especially in english speaking and creative thinking (yang et al., 2020). this skill is challenging because the students need to master not only the materials but also the confidence to speak, particularly speaking in public. ideas, vol.10, no.1,december2022 issn 2338-4778 (print) issn 2548-4192 (online) 1637 using digital storytelling expected can encourage the learners to speak english. information and technology are very helpful for learners to learn second or foreign language. based on a research result of wang et al. (2019) showed that using ict (youtube) can create good vibes for the learners; the learning process can be more interactive and assist the learners to improve their english skills. therefore, it is necessary to encourage the students to create videos with digital storytelling through relevant applications. method this research is a mixed research. the quantitative data are gained from student’s responses that fill the questionnaire provided, while the qualitative data gained from the interview. the project used a workshop approach and rase modified from (churchill, 2020 and hirsch & macleroy, 2020). the individual project was instructed to the students to create a draft in of the topic imbedded in the digital storytelling. the students drafted their scenario and discussed with the tutors and friends. the workshop approach used three phases (pre-production, production, and post production) combined with rase (resources, activity, support, and evaluation). those approaches were modified in this research by three phases: preproduction with drafting the scenario (creative writing) by selecting the content with imbedded the values; production with creating the video by combining the audios, the pictures, and relevant videos; and post-production with evaluating the videos with providing some feedbacks and the learners revise their videos based on the suggestions. the sample of this research is the university students of english department in speaking class. the topic of the story in this project is women issues. they drafted their scenario and select the best topic that becomes their story incorporated with women phenomenon. afterwards, the students create their story based on the phenomenon and providing the values. this study was collected through discussion and interview with the learners at various points in the process in creating the digital storytelling. both tutor and other learners provide some notes for feedbacks. the tutors asked the students to revise their projects based on the feedbacks. results the response of the english department students for the using of digital storytelling in learning speaking are shown in tables 1, 2, and 3. the questionnaire used 4 likert scale, namely strongly agree (sa), agree (a), fairly agree (fa), and disagree (da). the questionnaire was filled by the students via google form. the learners also were interviewed to gain information of their perception related to the research topic. students’ perception about digital storytelling with other skills such as learn pronunciation, grammar, writing reading, writing, and vocabularies are illustrated in table 1. table 1. digital storytelling and other skills puspita dewi, dian eka sari perception of digital storytelling in overcoming fear for speaking english through interdisciplinary project of gender issues 1638 no statements sa a fa da 1 digital storytelling can encourage me to learn pronunciation. 61.1% 33.3% 5.6% 0% 2 digital storytelling can help me to learn grammar. 33.3% 55.6% 11.1% 0% 3 digital storytelling can encourage me to learn reading. 38.9% 50% 11.1% 0% 4 digital storytelling can assist me to learn writing. 33.3% 50% 11.1% 5.6% 5 digital storytelling can encourage me to learn new vocabularies. 61.1% 33.3% 5.6% 0% in terms of table 1, the data depict that more than fifty per cent of the respondents strongly agree where digital storytelling can support them to learn pronunciation and one third of them agree with the statement. related to learning grammar, half of the students agree that digital storytelling encourages them to learn grammar and almost 40% strongly agree. it is the same proportion with digital storytelling supports them to learn writing. more than half per cent also state that by using digital storytelling, they can be encouraged learning new vocabularies. it is also relevant to the interview results note that “digital storytelling makes me have new vocabularies”. the perception of the influence of digital storytelling and speaking ability can be illustrated in table 2. table 2. digital storytelling and speaking ability no statements sa a fa da 1 digital storytelling can encourage me to speak english. 44.4% 50% 5.6% 0% 2 digital storytelling can encourage me to speak english fluently. 44.4% 55.6% 0% 0% 3 digital storytelling can encourage me to be more confident in speaking english. 38.9% 44.4% 16.7% 0% 4 digital storytelling can minimalize my nervous in speaking english. 27.8% 50% 11.1% 11.1% ideas, vol.10, no.1,december2022 issn 2338-4778 (print) issn 2548-4192 (online) 1639 the data reveal that digital story telling can encourage the learners to speak english and even to speak english fluently with the same percentage (44.4%) and they agree with the statements, 50% and 55.6% respectively. almost half per cent of them also agree that digital storytelling can encourage them to be more confident and reduce their feeling nervous in speaking english. digital storytelling also elicits and encourages the learners to be more critical thinking and understand of social issues including women topics. it was depicted in table 3. table 3. digital storytelling and critical thinking no statements sa a fa da 1 digital storytelling can encourage me to think critically. 38.9% 44.4% 16.7% 0% 2 digital storytelling can encourage me to understand social issues. 33.3% 55.6% 11.1% 0% 3 digital storytelling can encourage me to understand women issues. 33.3% 61.1% 5.6% 0% table 3 illustrates that more than one third of the respondents strongly agree and almost 45% agree but only few of them select fairly agree. while, more than half of the respondents agree that digital storytelling can encourage them to understand social issue including women issues, 55.6% and 61.1% respectively. discussion the first phase, the tutor guided the students how to create the digital storytelling. they drafted their story aligned with women issues such as sexual violence, women empowerment, intimidation, and other women problems. the learners browsed and searched the materials based on their wants and needs. they wrote the narration depended on their topics. selecting relevant pictures and videos that support their narration is another step. the students begin producing their videos based on their script planned and install an application such as cap cut, vivo video, canvas, and other applications. the learners open the application and create their digital storytelling by combining the narration by recording their voice with the pictures and videos is to accomplishing the project. the learners present their project among the classmates and their friends comment and provide feedbacks on their videos; therefore they can revise their project. in the post production, the projects were presented in the classroom based on workshop approach because the videos need to be revised. on average, the students do not explain the values of the story and the story sometimes did not match with the picture selected. the project was revised based on feedbacks and puspita dewi, dian eka sari perception of digital storytelling in overcoming fear for speaking english through interdisciplinary project of gender issues 1640 suggestions from tutors and their peers. the videos then uploaded on youtube and share the link to public to encourage them and to elicit those speaking english in public. digital storytelling is one of the effective ways in learning second foreign language or english because the students not only learn about grammar but also about pronunciation and vocabularies. the students state that the project is one of the best ways to increase their vocabularies and gain new words because they have to learn other materials and videos. many of new vocabularies are gained from the project because they read some texts, search other resources and write the draft to minimize mistakes. fu et al. (2021) state that dst projects have positive impact on speaking skill of the pupils. the students really enjoy create the dst because the project is not only sharpen their abilities in speaking but to boost their confidence in speak english. the data are relevant to research results from sunderland et al. (2020) note that digital storytelling have positive vibes for most of the students that they rapidly gained confidence. the student mentions that: for me personally it is effective but like since every student is different, different learning method. i think digital storytelling is very enjoyable if the topics are the one students love. because that makes the students explore more about the topic. overall, digital storytelling is effective because it trains us to do some research and we also learn how actually to utilize technology in our learning process because we have to edit video and use audios. it takes a lot of effort but it fun if we really enjoy it. talking about research also like confident and to get more vocabulary we can get. it makes me actually can know a lot of new words that we never heard before. writing the script is one of the most crucial components in digital storytelling because the goal of creating dst is to tell stories of social phenomena to public (tanrıkulu, 2020). the data interview also illustrates that through digital storytelling, the students not only learn of pronunciation and vocabularies but also learning writing. for me personally yes, because i have to write the script and when i write the script, i need to like, aaa you know analyse the grammar and the structure of the texts because it heavy topic so i have to revise a lot of times. so that one actually is very related to writing that one took me long time to this project because i need to revise a lot of things. this project leads the students be more creative and sharpen their critical thinking because technology can bring people to learn many aspects including in learning english. conlon et al. (2020, p.4) state that “good teaching includes technology; its effective use requires digital competence alongside an awareness of the potential effect of each component part of the learning”. through the digital storytelling, the students can learn other skills that lead to their confidence in ideas, vol.10, no.1,december2022 issn 2338-4778 (print) issn 2548-4192 (online) 1641 speaking. it is because they can gained new vocabularies, pronunciation, and grammar that can encourage them to be more confident to speak. consequently, this project has positive impact to the students. acknowledgement i would like to thank you to the rector, the dean, and the lecturers of bumigora university. references austen, l., pickering, n., & judge, m. (2021). student reflections on the pedagogy of transitions into higher education, through digital storytelling. journal of further and higher education, 45(3), 337–348. https://doi.org/10.1080/0309877x.2020.1762171 churchill, n. (2020). development of students’ digital literacy skills through digital storytelling with mobile devices. educational media international, 57(3), 271– 284. https://doi.org/10.1080/09523987.2020.1833680 conlon, m. m. m., smart, f., mcintosh, g., & smart, f. (2020). does technology flatten authenticity ? exploring the use of digital storytelling as a learning tool in mental health nurse education storytelling as a learning tool in mental health nurse education. technology, pedagogy and education, 00(00), 1–10. https://doi.org/10.1080/1475939x.2020.1760127 del-moral-pe rez, m. e., villalustre-martı nez, l., & neira-pin eiro, m. del r. (2019). teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren. computer assisted language learning, 32(4), 342–365. https://doi.org/10.1080/09588221.2018.1517094 eisenlauer, v. (2020). the efl-youtube remix : empowering multimodal and computational literacies for efl purposes. journal of visual literacy, 0(0), 1–18. https://doi.org/10.1080/1051144x.2020.1826220 fu, j. s., yang, s. h., & yeh, h. c. (2021). exploring the impacts of digital storytelling on english as a foreign language learners’ speaking competence. journal of research on technology in education, 0(0), 1–16. https://doi.org/10.1080/15391523.2021.1911008 hirsch, s., & macleroy, v. (2020). the art of belonging: exploring the effects on the english classroom when poetry meets multilingual digital storytelling. english in education, 54(1), 41–57. https://doi.org/10.1080/04250494.2019.1690394 marshall, d. j., smaira, d., & staeheli, l. a. (2021). intergenerational place-based digital storytelling: a more-than-visual research method. children’s geographies, 0(0), 1–13. https://doi.org/10.1080/14733285.2021.1916436 shiri, a., howard, d., & farnel, s. (2021). indigenous digital storytelling: digital interfaces supporting cultural heritage preservation and access. international puspita dewi, dian eka sari perception of digital storytelling in overcoming fear for speaking english through interdisciplinary project of gender issues 1642 information and library review, 0(0), 1–22. https://doi.org/10.1080/10572317.2021.1946748 sunderland, n., robinson, k., burgess, a., sunderland, n., robinson, k., burgess, a., sunderland, n., robinson, k., & burgess, a. (2020). overcoming future professionals ’ fear of digital storytelling. australian social work, 0(0), 1–16. https://doi.org/10.1080/0312407x.2020.1762098 tanrıkulu, f. (2020). students ’ perceptions about the effects of collaborative digital storytelling on writing skills. computer assisted language learning, 0(0), 1–16. https://doi.org/10.1080/09588221.2020.1774611 teng, f. (2019). maximizing the potential of captions for primary school esl students’ comprehension of english-language videos. computer assisted language learning, 32(7), 665–691. https://doi.org/10.1080/09588221.2018.1532912 wang, h., chen, c. w., wang, h., & chen, c. w. (2019). learning english from youtubers : english l2 learners ’ self-regulated language learning on youtube. innovation in language learning and teaching, 0(0), 1–14. https://doi.org/10.1080/17501229.2019.1607356 yang, y. t. c., chen, y. c., & hung, h. t. (2020). digital storytelling as an interdisciplinary project to improve students’ english speaking and creative thinking. computer assisted language learning, 0(0), 1–23. https://doi.org/10.1080/09588221.2020.1750431 the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2018 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 78 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 6, number 1, june 2018 pp. 78 – 89 pemerolehan bahasa (analisis pemerolehan fonologi (vokoid dan kontoid) pada anak 24 bulan) paldy paldy@uncp.ac.id university of cokroaminoto palopo, indonesia received : 13 mei 2018; accepted : 28 mei 2018 url : http://ejournal.iainpalopo.ac.id/index.php/ideas abstrak perkembangan bahasa merupakan salah satu mata rantai pertumbuhan anak. pada penelitian ini membahas tentang pemerolehan bahasa pada anak khusunya pemerolehan fonologi (vokoid dan kontoid) dan faktor yang mempengaruhi pemerolehan fonologi. penelitian ini adalah studi kasus pada anak berumur 24 bulan bernama alfian. tujuan penelitian ini adalah menganalisis pemerolehan bunyi vokoid dan kontoid pada anak. pengumpulan data melalui observasi dan kemudian direkam dan wawancara pada orang tua alfian. hasil penelitian ini menunjukkan bahwa pemerolehan vokoid dalam bahasa indonesia pada alfi dikategorikan baik karena bunyi yang diucapkan sudah sempurna, variasi alofonik untuk masing-masing bunyi sudah ada, kecuali untuk [o] dan [e] yang sebenarnya merupakan bagian dari diftong [au] dan [ai]. kemudian beberapa kontoid yang sudah dikuasainya, ada yang masih berfluktuasi dengan bunyi lain, dan bahkan ada yang sama sekali belum dikuasainya. adapun kontoid yang sudah dikuasainya adalah [b], [p], [m], [n], [d], [g] dan [l]. konsonan yang masih muncul fluktuatif adalah [t], [c], dan [s]. bunyi frikatif [s] diakhir kata secara jelas diucapkan alfi dengan jelas pada kata ‘habis’ diucapakan dengan kata ‘abis’, namun pada awal kata sering diucapkan [c] misalnya ‘cucu’/’susu’. adapun kontoid yang belum dapat diucapakan alfi adalah [h], [r], [k], [j], [y], [q], [w], [x] dan [z]. faktor-faktor yang mempengaruhi pemerolehan fonologi pada alfi adalah belum sempurnanya alat-alat ucap dan juga adanya faktor stimulus dari keluarga atau lingkungan sekitarnya. . kata kunci: pemerolehan bahasa; fonologi, anak 24 tahun. http://u.lipi.go.id/1457703302 mailto:faldy@uncp.ac.id http://ejournal.iainpalopo.ac.id/index.php/ideas i d e a s , v o l . 6 , n o . 1 , j u n e 2 0 1 8 i s s n 2 3 3 8 4 7 7 8 ( p r i n t ) i s s n 2 5 4 8 4 1 9 2 ( o n l i n e ) 79 pendahuluan proses pemerolehan dan penguasaan bahasa anak-anak merupakan satu perkara yang cukup menakjubkan bagi para penyelidik dalam bidang psikoliguistik. bagaimana manusia memperoleh bahasa merupakan satu isu yang sangat mengagumkan. berbagai teori dari bidang disiplin yang berbeda telah dikemukakan oleh para pengkaji untuk menerangkan bagaimana proses ini berlaku dalam kalangan anak-anak. disadari ataupun tidak sistem-sistem linguistik dikuasai dengan pantas oleh individu anak-anak walaupun umumnya tidak melalui pengajaran formal. berkaitan dengan proses pemerolehan bahasa, meskipun secara umum tekah diklasifikasikan oleh para ahli, ternyata perkembangan bahasa anak yang satu dengan yang lainnya memiliki perbedaan, meskipun usia anak-anak itu sama. perbedaan tersebut disebabkan oleh berbagai faktor, antara lain faktor stimulus dari keluarga atau lingkungan sekitarnya. setiap anak mengalami proses pemerolehan bahasa yang beragam. ada yang cepat memperoleh bahasa dengan banyak kosakata, ada yang biasa saja, namun ada juga yang sedikit memperoleh kosakata, bahkan ada yang terlambat. ada yang lancar mengucapkan huruf, ada yang bercampur antara huruf yang satu dengan yang lainnya, ada juga yang cadel, tidak dapat mengucapkan bunyi getar [r]. dalam kajian ini penulis melakukan observasi terhadap pemerolehan bahasa pertama anak yang berusia 24 bulan (2 tahun), khususnya berkaitan dengan pemerolehan dalam bidang fonologi. hasil pengamatan akan dikaitkan dengan teori-teori tentang pemerolehan bahasa pertama, sehingga dapat diketahui bagaimanakah perkembangan fonologi anak yang dijadikan subjek penelitian. 1. adapun yang menjadi fokus penelitan dalam makalah ini adalah pemerolehan fonologi, yang terdiri dari pemerolehan vokoid dan kontoid anak usia 24 bulan serta faktor-faktor yang mempengaruhi pemerolehan fonologi anak usia 24 bulan. krashen dalam schutz mengatakan pemerolehan bahasa sebagai "the product of a subconscious process very similar to the process children undergo when they acquire their first language.1 dengan kata lain pemerolehan bahasa adalah proses bagaimana seseorang dapat berbahasa atau proses anak-anak pada umumnya memperoleh bahasa pertama. dardjowidjojo mendefinisikan pemerolehan bahasa adalah proses penguasaan bahasa yang dilakukan oleh anak secara natural pada waktu dia belajar bahasa ibunya. 2pemerolehan bahasa pertama terjadi apabila pelajar biasanya seorang anak yang sejak semula tanpa bahasa dan kini dia memperoleh satu bahasa. yang disebut bahasa ibu adalah adalah bahasa 1 richardo schultz, stephen krashen's theory of second language acquisition. h.12 2 soenjono dardjowidjojo, psikolinguistik (pengantar pemahaman bahasa manusia), (jakarta: unika atma jaya, 2003), h. 225 p a l d y pemerolehan bahasa (analisis pemerolehan fonologi (vokoid dan kontoid) pada anak 24 bulan) 80 yang pertama kali dipelajari secara alamiah dari ibunya atau dari keluarga yang memeliharanya. bahasa ibu lazim disebut bahasa pertama, karena bahasa itulah yang pertama dipelajari anak. meskipun tidak selalu bahasa pertama yang dikuasai anak sama dengan bahasa pertama yang dikuasai ibunya. atau, si anak belajar bahasa pertama tidak dari ibunya tetapi dari orang tua asuhnya. proses anak mulai mengenal komunikasi dengan lingkungannya secara verbal disebut dengan pemerolehan bahasa anak. pemerolehan bahasa pertama (bl) anak terjadi bila anak yang sejak semula tanpa bahasa kini telah memperoleh satu bahasa. pada masa pemerolehan bahasa anak, anak lebih mengarah pada fungsi komunikasi daripada bentuk bahasanya. pemerolehan bahasa anak-anak dapat dikatakan mempunyai ciri kesinambungan, memiliki suatu rangkaian kesatuan, yang bergerak dari ucapan satu kata sederhana menuju gabungan kata yang lebih rumit. a. faktor-faktor yang memengaruhi pemerolehan bahasa pertama anak mukalel menyebutkan empat hal yang mempengaruhi pemerolehan bahasa pertama yaitu:3 a) lingkungan fisik. hal-hal di sekitar anak memiliki banyak hubungan dengan apa dan bagaimana ia memperoleh suatu bahasa. lebih dari orang dewasa, anak memperoleh benar-benar keterlibatan dengan hal-hal di sekelilingnya. anjing, kucing, rumah, dan pohon di sekitar rumah memiliki hubungan dengan cara anak mempelajari bahasa pertamanya. b) lingkungan sosial. anak tumbuh berkembang diantara orang tuanya dan anak yatim piatu mengalami dunia yang berbeda dalam pembelajaran bahasa. anak yang ibunya keluar untuk bekerja setiap hari dan yang selalu bersama ibunya memperoleh bahasa pertama yang cukup berbeda walaupun yang sebelumnya sulit menebus tidak hadirannya. ibu, keluarga dan tetangga merupakan unsur sosial yang paling penting dalam perkembangan bahasa alamiah anak. faktor sosiologis itu lebih menentukan dari apapun dalam proses pembelajaran b1. c) sumber daya fisik dan ekonomi. perkembangan bahasa anak dari keluarga yang ekonomi lemah memiliki banyak alasan yang menghambat dibandingkan anak dari keluarga mampu. sumber daya ekonomi mempengaruhi kontak anak dengan hal-hal dan kejadian dan bisa jadi membatasi jarak pengalaman anak secara utuh. faktor ekonomi menentukan dalam pengalaman anak secara keseluruhan. hal ini juga dapat menentukan sejauh mana kemungkinan pengembangan orang tua dalam kepeduliannya bagi perkembangan bahasa anak. 3 joseph c. mukalel, psychology of language learning, (new delhi: discovering publishing house, 2003), hh. 15-16 i d e a s , v o l . 6 , n o . 1 , j u n e 2 0 1 8 i s s n 2 3 3 8 4 7 7 8 ( p r i n t ) i s s n 2 5 4 8 4 1 9 2 ( o n l i n e ) 81 d) motivasi. pembelajaran b1 perlu memiliki motivasi yang sangat kuat. ini merupakan ciri khas yang unik pada bahasa pertama atau bahasa lain. ada kebutuhan menarik yakni internal dan eksternal. b. tahap-tahap proses pemerolehan bahasa pertama anak sebagaimana yang sering dijelaskan, mekanisme bicara merupakan kemungkinan yang cruide. anak itu lahir diberkahi dengan potensi dasar untuk berbahasa dalam bentuk alat bicara biologis dan kemampuan pengkoordinasian dan produksi bicara didalamnya. kemampuan mental dan biologis ini berfungsi sebagai landasan untuk perkembangan bahasa. hal ini seperti yang dikemukakan djardowijojo perkembangan bahasa seorang anak tidah hanya dipengaruhi oleh perkembangan neurologis tetapi juga oleh perkembangan biologisnya. 4 sebuah penelitian menggambarkan bahwa pada usia 0 – 11 tahun, kemampuan anak untuk menyerap (mengucapkan dan memahami makna kata) sangat luar biasa, sedangkan masa sesudah itu, perkembangan kemampuan kembali ke irama dan tempo yang normal (tidak terlalu cepat). mukalel menjelaskan tahap-tahap proses pemerolehan bahasa anak sebagai berikut:5 a) tahap tangisan (0-3 bulan). tangisan pertama bayi berfungsi sebagai titik awal kelahiran yang mingkin menjadikan semua kegiatan paru-paru dan alat bicara. b) tahap mendengkur/cooing (2-6 bulan). tahap ini bayi mengeluarkan bunyi seperti huruf vokal. c) tahap mengoceh (6-12 bulan). ujaran yang paling signifikan bayi yang paling awal adalah suara ocehan yang ditandai dengan sistem dua arah yaitu suara ba…ba, ma…ma, pa…pa’ yang dihasilkan oleh bayi yang disampaikan ke pusat otak sebagai dorongan pendengaran dimana mengaktifkan bayi lebih lanjut untuk memproduksi suara yang sama lagi. d) tahap echolalia (12-18 bulan), elemen artikulasi yang sama diproduksi oleh bayi seperti ibunya. echolalia yang demikian dijelaskan sebagai ear-vocal reflex. ada pendengaran ganda yang bercabang yuang disebabkan oleh ibu juga oleh bayi. ibu mengungkapan kata ‘doll’ dan bayi dengan sehat hati mengulang dengan bunyi da. e) tahap ‘naming explosion’ (18-24 bulan). tahap ini merupakan pengkondisian elemen artikulasi oleh obyek dan situasi. ini ditandai dengan penamaan benda pada anak-anak sebagaimana di ulurkan 4 soenjono dardjowidjojo, kisah pemerolehan bahasa anak (echa), (jakarta: unikaatma jaya, 2000), h. 60 5 mukalel, op. cit, h. 17 p a l d y pemerolehan bahasa (analisis pemerolehan fonologi (vokoid dan kontoid) pada anak 24 bulan) 82 dan ditemukan oleh anak. respon kondisional ini dipengaruhi oleh stimulasi visual ‘the doll’, dengan stimulus verbal, kata ‘doll’. boneka yang nyata yang diperlihatkan bersamaan dengan kata ‘doll’ mengaktifkan anak untuk mengasosiasikan keduanya dan mempelajari kata ‘doll’ dan mengingatnya dalam hubungannya dengan benda ‘doll’. f) tahap linguistic adult’. tahap terakhir dalam proses ini adalah sangat berkarakteristik secara linguistik. disini stimulus verbal itu sendiri dapat membangkitkan respon verbal. anak telah mencapai alam bahasa yang nyata. ia dalam posisi fungsi pada level bahasa simbolik. anak dapat menjawab pertanyaan; kata doll dapat digunakan untuk menjawab pertanyaan tanpa adanya bantuan visual lagi. anak mulai memahami simbol kata, bukan hanya meniru satuan bunyi saja. c. pemerolehan fonologi perkembangan bahasa merupakan salah satu mata rantai pertumbuhan anak. anak mengalami sebuah proses belajar secara bertahap untuk mencapai sebuah keutuhan berbahasa. fase perkembangan bahasa menjadi tiga tahap. tahap pertama merupakan fase fonologis, yaitu fase ketika anak bermain dengan bunyi-bunyi bahasa, dimulai dengan berceloteh hingga menyebutkan kata-kata sederhana. fase ini dimungkinkan terjadi pada anak yang baru lahir hingga berumur dua tahun. pada umur 2—7 tahun, anak akan mengalami fase sintaksis. pada fase kedua ini, anak menunjukkan kesadaran gramatis sehingga ia menunjukkan usaha berbicara menggunakan kalimat. tahap terakhir adalah fase semantik. di usia 7—11 tahun, anak mulai dapat membedakan kata sebagai simbol dan konsep yang terkandung dalam kata. pada waktu dilahirkan, anak hanya memiliki sekitar 20% dari otak dewasanya. ini berbeda dengan binatang yang sudah memiliki sekitar 70%.6 karena perbedaan inilah maka binatang sudah dapat melakukan banyak hal segera setelah lahir, sedangkan manusia hanya bisa menangis dan menggerak-gerakkan badannya. proporsi yang ditakdirkan kecil pada manusia ini mungkin memang “dirancang” agar pertumbuhan otaknya proporsional pula dengan pertumbuhan badannya. fonologi merupakan bagian pertama dan dasar dari sistem internalisasi bahasa anak. pemerolehan secara konstan dengan bahasa orang dewasa memungkinkan anak untuk meningkatkan bunyi mereka. internalisasi bukanlah proses yang masuk kedalam sistem. proses internalisasi pada anak tidak mengambil secara keseluruhan sistem bunyi dari bahasa tertentu dan kemudian melanjutkan untuk memperoleh kosakata dalam bahasa. pemerolehan tersebut 6 soenjono dardjowidjojo,2000, h.244 i d e a s , v o l . 6 , n o . 1 , j u n e 2 0 1 8 i s s n 2 3 3 8 4 7 7 8 ( p r i n t ) i s s n 2 5 4 8 4 1 9 2 ( o n l i n e ) 83 merupakan sebuah proses yang tumpang tindih dengan hasil bahwa setiap sistem berjalan kurang lebih sejajar dengan lainnya. anak menghasilkan kurang lebih bunyi ‘tidak memiliki khas' selama fase artikulasi. pada saat yang sama telinga anak selalu secara cepat menyerap apa yang orang dewasa ucapkan di berbagai situasi meski itu di rumah. karena semua bahasa ini terdiri dari bunyi yang didefinisikan dalam hal karakteristik fonetik, organ pendengaran anak berkenalan dengan kegiatan ini dan dalam perjalanan waktu, sebagai akibatnya, anak akan mengacak artikulasi untuk menggantikan bahasa yang ia dengar. anak menggunakan bunyi-bunyi yang telah didengar dan dipelajarinya dengan bunyi-bunyi yang belum didengar dan dipelajari, misalnya menggantikan bunyi /l/ yang sudah dipelajari dengan bunyi /r/ yang belum dipelajari. pada akhir periode berceloteh, anak sudah mampu mengendalikan intonasi, bahasa yang dipelajarinya. menurut jakobson (1971) dalam dardjowidjojo, pemerolehan bunyi berjalan selaras dengan kodrat bunyi itu sendiri dan anak memperoleh bunyi-bunyi ini melalui suatu cara yang konsisten. bunyi pertama yang keluar dari anak adalah kontras antara vokoid dan kontoid. dalam hal bunyi vokoid ini, ada tiga vokoid yang disebut sebagai sistem vokoid minimal (minimal vocalic system) yaitu (u, i, a) yang sifatnya uversal artinya dalam bahasa manapun ketiga bunyi vokoid ini pasti ada. suatu bahasa bisa memiliki lebih dari tiga vokoid ini, tetapi tidak ada bahasa yang kurang dari tiga vokoid ini. mengenai kontoid, jokobson (1971) dalam dardjowidjojo, mengatakan bahwa kontras pertama yang muncul adalah oposisi antara oral dengan nasal (p-t) (m-n) dan kemudian disusun oleh labial dengan dental (p-t). 7 sistem kontras seperti ini disebut sistem kontoid minimal dan terdapat pada bahasa manapun didunia. bahwa inventori bunyi-bunyi bisa saja berbeda dari satu bahasa kebahasa yang lain memang merupakan fakta, tertentu hubungan sesama bunyi itu sendiri bersifat universal. clark dan clark menentukan fakta bahwa anak-anak mengenali makna berdasarkan presepsi mereka sendiri terhadap bunyi kata-kata yang mereka dengar. 8 vokoid lebih dahulu dikuasai oleh anak-anak, baru kemudian bunyi-bunyi kontoid. dardjowidjojo mengemukakan bahwa pada umur 6 minggu anak-anak mulai mengeluarkan bunyi-bunyi yang mirip dangan bunyi kontoid atau vokoid. bunyi-bunyi ini belum dapat dipastikan bentuknya karena memang belum terdengar jelas. proses ini dinamakan cooing dekutan. pada umur 6 bulan. anak mulai mencampur kontoid dan vokoid sehingga membentuk apa yang disebut istilah babbling ‘celotehan. secara grandual, kontoid dan vokoid itu berubah sehingga muncullah kata-kata seperti mama, mami, papa. dst. 7 soenjono dardjowidjojo, 2000, h.22 8 clark, herbert h. dan eve. clark, psychology and language: an introduction to psycholinguistics.(new york: harcourt brace jovanovich inc. 1977), h.34 p a l d y pemerolehan bahasa (analisis pemerolehan fonologi (vokoid dan kontoid) pada anak 24 bulan) 84 pada sekitar umur 2 tahun, kontoid pada akhir kata banyak yang tidak diucapkan sehingga mobil akan diujarkan /mbil/. sampai sekitar unur 3 tahun anak belum dapat mengucapkan gugus kontoid sehingga (eyang) putri akan disapa dengan /ti/. satu hal yang perlu dipahami benar adalah patokan tahun ini sangat relatif. ukuran tidak boleh tahun kalender tetapi harus tahun neurobiologi, artinya pada tahap perkembangan neurobiologi mana seorang anak dapat mengucapkan bunyi-bunyi tertentu. . metode penelitian metode yang digunakan dalam penelitian ini adalah metode kualitatif dengan pendekatan studi kasus. adapun tehnik pengumpulan data dilakukan melaului observasi dan wawancara. sumber data utama adalah muhammad alfian (24 bulan), sedangkan sumber data pendukung lainnya adalah orang tua alfi. alfian adalah anak kedua. penelitian ini dilakukan dengan mengamati pola pendidikan yang dilakukan orang tua terhadap anaknya dengan melakukan perekaman pengembangan pemerolehan bahasa anak dan mencatat dan mengamati kata-kata yang diujarkan. data dikumpulkan selama kurang lebih 30 hari dengan observasi dan wawancara. hasilnya dicatat dan direkam. selanjutnya, data yang diperoleh diklasifikasikan sesuai masalah yang menjadi fokus penelitian. . . hasil dan pembahasan identitas lingkungan subjek ayah dan ibu alfian adalah berasal dari suku bugis dan telah lama tinggal di palopo, sehingga bahasa yang digunakan adalah bahasa indonesia dialek palopo. dengan demikian alfi bahasa pertama adalah bahasa indonesia. di lingkungan tempat alfi tinggal, ada dua yang digunakan yakni bahasa bugis palopo dan bahasa indonesia. jadi kondisinya adalah multilingual. alfi adalah anak kedua dari 2 bersaudara. dia dilahirkan dengan berat 3.2 kg. dalam proses perkembangan fisik alfi bisa dikatakan normal dan tidak berbeda dengan anak-anak yang pada umumnya. pada usia 24 bulan, alfi tumbuh sehat secara fisik maupun psikis. pembahasan hasil penelitian 1). pemerolehan vokoid pada usia 24 bulan bunyi-bunyi vokoid yang muncul adalah sebagai berikut: [a] [ampu] ‘lampu [i] [abis] ‘habis’ i d e a s , v o l . 6 , n o . 1 , j u n e 2 0 1 8 i s s n 2 3 3 8 4 7 7 8 ( p r i n t ) i s s n 2 5 4 8 4 1 9 2 ( o n l i n e ) 85 [u] [cucu] ‘susu’ [e] [nene] ‘nenek’ [o] [ot] ‘dot’ [“] [‘coa] ‘kecoa’ bunyi diftong yang muncul dilafalkan dengan vokoid seperti: [au] [mau] ‘mau’ [au] [bau] ‘bau’ [au] [aut] ‘laut’ [ai] [ai] ‘air’ [ue] [ue] ‘kue’ dari kata-kata yang dapat diucapkan diatas menunjukkan bahwa alfi sudah menguasai semua vokoid dalam bahasa indonesia. variasi alofonik untuk masing-masing bunyi sudah ada, kecuali untuk [o] dan [e] yang sebenarnya merupakan bagian dari diftong [au] dan [ai]. 2). pemerolehan kontoid beberapa bunyi kontoid sudah mampu diucapkan alfi seperti pada kata-kata berikut ini: [papa] ‘papa’ [ampu] ‘lampu’ [bau] ‘bau’ [igi] ‘pergi’ [alon] ‘balon’ [ndada] ‘tidak ada’ [mam] ‘makan’ [peda] ‘sepeda’ [ia] ‘bian’ (nama kaka alfi) [pik} ‘opik’ (nama sepupu alfi) dari kata-kata diatas, alfi sudah mampu mengucapkan bunyi hambat [p] seperti kata ‘papa’ dan ‘ampu (lampu)’ dan [b] pada kata ‘bau’ yang digunakan untuk menunjukkan sesuatu yang berbau busuk. misalnya ketika alfi buang air besar dipopoknya, dia memberitahukan dengan mengucapkan kata ‘bau’. tetapi jika kata ‘pergi’ dia hanya mengucapkan ‘igi’, ini menunjukkan bahwa alfi belum mampu mengucapkan [p] diawal kata yang diikuti vokal [i]. tetapi dia sudah mampu mengucapkan kata ‘papa’, dimana [p] diikuti vokal [a]. demikian halnya kata ‘balon’, alfi belum mampu mengucapkan [b] yang terletak diawal kalimat. selanjutnya, kata ‘ndada’ yang berarti ‘tidak ada’. sebenarnya kata ini adalah variasi atau dialek bahasa palopo. ini menunjukkan bahwa kata yang diucapkan alfi dipengaruhi oleh lingkungannya. beberapa huruf yang belum mampu diucapkan alfi adalah bunyi glottal [h] pada kata ‘habis’ yang diucapkan alfi dengan ‘abis’, bunyi nasal velar [k] pada kata ‘makan’ diucapkan ‘mam’, bunyi semivokal [w] pada saat alfi mengucapkan ‘pik’ yang dimaksud adalah ‘opik’ (nama sepupu alfi). p a l d y pemerolehan bahasa (analisis pemerolehan fonologi (vokoid dan kontoid) pada anak 24 bulan) 86 dari contoh-contoh diatas, alfi belum mampu mengucapkan banyak kosakata seperti anak-anak lain yang pada umumnya sudah mampu mengucapkan kosakata lain. kosakata alfi masih dikatakan sangat sedikit. kata-kata yang diucapkan hanya sebatas kata-kata penting yang sering dia dengar. hal ini kemungkinan disebabkan kesulitan artikulasi dan masukan yang didengarnya lebih sering bunyi-bunyi monoftong. lingkungan sekitar alfi dalam bahasa sehari-hari memang mengucapakan bunyi-bunyi monoftong sehingga alfi hanya dapat mengerti bunyi-bunyi seperti itu. dari kata-kata yang diucapkan alfi menunjukkan bahwa alfi mengalami keterlambatan berbicara. ini dapat dipengaruhi oleh kematangan perkembangan biologis dan otak yang belum sempurna. jika dibandingkan dengan anak-anak lain yang seusia dengan alfi, mereka sudah mampu mengucapkan bunyi-bunyi vokal dan konsonan dengan cukup jelas dan kosakata yang dimiliki sudah banyak. hanya baru beberapa kontoid yang sudah dikuasainya, ada yang masih berfluktuasi dengan bunyi lain, dan bahkan ada yang sama sekali belum dikuasainya. adapun kontoid yang sudah dikuasainya adalah [b], [p], [m], [n], [d], [g] dan [l]. konsonan yang masih muncul fluktuatif adalah [t], [c], dan [s]. bunyi frikatif [s] diakhir kata secara jelas diucapkan alfi dengan jelas pada kata ‘habis’ diucapakan dengan kata ‘abis’, namun pada awal kata sering diucapkan [c] misalnya ‘cucu’/’susu’. adapun kontoid yang belum dapat diucapakan alfi adalah [h], [r], [k], [j], [y], [q], [w], [x] dan [z]. jika dikaitkan dengan teori pemerolehan yang dikemukakan oleh para ahli, secara umum pemerolehan fonologi yang dicapai alfi memang mengikuti urutan pemerolehan yang bersifat universal. pada usia 24 bulan semua vokoid sudah dikuasainya. namun dalam hal pemerolehan kontoid mengalami keterlambatan sesuai dengan status usia alfi yang bisa dikatakan masih mudah dari usia 24 bulan pada anak-anak yang lahir dengan usia kehamilan yang normal. secara umum perkembangan bahasanya dapat dikatakan normal. 3). faktor-faktor yang memengaruhi pemerolehan fonologi hasil observasi memperlihatkan munculnya berbagai variasi dalam memperoleh bahasa khususnya pemerolehan fonologi. variasi yang muncul sebagian besar diakibatkan oleh belum sempurnanya alat-alat ucap pada anak. hal ini sesuai dengan apa yang dinyatakan lenneberg bahwa perkembangan bahasa anak mengikuti jadwal biologis yang tidak dapat ditawar. seperti yang ditambahkan juga oleh djardowijojo perkembangan bahasa seorang anak tidak hanya dipengaruhi oleh perkembangan neurologis tetapi juga oleh perkembangan biologisnya. seseorang anak tidak dapat dipaksa atau dipacu untuk mengujarkan sesuatu, bila kemampuan biologisnya belum memungkinkan. sebaiknya, bila seorang anak secara biologis dapat mengujarkan sesuatu, dia i d e a s , v o l . 6 , n o . 1 , j u n e 2 0 1 8 i s s n 2 3 3 8 4 7 7 8 ( p r i n t ) i s s n 2 5 4 8 4 1 9 2 ( o n l i n e ) 87 tidak akan dapat pula dicegah untuk tidak mengujarkannya. pertumbuhan biologis akan tampak dalam konstruksi fisik mulut seorang anak. menurut beberapa penjelasan bahwa anak-anak dapat berujar pada umur 24 bulan. faktor lain yang berpengaruh adalah stimulus dari keluarga atau lingkungan sekitarnya. beberapa data yang diperoleh menunjukan munculnya bunyi-bunyi bahasa anak yang diperolehnya melalui peniruan (imitative speech) seperti pada pelafalan diftong asli seperti (au) dan (ue) pada kata ‘mau’, bau, dan kue. hal ini kemungkinan besar selain disebabkan oleh kesulitan artikulasi, tetapi juga karena masukan yang didengar alfi lebih sering berupa monoftong. penutur dewasa yang ada disekitar alfi dalam bahasa sehari-hari memang mengucapkan bunyi-bunyi itu sebagai monoftong (abis: habis), (ampu: lampu), dan (alon; balon) sehingga dapat dimengerti bila alfi pun menghasilkan bunyi yang monoftong pula. contoh lain tampak pula ketika mengucapkan ‘pergi’ menjadi ‘igi’ atau kata (susu) yang kadang-kadang diucapkan (cucu), karena input juga yang diterima seperti itu. . kesimpulan pemerolehan kebahasaan yang dialami oleh alfi dapat dikatakan dalam tahap yang normal. secara umum, pemerolehan fonologinya telah mengikuti urutan normal seperti umumnya anak-anal lain. kondisi penguasaan vokoid sudah sempurna dan lengkap, namun dalam hal kontoid masih belum lengkap dan sempurna. pemerolehan fonologi sejalan dengan perkembangan biologis atau alat ucapnya. faktor lain yang mempengaruhi adalah lingkungan dimana menggunakan bahasa sehari-hari yakni bahasa indonesia dialek palopo yang menyebabkan munculnya kosakata tertentu dalam bahasa indonesia. p a l d y pemerolehan bahasa (analisis pemerolehan fonologi (vokoid dan kontoid) pada anak 24 bulan) 88 referensi clark, herbert h. dan eve. clark. (1977) psychology and language: an introduction to psycholinguistics. new york: harcourt brace jovanovich inc. dardjowidjojo, soenjono. (2000) kisah pemerolehan bahasaanak (echa). jakarta: unika atma jaya. _____________________.(2003) psikolinguistik (pengantar pemahaman bahasa manusia). jakarta: unika atma jaya. joseph c. mukalel (2003), psychology of language learning. new delhi: discovering publishing house. richardo schultz (2006), stephen krashen's theory of second language acquisition. online. 30 de janero de. the particular dialect or language that a person chooses to use on any occasion is called a code 531 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 1, june 2021 pp. 531 545 promoting the students speaking skill by implementing collaborative learning method in teaching speaking skill ayyub b*1, erwin akib2, bahrun amin3 ayyub.bahar777@gmail.com 1, 2, 3graduate program magister of english language education, muhammadiyah university of makassar, south sulawesi, indonesia abstract this research was aimed at knowing the implementation of collaborative learning promotes students’ speaking skill at the second semester english education department muhammadiyah university of makassar. this research applied a quasi-experimental design; the non-equivalent control group design. the sample was taken by using purposive random sampling technique. the total number of samples was 38 students of two classes consisting of class ii g was experimental class and ii c was the control class. there was speaking test as the instrument. the statistical result analysis of spss 25 showed that in accuracy sig 2-tailed = 0.000 is less than 0.05 and in fluency sig 2-tailed = 0.000 is less than 0.05. this result rejects the first null hypothesis which states that there is no significant difference between the mean score of pretests and posttest of the students’ speaking skills. this research concluded that the use of collaborative learning in teaching speaking promote the students’ speaking skills in terms of accuracy and fluency. keywords: collaborative learning, speaking skill, quantitative research http://u.lipi.go.id/1457703302 mailto:ayyub.bahar777@ ayyub b, erwin akib, bahrun amin developing culture-based supplementary reading material for the eighth grade students promoting the students speaking skill by implementing collaborative learning method in teaching speaking skill 532 introduction international language learning, especially english, has become more popular in the 4.0 era due to advancements in science, technology, education, the arts, economics, and industry, among other fields. english, as a global language, plays a critical role in the advancement of science and technology. numerous countries around the world use english to communicate with people from other countries (trilling, 2009). communication refers to speaking, speaking is a critical component of second language learning and teaching. however, in today's world, the intention of teaching speaking should be to promote students' communication skills so that they can express themselves and learn how to use a language. the other argument from shabani (2013) argued that speaking a foreign language has always been regarded as the most challenging skill to acquire in comparison to listening, reading, and writing. this is because it entails more than just studying the language's linguistic components. vocabulary and grammatical constructs are essential but incomplete components of language. what differentiates speaking from other abilities is that the speaker must have direct access to all applicable material in order to produce the appropriate language in a finite amount of time, while in other skills, the learner has more time to either balance input with existing experience or develop the appropriate language. in terms of teaching speaking, based on nunan (2003), teaching speaking aims to teach english language learners how to produce english speech sounds and patterns, how to use the stress, intonation, and rhythm of the second language in words and sentences, how to choose adequate words or phrases for the appropriate social setting, audience, situation, and subject matter, and how to express their thoughts in a meaningful and logical manner. ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 533 therefore, english teachers must recognize that speaking a language is challenging for foreign language learners since successful oral communication involves the ability to use the language correctly in social interactions. not only verbal communication but also nonlinguistic elements of speech such as pitch, stress, and intonation contribute to contact diversity. additionally, nonlinguistic elements such as gestures and body language, and facial expressions can accompany or convey a message without the use of words (richard, 2002). on the other hand, teachers should seek out more innovative and exciting ways to develop in the course of learning to talk in enhancing students' enthusiasm or encouragement to participate in the learning process. thus, implementing collaborative learning in the classroom will provide organized opportunities for individuals assigned unique roles within their communities to work collaboratively to accomplish shared goals. when students study independently, their performances do not always have a positive or negative effect on one another. the research would be conducted through collaborative learning, which enables teaching students' speaking skills more efficiently than the conventional method. the findings of this analysis will be compared which that significant or insignificant different. according to pierre dillenbourg's 1999 research, collaborative learning occurs when two or more students learn something or attempt something together in a group setting. it can refer to several individuals or pairs, a group or small group, a population (a few hundred or thousands of people), a society (several thousand or millions of people), or any intermediate stage. the term "learn something" may refer to following a course, studying course material, and engaging in learning activities. it is evident when they collaborate or conduct the conversation as a team. students should collaborate to solve their problems. when their peers are having trouble with their pronunciation, grammar, vocabulary, or comprehension, the superior students may assist them. ayyub b, erwin akib, bahrun amin developing culture-based supplementary reading material for the eighth grade students promoting the students speaking skill by implementing collaborative learning method in teaching speaking skill 534 collazos (2002) notes in another research that collaborative learning is an instrumental process in which students work collaboratively on an assignment. collaborative learning places the students at the forefront of the investigation, with the instructor serving as a facilitator. collaborative learning divides students into multiple classes to complete a task assigned by the instructor. it is community learning rather than individual learning. thus, one student's performance aids the success of other students. additionally, this type of practice is referred to as cooperative learning, team learning, or community learning. additionally, according to pattanpichet (2011) which focuses on the impact of collaborative learning on students' speaking achievement, several exercises can assist students in learning to talk. collaborative learning is one of them. collaborative learning is a style of instruction in which students work collaboratively on an assignment. these types of programs are intended to assist students in developing their self-esteem. according to a previous interview with students in the second semester of the english education department muhammadiyah university of makassar, several lectures continue to teach speaking in a conventional method and with the same methodology year by year or semester. the lecturer introduces and discusses the subject, followed by an example and exercises. this method is ineffective because students become bored and require a significant amount of time to master english speaking, especially in communication and conversation. as a result of the above, the researcher will employ collaborative learning to teach speaking to students at fkip muhammadiyah university of makassar's english education department. this research is intended to aid students in enhancing their speaking skills. additionally, it is expected that this research will facilitate students in developing their self-confidence and engaging them in successful classroom ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 535 activities. therefore, the implementation of collaborative learning emphasized the integration of the strategy with the students' needs. in order to achieve the purposes mentioned above, the research question focus on the implementation of collaborative learning promote students’ speaking accuracy and fluency in speaking skills more than the use of conventional method. the novelty of this research refers to assess the students speaking skill in terms of accuracy covers grammar and vocabulary and fluency covers pauses and smoothness. method this research used a quasi-experimental approach, especially one of nonequivalent control groups. it divided participants into two groups: experimental and control group. collaborative learning was used in the experimental group contained think pair share, group problem solving, and case study, while the lecturer used the conventional method (individual learning) in the control group. pre-test and posttest were administered to both groups. the pretest was used to assess students' prior knowledge, while the posttest was used to assess the progress of language teaching, which was focused on the students' speaking skills, which included speaking accuracy and fluency. the population for this research was second semester students at muhammadiyah university of makassar's english department during the 2018-2019 academic years. the second semester consisted of eight classes, with a total enrollment of 228 students. purposive sampling was used to determine the sample size based on the number of students above. the total sample size was 38 students drawn from two classes: class ii g, which served as the experimental class, and class ii c, which served as the control class. the instrument was used speaking test to conduct pretests and posttests for each group. in this case, the process of data collected by transcribe the student’s preayyub b, erwin akib, bahrun amin developing culture-based supplementary reading material for the eighth grade students promoting the students speaking skill by implementing collaborative learning method in teaching speaking skill 536 test and post-test, scoring the students’ answer of pretest and posttest by using score system of heaton, 1998 and all the data using spss 25.0 to calculate the mean score. result the data presented in the table below clearly demonstrate the mean score and standard deviation for the students' speaking achievement result in terms of accuracy and fluency. table 1. students’ mean score and standard deviation of the students’ speaking achievement result in pretest e c accuracy fluency accuracy fluency n 19 19 19 19 mean 50.88 50.00 48.24 48.24 std.deviation 16.17 12.42 14.58 13.48 table 1 above shows the students’ mean score and standard deviation for both two classes in pretest. for experimental class, the mean score of the students in term of accuracy that were 50.88 with standard deviation 16.17 and the mean score of the students in term of fluency that were 50.00 with standard deviation 12.42. for control class, the mean score of the students in term of accuracy that were 48.24 with standard deviation 14.58 and the mean score of the students in term of fluency that were 48.24 with standard deviation 13.48. table 2. students’ mean score and standard deviation of the students’ speaking achievement result in posttest e c accuracy fluency accuracy accuracy n 19 19 19 19 mean 74.56 74.56 63.16 64.91 std.deviation 17.00 17.89 11.89 14.59 table 2 above shows the students’ mean score and standard deviation for both two classes in posttest. for experimental class, the mean score of the students ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 537 in term of accuracy that were 74.56 with standard deviation 17.00 and the mean score of the students in term of fluency that were 74.56 with standard deviation 17.89. for control class, the mean score of the students in term of accuracy that were 63.16 with standard deviation 11.89 and the mean score of the students in term of fluency that were 64.91 with standard deviation 14.59. table 3. students’ mean score and standard deviation of the students’ speaking achievement result in pretest and posttest pretest posttest e c e c n 19 19 19 19 mean 50.44 48.25 74.56 64.03 std.deviation 14.30 14.04 17.46 13.24 the table 3 above shows the different students’ score for both two classes in pretest and posttest. for experimental class, the mean score of the student improved from 50.44 with standard deviation 14.30 to 74.56 with standard deviation 17.46. for control class, the mean score of the students also improved from 48.25 with standard deviation 14.04 to 64.03 with standard deviation 13.24. the data indicated that initial treatment, the experimental class's mean score was higher than the control class. then, following treatment, the mean score on the posttest improved significantly over the pretest. however, after implementing collaborative learning in the experimental class, the findings indicate that the experimental class's students scored higher than the control class's students (74.56>64.03). this indicates that collaborative learning is an effective method for improving students' speaking skills in terms of accuracy and fluency. table 4. the t-test posttest for experimental class and control class in terms of accuracy independent samples test independent samples test accuracy 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 equal variances assumed .460 .502 4.578 36 .000 16.6647 3.6399 9.2826 24.0469 ayyub b, erwin akib, bahrun amin developing culture-based supplementary reading material for the eighth grade students promoting the students speaking skill by implementing collaborative learning method in teaching speaking skill 538 equal variances not assumed 4.578 35.466 .000 16.6647 3.6399 9.2788 24.0507 as seen in tables 4, the amount of t-observed for the effect of application of collaborative learning on promoting the students’ speaking ability as sig 2-tailed = 0.000 is less than 0.05, so the first null hypotheses is rejected and also a statistically significant difference between the two groups is revealed. in other words, the experimental group significantly outperformed the control group. this result contradicts the first null hypothesis, which states that there is no significant difference between the mean score of pretests and posttest of the students’ speaking skills. it can conclude that the use of collaborative learning is more effective to promote students’ speaking skills in term of accuracy. table 5. the t-test posttest for experimental class and control class in terms of fluency independent samples test fluency 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 equal variances assumed 3.539 .068 4.179 36 .000 16.6647 3.9875 8.5778 24.7517 equal variances not assumed 4.179 30.847 .000 16.6647 3.9875 8.5306 24.7988 as presented in table 5 the amount of t-observed for the effect of application ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 539 of collaborative learning on promoting the students’ speaking ability as sig 2-tailed = 0.000 is less than 0.05, so the first null hypotheses is rejected and also a statistically significant difference between the two groups is revealed. in other words, the experimental group significantly outperformed the control group. this result rejects the first null hypothesis which states that there is no significant difference between the mean score of pretests and posttest of the students’ speaking skills and it can be can conclude that the use of collaborative learning is more effective to promote students’ speaking skills in term of fluency. discussion the students’ speaking achievement who were taught by implementing collaborative learning. along with collaborative learning activities like think pair share, group problem solving, and case study, the students indicated significant progress in improving their speaking accuracy and fluency. collaborative learning shows that it can bring advantages for learners in some aspects. one of the proofs was the research that employed collaborative learning to improve learners' english skills. research conducted by pattanpichet (2011) demonstrated that collaborative learning positively affected students' speaking skills. another proof of the success of collaborative learning implementation was revealed in fakomogbon and bolaji's experimental research (2017). they utilized collaborative learning with their control group, which massively increased their scores following treatment. this research also revealed that collaborative learning styles were more effective for learning. additionally, collaborative learning demonstrates that it is not only effective in terms of academic achievement. . this was shown by laal and ghodsi (2011) in their research that studied in what way collaborative learning benefited the students. the research proved that besides giving academic benefits, collaborative learning also contributed social, psychological, and assessment benefits for students. the aims of this research also focused on two things: students’ perceptions and experiences on collaborative learning when implemented in their speaking class and ayyub b, erwin akib, bahrun amin developing culture-based supplementary reading material for the eighth grade students promoting the students speaking skill by implementing collaborative learning method in teaching speaking skill 540 the effects of collaborative learning implementation on' the students. the improvement of the students’ speaking accuracy the mean score of students in term of accuracy in the experimental class that was 50.88 in pretest become 74.56 in posttest with a score improvement 46.54%. based on the previous data, there was any improvement of the students in terms of the students’ speaking accuracy because collaborative learning helps each other to find out their learning styles and patterns. these include how to solve problems in groups, how to get along and communicate with other group members, and how to reach the group goals by working together. however, it cannot be ignored that the second semester students of muhammadiyah university of makassar's english department also made some errors during the research. the mistake faced in the teaching and learning process influenced by the mother tongue, with errors causing a breakdown in communication and a few grammatical and lexical errors causing confusion. but in the control class the mean score of the students in term of accuracy that were 48.24 in pretest become 63.16 in posttest with a score improvement 30.92%. based on the previous data, there was also any improvement of the students in terms of the students’ speaking accuracy along with the individual learning in the control class. however, it is irrelevant how they advanced. the previous data indicated that students made more errors in vocabulary, pronunciation, and grammar. students' most frequently occurring errors during those speaking components are inappropriate vocabulary, mispronunciation, and grammatical errors. the improvement of the students’ speaking fluency the mean score of students in term of fluency in the experimental class that were 50.00 in pretest become 74.56 in posttest with the score improvement 49.12%. ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 541 based on the previous data there was any improvement of the students in terms of the students’ speaking fluency by implementing collaborative learning. the students worked together to solve problems and to trigger confidence which led to more opportunities to practice speaking. however, the researcher discovered that students' limited english vocabulary and lack of command of their grammar made it difficult for them to speak fluently. they used excessive pauses, halting, and repetitions of words. this condition had an automatic effect on the rhythm of their speech. they appeared to be stammering, which detracted from their speaking performance. however, when it came to implementing collaborative learning, the students spoke courageously and expressively. they exchanged ideas and information with their other friends. but in control class the mean score of the students in term of fluency that were that were 48.24 in pretest become 64.91 in posttest with the score improvement 34.55%. based on the previous data there was also any improvement of the students in terms of the students’ speaking fluency along the individual learning in control class. however, the researcher discovered that students' limited english vocabulary and lack of command of their grammar made it difficult for them to speak fluently. they used excessive pauses, halting, and repetitions of words. this condition had an automatic effect on the rhythm of their speech. they appeared to be stammering, which detracted from their speaking performance. however, when it came to implementing individual learning, the students were expressive and courageous. the students complete their exercise independently of one another. conclusion implementing collaborative learning to teach speaking promotes students' accuracy and fluency. it can be demonstrated that the mean score on the students' posttest is higher in the experimental group that implements collaborative learning than in the control group that implements conventional method (individual ayyub b, erwin akib, bahrun amin developing culture-based supplementary reading material for the eighth grade students promoting the students speaking skill by implementing collaborative learning method in teaching speaking skill 542 learning). collaborative learning encourages students to share their ideas because they constantly practice speaking and use self-correction to promote their speaking. students are free to discuss with their friends. as a result, if students have difficulty comprehending, they will consult their peers and collectively discuss it. by practicing frequently, students' speaking skills will promote. additionally, the teacher should be considering the different background knowledge each individual when divided the students into the group. because teaching speaking does not always go smoothly, teachers should be more creative in creating enjoyable and effective learning environments and motivating students. references arnold, j., & brown, h. d. 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(1978) mind in society, cambridge, ma, harvard university press. van boxtel, c., van der linden, j., & kanselaar, g. (2000). collaborative learning tasks and the elaboration of conceptual knowledge. learning and instruction, 10(4), 311-330. wolf, j. p. (2008). the effects of backchannels on fluency in l2 oral task production. system, 36(2), 279-294. young, d.j. (1991). creating a lowanxiety classroom environment: what does language anxiety research suggest?. the modern language journal, 75(4), 426-439. file:///c:/users/asus/downloads/teach%20thought%20staff https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/ https://www.teachthought.com/pedagogy/20-collaborative-learning-tips-and-strategies/ the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2020 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 105 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 8, number 1, june 2020 pp. 105 – 115 classroom interaction in teaching english for mechanical engineering students dharmawati dharmawati66@yahoo.com engineering and computer science faculty, universitas harapan, medan, indonesia received: 26 april 2020 accepted: 11 may 2020 doi: 10.24256/ideas.v8i1.1316 abstract this descriptive qualitative research deals with classroom interaction in teaching english for mechanical engineering students. this research aims at finding out and describing the classroom interaction of mechanical engineering class at universitas harapan medan. the purpose of this study is to figure out the patterns of classroom interaction in english teaching learning process for mechanical engineering class. the methods used in collecting data were observation and interview. the data were in the form of words, clauses, and sentences that carried out by video, and in-depth interview transcripts. the participants were an english lecturer and twenty two mechanical engineering students. the technique of data analysis used data collection, data diplay and drawing conclusion. the result of this research was dominated by the interaction between the teacher and students. the percentage of using english between lecturer and students’ interaction is 40 %. it happened because the students had difficult to respon the lecturer’s question in english. keywords: classroom interaction; interaction pattern, mechanical engineering. introduction classroom interaction has been an important issue in teaching and learning english in the era of communicative language teaching. interaction in a classroom covers communication of the teaching learning process defined as classroom interaction. classroom interaction is significant in the teaching and learning process because it determines the success of the teaching and learning process and improves students’ english language ability and achievement. goronga (2013) asserts that the classroom interaction makes the students participating in the teaching and learning process. it means that classroom interaction encourages the students to involve. what’s more, classroom interaction is not only about participation in the teaching and learning process and sharing their knowledge of a http://u.lipi.go.id/1457703302 dharmawati classroom interaction in teaching english for mechanical engineering students 106 material at each other, but it is also about a relationship at each student to other students in the classroom. classroom interaction exchange is the kinds of the utterance that the teacher and students talk in the classroom (fibri, 2018). the interaction in the university also is carried out by parts of the teaching and learning process such as materials, the teaching learning facilities and learning media, and environment surrounding. one of the classroom interaction happens in the english teaching-learning process at mechanical engineering class at universitas harapan medan. classroom interaction in the english teaching-learning process of mechanical engineering class, interaction is one parts that support the students’ learning achievements. it is generally known that interactions between a student and a lecturer, a lecturer and students, a student and students, students and materials influence students’ learning and lecturers’ teaching activities. when the interaction has in a high quality, the process of effective and efficient english teaching-learning will appear. such an english teaching-learning process may support the quality of students’ learning achievement especially for mechanical engineering students. however, the interaction in a teaching english language for mechanical engineering is very complicated. many problems appeared to develop teaching learning process through a communicative interaction because mechanical students get a difficulty in expressing themselves in using english language in the classroom. therefore, the ways of lecturer both using english language and giving the students opportunity in developing their english language are very important to understand. some previous researches which are relevant to the present research had done before. rini (2013) conducted the research about classroom interaction: an analysis of teacher talk and student talk in english for young learners (eyl). she investigated on 1) the realization of verbal classroom interaction, 2) types of teacher talk 3) teacher talk implication on student’s motivation, 4) student talk and 5) teacher’s roles in classroom interaction. it was a qualitative research and case study approach, the data for the research were collected in a classroom context where the participants were an english teacher for young learners and her 15 students. the results indicate that all of the teacher talk categories of fiac were revealed covering giving direction, lecturing, asking questions, using student’s ideas, praising, criticizing student’s behavior and accepting feelings. the teacher mostly adopted a role as controller in the classroom as she frequently led the flow of interaction. in terms of student talk, student’s response and initiation were revealed in this study. it is also found that student’s initiation plays a significant part in the classroom interaction. the next research was also conducted by ansory (2018) about english teachers' perceived benefits and challenges of flipped classroom implementation. he was intended to explore the general responses of english teachers toward the flipped classroom methodology and investigate the perceived benefits and challenges of its implementation in english teaching. the results reveal that ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 107 english teachers have positive responses to the flipped classroom methodology. some perceived benefits of its implementation are facilitating active learning, developing collaborative teamwork, stimulating learning, and increasing classroom interaction. and the research from rustandi and mubarok (2017). they studied on classroom interaction in efl speaking class at university sum up that irf pattern is fully implemented in the class. teacher initiates the interaction by giving questions, soliciting information, and identifying next students’ turn. the regulation of the kementrian pendidikan dan kebudayaan number 23, 2016 about standard of assessment, learning is the process of interaction among students, between the students and the teachers and learning source in the learning environment. the regulation stated that interaction is needed in the teaching-learning process. therefore, classroom interaction should be analyzed to get some reference in developing teaching english for mechanical engineering students. this research aims to address the following research questions: 1. how does classroom interaction take place in in teaching english for mechanical engineering students at at universitas harapan medan. 2. what type of classroom interaction used in teaching english language to mechanical engineering students at universitas harapan medan. classroom interaction classroom interaction occurs both between students with lecturer present, and with the lecturer who explores student thinking among the whole groups. classroom interaction can be called by a practice that improves the development skills among the students. therefore, interactions do not occur from only one side, but also from two or more objects that through giving and receiving messages in order to achieve communication such as lecturer and students. robinson (2005) notes interaction in the classroom is channeled through nonverbal interaction. there are many functions of non verbal interaction in the classroom, such as expressing emotion, communicating personal attitudes and supporting speech. allwright and bailey (1991) stated that through classroom interaction, the plan produces outcomes (input, practice opportunities, and receptivity). the teacher has to plan what he intends to teach (syllabus, method, and atmosphere). so, the classroom interaction has important role in teachinglearning process. it can be seen from the figure below. figure 1. the relation between plans and outcomes dharmawati classroom interaction in teaching english for mechanical engineering students 108 the figure explains that a lecturer must be flexible. in teaching learningprocess the lecturer should not be too focus on the best method, the teacher should be looking for the most appropriate approach, design of materials, or set of procedures in having interaction. the lecturer should not be dominated, let the students become more active in their learning. interaction pattern interaction is a two way process. malamah (1991) states the pattern of interaction in the classroom as follows: (1) interaction between the teacher with the whole of class, (2) interaction between the teacher and a group of students, (3) interaction between the teacher and the individual student, (4) interaction between the student and the teacher, (5) interaction between the student and another single student, and (6) interaction between the student and a group of students. the pattern of classroom interaction as two-way a process between interaction in the teaching learning process is shown in figure 2 (rustandi & mubarok, 2017) depicted interaction in two way process between participants in the learning process as seen in figure 2. figure 2 classroom interaction pattern the classroom interaction shows that the interaction must involve both the lecturer and students. there is action from lecturer and there must be reaction from students, both action and reaction can be drawn in the form of thoughts, ideas, and feelings, and suggestion. this research was started by identifying problems and learning objectives and describing the types of classroom interaction, it meant that the researcher identified problems that exist on students, it was also regarded to object of learning students, particularly problems and object learning in classroom interaction was there feedback or not, after researcher found a solution that was essential for student that student had to active. the theoretical framework underlying this research was presented in the diagram below: ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 109 figure 3. the theoretical framework the theoretical framework explanations that the researcher analyzed the type of classroom interaction on teaching english to mechanical engineering students, there were two ways to know what type the use in classroom interaction such as lecturer and mechanical engineering students. the lecturer teaches english and gave some question in the classroom interaction. mechanical engineering students gave the feedback during teaching ang learning in the classroom interaction. compared to these previous researches, this research tries to find out how classroom interaction takes place in teaching english for mechanical engineering students and to describe the type of classroom interaction used in teaching english language to mechanical engineering students at universitas harapan medan. method the method used in this research was qualitative research. how the classroom interaction in teaching of english to mechanical engineering was conducted would be described in narration and description of the reasons underlying the performance was explained. there were interconnected steps used in the process of analyzing the data. the first step was to arrange and prepare the data for analysis. this involved observing the english teaching process that was conducted twice in 95 minutes, interviewing the students and the lecturer related to teaching learning process and making transcript of interviews from twenty two of mechanical engineering students and lecturer. the steps of analyzing the data consist of three analysis, namely data collection, data display and drawing conclusion. results the result of this research were devided three, they were interaction between lecturer and students, interaction between students and another students, interaction between students and learning material. dharmawati classroom interaction in teaching english for mechanical engineering students 110 a. interaction between lecturer and students this interaction between the lecturer and the students happened during all the teaching learning process. classroom interaction in the mechanical engineering class was very communicative; all of the students responded to the lecturer’s question. in an english classroom process, the interaction between lecturer and the students usually started when the lecturer greeted students in the beginning of teaching learning activities. lecturer : good morning students, how are you? students : good morning, ma’am (observation # 1) the lecturer used english when she greeted the students. researcher : what language do you usually use in teaching, mam? lecturer : english, i usually use english in greeting students (interview transcript 8/page 4) the lecturer also used english when she wanted to start the class. the lecturer usually asked the english learning materials that would be learnt. lecturer : ok.. we continue the topic. today, we study reading comprehension with the topic ‘the first step of building’. look at your copies! students : yes mam lecturer : okay… the first sep of building. haris, please read the text. student1 : yes mam (observation # 2) teaching reading materials between the lecturer and a student occurs when the lecturer asked a student to read and translate the text into bahasa. by doing this, the lecturer wanted to improve the students’ vocabulary. in giving question, the lecturer called random students’s name. it was done to give opportunity to students in improving their english language. but sometimes the students could not answer the lecturer’s question by their own words. they felt difficult to understand the text. lecturer : azmi! answer my question. student : yes mam, lecturer : what is the conclusion from the text, state by your own words student1 : the coclusion is.... hmm.. gak tau bahasa inggrisnya mam. (then the lecturer walked around the class to find out the students who could answer her question) lecturer : how about you fajar? student2 : hmm... hmm... ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 111 lecturer : come on, who can make conclusion from the text (observation # 3) researcher : i observed you that you sometime walk around the class to get closer with the students. lecturer : yes... i usually walk around the class when i want to improve the students’s speaking. i want to stimulate them to be brave to share their ideas. (interview transcript 9/page 5) having finished giving question, lecturer walked around the class and close to each student to give interaction to the students. it was done to stimulate the students to be able to answer her question and to be brave to speak english. b. interaction between student and another student the interaction between a student and another student occured in bahasa. the interaction occured when the students were discussing about their learning material and experience to the others. in most cases, the students used more bahasa than english. researcher : if you want to ask the lesson that you don’t understand with your friends, what language do you use? student : i used bahasa indonesia researcher : why don’t you use english? student : i felt difficult to say it in english. it is easy to say it in bahasa (interview transcript 10/page 6) they used english only when the lecturer asked them to have discussion for example, when they have conversation practices with the others about one topic in front of the class and answer the lecturer’s question. c. interaction between the student and the learning material. interactions between the students and the lerning materials occured when the lecturer explained the materials and gave assignments to the students. when the lecturer explained the topic, the students should listened to her. and when the lecturer gave some tasks, they were very enthusiastic to do together with their group. when they were confused about the topic they usually asked to the lecturer. researcher : in explaining the material, your lecturer usually explans the lesson or writes in the whiteboard? student : the lecturer explains the lesson by using infocus and writes important point in the whiteboard. researcher : if the lecturer writes in thewhiteboard, do you write it in your book? why? dharmawati classroom interaction in teaching english for mechanical engineering students 112 student : when i think it is important, i will write it. i will write it in my copies researcher : do you have learning material? student : yes, the lecturer shares the file of english learning material to print it. (interview transcript 9/page 4) researcher : do you have handbook mam? lecturer : yes... of course. but i arranged my teaching material for mechanical engineering students for many resources. i make it simple based on the syllabus and then i share to the students. (interview transcript 11/page 5) in teaching and learning process for mechanical engineering the lecturer had handbook but she used her own teaching material. she arranged the material and then share the file of her learning material to students, so they will print it. every students must have learning materials. discussion a. interaction between lecturer and students the interaction between the lecturer and the students in teaching english for mechanical engineering class also occurs in question and answer activities. the purpose of these was guiding the students to the topic of the lesson, getting the students’ concentration from the beginning of the lesson, motivating the student during the class, expressing the students’ mind verbally, reflecting the students’ questioning and needs for further information, and encouraging the students to be critical thinking learners. their responses to the lecturer could be expressed through their verbal and nonverbal languages. the verbal language could be expressed from their answers. their nonverbal responses could be expressed from their behavior and seriousness during the class. when the lecturer asked some questions to the students, sometimes not all students give expected response. it happened because the students had less vocabulary and afraid to speak english. rustandi and mubarok (2017) declared that interaction in speaking subject at university level, students are less initiative to start the conversation because of shyness and reluctance. in the interaction the students looked difficult to respond the lecturer by using english. the percentage of using english in the interaction between the lecturer and students as can be shown in figure 4 below. ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 113 figure 4. the percentage of using english in the classroom interaction from figure above, it can be known that the classroom interaction between lecturer and students didn’t use full english in teaching learning process, both lecturer and students used bahasa for 60% and the rest 40% they used english. actually the lecturer didn’t fell difficulty in managing the class. because the students paid attention in learning english. but it was hard for the students to understand english well. from the observation, it happened because the students had limited vocabulary and they also were afraid to make mistake when they spoke english. . it conclude that the dominant types of interaction in teaching english for mechanical engineering students was teacher student interaction. b. interaction between student and another student the interaction between a student and another student happens in the classroom use bahasa. the interaction occured when the students were chatting or telling about their experience to the others. in most cases, the students used bahasa or batak language. they were shy if the words they used were false when they were speaking english. they used english only when the lecturer gave some tasks that needed the use of english. for example, in conversation that practices with the others in front of the class. c. interaction between the student and the learning material. interaction occured between the students and the learning materials when the lecturer explained the learning materials and when the lecturer gave quiz and assignments to the students. when the lecturer explained the learning material, the students should write it in the white board or their copies. if the lecturer asked them some tasks, they were very enthusiastic to do that. if they were confused about the learning material they usually asked to the lecturer. the students have learning materials given by the lecturer. dharmawati classroom interaction in teaching english for mechanical engineering students 114 conclusion the classroom interactions occured in the english teaching and learning process in mechanical engineering class are interaction between lecturer and students, interaction between a student and anoter student, and interaction between the student and the learning materials. the dominant classroom interaction in teaching and learning process for mechanical engineering class at universitas harapan medan was between the teacher and students. the percentage of using english in the interaction between the lecturer and students in the classroom is 40 %. it happened because the students had difficult to respon the lecturer’s question in english. it conclude that the dominant types of interaction in teaching english for mechanical engineering students was teacher-student interaction. acknowledgement the writer thanks goes to mr. abdul jabbar lubis, st, m.kom as the dean of universitas harapan medan who has supported and motivated this research. thanks also to colleagues, and kind students who have helped complete this research, so that this research can be completed on time references allwright, d. and bailey, k. m. 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(2013) the nature and quality of classroom verbal interaction: implications for primary school teachers in zimbabwe. academic research international, university of zimbabwe, zimbabwe. mayer, kutz. (2006) mechanical engineers’ handbook third edition: manufacturing and management. john wiley & sons, inc., hoboken, new jersey. muhammad ansory, nahar n. (2018) english teachers' perceived benefits and challenges of flipped classroom implementation. journal of education and linguistics studies (jeels), 211-227 permendikbud (2016) nomor 23 tahun 2016 tentang standar penilaian ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 115 pendididkan. rini, t,p. (2013) classroom interaction: an analysis of teacher talk and student talk in english for young learners (eyl). journal on english education, vol 1, no 1. rohim, f. (2015) materi pelatihan guru implementasi kurikulum 2013 jenjang sma/smk tahun 2015: mata pelajaran bahasa inggris. kementrian pendidikan dan kebudayaan. rustandi, a., & mubarok, a. h. (2017) analysis of irf (initiation-respon-feedback) on classroom interaction in efl speaking class. edulite: journal of english education, literature, and culture, 2(1), 239–250. the particular dialect or language that a person chooses to use on any occasion is called a code 52 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp. 52 62 cause of post-traumatic stress disorder portrayed in the movie cherry by russo brothers dita marwati1, gaguk rudianto 2 * ditacumik21@gmail.com 1 english literature, putera batam, university, batam, indonesia 2 english literature, putera batam, university, batam, indonesia received: 2021-12-26 accepted: 2022-06-06 doi: 10.24256/ideas.v10i1.2383 abstract the theory used in this research was proposed by freud, (1921) to analyze post-traumatic stress disorder found in the movie “cherry” movie by russo brothers. the movie will be the data source to analyze cause of post-traumatic stress disorder. mental illness is the main topic that sometime portrayed in the movie or novel. this research will be focused on the cause of post-traumatic stress disorder from the utterances and narrations by the characters in the movie. the research will be used descriptive qualitative method of the research by (creswell, 2013) to conduct the data. the researchers will be analyzed the utterances and narrations from the characters in the movie “cherry.” the utterances and narrations discovered in the movie will be classified used theory causes of post-traumatic stress disorder proposed by davison, (2012) which were genetic, environmental, brain structure and psychological causes. the observational method and non-participatory technique as the methods of collecting data will be used in this research. the result will be discovered that there were 10 utterances, narrations, or actions of cause of post-traumatic stress disorder by the characters in the movie. they are included 3 data discovered as genetic causes and 7 data discovered as environmental causes. keywords: cause, post-traumatic stress disorder, psychology http://u.lipi.go.id/1457703302 ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 53 introduction literature is a term used to describe not only written work but also spoken one. literature most commonly refers to art works such us poetry, drama, fiction, and nonfiction. according to greil marcus and werner sollor 2009 (in fruzin ska, 2012), literary is a term not only define as what is written but what is voiced, what is expressed, what is invented, in whatever form. according to wellek & warren (1954), literature is a kind of art which is not science, because in literature, there are a lot of elements in humanity are involved, and it usually reflects in human aspiration. literary work which relates to the real life can be seen from novel, film, drama, and poetry. one of them is psychological movie which mostly tells about mental illness that happens in human life. mental illness is a real psychological disorder that happens to everybody regardless of age or gender. these days, mental illness is one of the psychology disorders which cannot be seen. psychological is a study used to analyze the psychology in literary works freud (1921). psychology problem that reflected in literary works is post-traumatic stress disorder. post-traumatic stress disorder is a mental illness for someone that have experienced with traumatic event in the past. davison, (2012) stated that post-traumatic stress disorder is a mental illness which caused by someone who has a terrible, shocking, and dangerous experiences in the past. post-traumatic stress disorder happens to everyone without any exception. one of phenomenon of ptsd in real life is the effect after being positive with covid19. one of the researcher’s friends, ren, is diagnosed positive with covid-19 along with his two little sisters and one little brother corona (2020). one of his little sisters has passed away because she couldn’t recover from it. ren has post-traumatic stress disorder after he got positive covid-19 and lost his little sister. he became introvert, insecure, overthinking, and anxious. he is stressed out and easily gets panic attack because he lost his little sister. after he realized that he became so anxious and overthinking about everything, he went to iceo hypnotherapy in batam and realized that he diagnoses with ptsd. this is the example of ptsd phenomenon in real life. as stated in keyes et al. (2014), the sudden or unexpected death of someone is one of the factors for some mental disorders, including ptsd, major depressive disorder, panic disorder, and alcohol use disorders. the researcher discovered the phenomena of post-traumatic stress disorder in the novel entitled “cherry.” the novel was written by nico walker and published in 2018. “cherry” was a novel tells about a man named cherry who had posttraumatic stress disorder after he went back from military. he had a lot of traumatic experience when he was in the military. he had medicine dependence and being in love with a woman named, emily. both of them were in medicines dependence and eventually, heroin. because they did not have enough money to pay the bills for medicine, they became robberies and rob the bank. they also had a problem with drugs mafia. the searcher wanted to analyze the cause of post-traumatic stress disorder that happened to the character named cherry in the novel “cherry.” the dita marwati, gaguk rudianto cause of post-traumatic stress disorder portrayed in the movie cherry by russo brothers 54 reasons why the researcher used novel “cherry” as the data source, it was because the main character had struggle with post-traumatic stress disorder until he became a robbery and trapped in the trouble that he created. “the story of become addicted to heroin is that you can kill yourself really slow, but you felt really so great when you are doing it.” (25:00-26:15) from the quotation above, cherry said that he has had addicted to heroin. he had become addicted to heroin since he went back from military. it made him feel comfortable and calm when he used it because his ptsd. post-traumatic stress disorder has causes and symptoms like other mental illness. there are some causes that developed the post-traumatic stress disorder. the development of posttraumatic stress disorder is followed by traumatic experiences in the past. according to davison, (2012), there are three kinds of causes of post-traumatic stress disorder which are genetic cause, brain structure cause, environmental cause, and psychological cause. it can be seen from the following below. for the previous research, first there is retnowaty, (2019) discovered deixis in donald trump’s speech to un general assembly using theory by yule to analyse the data. the researcher also used descriptive qualitative to conduct the data. the result of the research there are five kinds of deixis in donald trump’s speech. there are 334 utterances found in the data. next there is astria et al. (2019). the researcher discovered types of deixis found in the students’ paper. the researcher analyzed the data using theory by levinson and yule. the researcher also used descriptive qualitative to conduct the data. the result of the research that the person deixis more dominant in student’s paper rather than the others. ilham, poli, and makka. (2019) analyzed the survival instinct of the main character in the novel entitled “the war of the world” by herbert george. the aim of the research to revealed the survival instinct of the main character of novel which were basic instinct, life instinct (eros), and death instinct (thanatos). the researcher used psychoanalytic approach by freud (1921). the data are taken from dialogues and narrations from the novel. the research revealed the survival instinct of the main character which are basic instincts, life instinct, and death instinct using freud (1921). qodariyah, rohamah, and sugiyani. (2017) discovered the psychological conflicts of the main character in the novel entitled “sharp objects” by gillian flynn. the researcher found two different types of psychological conflicts using the id, ego, and superego theory by freud (1921). the research used qualitative research method to conduct the data. the data are taken from the dialogues and narrations from the novel. the result of it is that the researcher found two types of psychological conflicts which are approach-avoidance conflict and avoidance-avoidance conflict regarding the id, ego, and superego theory by (freud, 1921). ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 55 from the previous research above, it can be concluded that both of the researcher using psychological approach to analyze the main character’s psychological problems. the researcher is going to use novel “cherry” by nico walker. the researcher wants to analyze the causes of ptsd using theory by davison, (2012) in the book “abnormal psychology.” when analyze about the causes of mental illness in the literary works, the researcher is not analyzing that the character and the story based on the real people or real story, but the researcher analyze about the mental illness that happened to the character represent the psychological experience of human beings in real life. method this research will be conducted with descriptive qualitative research to present the result of the research. the purpose of descriptive qualitative research is to conduct the data by collect them through documents, observation, interview, also investigate. according to creswell, (2013) that research design is the plan and the procedure for research to conduct the data collection and analysis. the result of descriptive qualitative research will be presented by using words and sentences so that the reader will be understand the intention of the research and the analysis of the research. in collecting the data, the researcher uses method by (creswell, 2013). according to creswell, (2013), the data collection procedures in qualitative research involve four basic types: observation, interview, documentation and visual image. observation is how the data observed and collected by the researcher. interview and documentation are about how the data is suitable to the objective of the research. there are some steps of collecting the data. first, the researcher will download and watch the movie “chery.” second, the researcher will read the whole script of the movie and watch the movie. third, the researcher will highlight and take notes of the dialogues and narrations that contain four causes of post-traumatic stress disorder in the movie. and the last, the researcher will classify the data based on the causes of post-traumatic stress disorder using theory by (davison, 2012). in analyzing the data, the researcher will be used theory by creswell, (2013) to conduct the data. the data will be analyzed with preparation, understanding the data, classifying the data, analyzing, and the last is making a conclusion (creswell, 2013). first, the researcher will be sorting or highlighting the data that needs to be analyzed. second, the researcher will identify and classify the dialogues and narrations based on the causes of post-traumatic stress disorder. second, the researcher will analyze based on the causes of post-traumatic stress disorder using theory by (davison, 2012). dita marwati, gaguk rudianto cause of post-traumatic stress disorder portrayed in the movie cherry by russo brothers 56 results psychology according to wellek & warren (1954), the study of psychology in literature is to analyzing the author’s personality, how literary work was made, the psychological types presented in the literary works and the characteristics of the characters’ personality, and the last is the effect of literature for the readers. generally, literature is related to the literary works, while psychology is related to human beings, personality, and mental processes (siswantoro, 2004). the study of psychology in literature is to understand the mental significance in literary works as long as the theme of the work is about human beings. the psychology related to the characters that portrayed in the literary works. the characters supported the literary works to know about the psychology problem in literary works. davison, (2012)stated that post-traumatic stress disorder is a mental illness which caused by someone who has a terrible, shocking, and dangerous experiences in the past. according to freud (1923), a mental illness for someone that have experienced with traumatic event in the past. the symptoms of post-traumatic stress disorder can be anxious, overthinking, depression, stressed out, trembling, shaking, crying out, sweating, and the worse is committing suicide. someone who has post-traumatic stress disorder has a vivid flashback in a particular time. they also have lack of sleep, anti-social, and difficult to concentrate over something. there are some causes that developing every mental illness. mental illness is not happened suddenly without any reasons. according to davison, (2012) there are some factors that developed post-traumatic stress disorder to someone who has traumatic experiences. genetic cause genetic cause is one of the factors to develop post-traumatic stress disorder. someone in family who has mental illness, such as anxiety disorder or depression, is at the higher risk to develop post-traumatic stress disorder to others in their family. for example when a mother has anxiety disorder in the family, and sometimes she shows action or reaction from the symptoms of her anxiety disorder. from that action or reaction, it will be a cause of post-traumatic stress disorder for her children. environmental cause people who have past or traumatic experience in the past are at the higher risk to develop post-traumatic stress disorder. it is because traumatic experience or crime victims develop depression and trauma which one of the causes of posttraumatic stress disorder. for example when people have traumatic accident in the ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 57 past, and in their present life it will be a cause of post-traumatic stress disorder. brain structure cause people who have different brain structure are at higher risk to develop posttraumatic stress disorder. there are certain areas of the brain which regulate the emotions and fear of traumatic events. it is different with someone who has normal brain structure. their brain does not regulate the emotions and fear towards traumatic events. for example when someone in the middle of traumatic experience. for people who have different brain structure, it will be a cause of post-traumatic stress disorder in the future. but for some people, their brain does not develop the experience to have post-traumatic stress disorder in the future. ` psychology cause people who struggle with mental illness, such as depression or anxiety disorder, are at the higher risk to develop post-traumatic stress disorder. for example, when someone has anxiety disorder and their action or reaction of the symptoms will be a cause of post-traumatic stress disorder to himself/herself. the researcher discovered causes of post-traumatic stress disorder in the movie “cherry” by the utterances and narrations by the characters in the movie. there are 10 causes discovered in the movie including genetic cause and environmental cause. discussion data 1 i didn’t go around kicking hajis in the face for no reason and i didn’t know anyone who did, but jimenez was dead and i was going to kick the haji in the face. i brought the kick as hard as i could, aiming centre mass. but i stopped halfway to connecting. it was all i could do to stay on the one foot and not fall on my ass. the haji got up and stretched and he shuffled out of the room. i can’t remember when it had occurred to me that maybe he was also retarded. i unfucked myself and went outside to see where the haji had gone. he was heading off into the fields, looking up into the sun. nobody touched him. (18:00-20:43) quotation above is explained about traumatic experience that happened to cherry when he was in the military. the most influenced experience that happened to cherry and caused him to have post-traumatic stress disorder was when cherry lost his teammates one by one. his group name in military was ‘cherry’ which from dita marwati, gaguk rudianto cause of post-traumatic stress disorder portrayed in the movie cherry by russo brothers 58 his own name. his teammates were jimenez, arnold, shoo, lessing, yuri, bautista, and cheetah who died at once in front of his eyes. the quotation above explained the events where jimenez found dead in front of his eyes by the hajis. as stated in the above quotation, cherry was not type of army who kicked off the hajis without no reasons. but at that time, the hajis was killed jimenez and cherry could not control himself because he lost one of his teammates. data 2 arnold came in. fuentes had relieved him. he said he’d heard on the radio that the three guys we had put on the helicopter were dead. it fucked me up; i was kind of devastated. they hadn’t looked like they were going to die. what had we missed? (22:00-23:30) the quotation above is explained the cause of post-traumatic stress disorder suffered by cherry. when he first ever arrived at iraq, he helped three guys from the war. couple weeks ago, he heard that three guys that he helped were died. as a human being, he helped that three guys and he must left them because he needs to go to another combat mission. but the three guys were died. this is the traumatic experience that makes cherry has post-traumatic stress disorder in his future life. feeling sorry and guilty for what happened to the three guys triggered him into having post-traumatic stress disorder. data 3 he said, “is there anything you want to tell me?” he hit the boy some more. the boy took it quietly. his legs buckled but the sergeant had him by the neck. no one said anything. the sergeant hit the kid some more. he had his mind made up to hit the kid for a while, so he did. and it was meaningless because we were looking for some dead men. they’d died and gone to the internet. that’s where people go when they die these days. at least when they die like that. (30:00-33:12) quotation above is explained about terrible experiences suffered by cherry. he tried to find a dead body and bring it to the camp so that they can investigate it. but another platoons from the army slaughtered a haji family in front of cherry’s eyes. he saw a kid was beaten up by an army guy. he tried to help the kid but the he cannot beat the power of the army guy. he was just stood there and crying while the kid was beaten up by the army guy. this is one of the causes of post-traumatic stress disorder suffered by cherry while he was served in the army. data 4 it didn’t work out. it was 70% my fault. i’d been getting into the oxycontin pretty hard, and it made me feel a type of way so as i wasn’t about taking ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 59 any shit from her. also i was pretty fucked in the head, and i was being a sad crazy fuck about some horrors i’d been through. it’s true that you go through some horrors and it fucks you up. i don’t care what violent motherfuckers say; if it doesn’t fuck you up then it’s only cuz you’re just too fucking stupid. still there’s no use being a sad crazy fuck about it because you kill yourself like that. and i was seeing ghosts. and i was talking too goddamn much. and i was making her miserable. i guess i wanted her to feel like shit. from the quotation above, it can be seen that the horrors from what happened in the military is still haunted him. the cause of traumatic experience that happened to him in military caused him to have post-traumatic stress disorder. from the quotation above explained that he has been a sad person because the horrors of military that he had been through. it makes him hallucinated every day. data 5 because of all the horrors that haunted him, i become fucked up. i’ll try to use his xanax. but it won’t stop. it is because of him. i need to deal with this ptsd. sometimes i cut, and it healed. but it hurts. (14:13-16:00) from the quotation above, it can be seen that emily has post-traumatic stress disorder because she dealt with cherry and his post-traumatic stress disorder every day. she needs to calm herself down while cherry also needs to be calmed by her. she struggles with post-traumatic stress disorder because of cherry. genetic cause is one of the factors to develop post-traumatic stress disorder. someone in family who has mental illness, such as anxiety disorder or depression, is at the higher risk to develop post-traumatic stress disorder to others in their family. even though they are not family, but they were living together. data 6 he blames me for everything. but i cannot blame him for what he did. he has depression for over 18 years and i need to deal with it every fucking day. what am i supposed to do with that? i just want to kill myself for all the shits i have been through. (18:00-19:19) from the quotation above, it can be seen that emily also got his post-traumatic stress disorder form her father. emily explained that she dealt with her depression father for over 18 years. she has been through all her problems by herself. she struggles with her depression father and now she also struggles with post-traumatic stress disorder that she got from her depression father. genetic cause is one of the dita marwati, gaguk rudianto cause of post-traumatic stress disorder portrayed in the movie cherry by russo brothers 60 factors to develop post-traumatic stress disorder. someone in family who has mental illness, such as anxiety disorder or depression, is at the higher risk to develop post-traumatic stress disorder to others in their family. data 7 cherry: “yeah i feel anxious sometimes” psychiatrist: “how long you have been through that?” cherry: “since i broke up with emily” (34:55-37:02) the conversations above uttered by cherry and his psychiatrists. cherry explained about what he felt these days. he said he sometimes felt anxious. and the psychiatrist asked him how long he has been through that. cherry answered since he got divorced with emily. from here, it can be seen that cherry got his posttraumatic stress disorder since he was divorced with emily. data 8 cherry: “don’t go you stupid ass, i got you. fuck i don’t want to lose you. this is going to kill me.” the blood is still bleeding. he got shots by the hajis. shoo got his last breathe. he died. i need to struggle again with my depression and one of my teammates died. shoo also has the same problem like me. he is my bro. quotation above is explained about traumatic experience that happened to cherry when he was in the military. the quotation above explained the events where shoo was died in front of him. as stated in the above quotation, shoo got shots by the hajis and cherry cannot help him. it can be concluded that one of the causes of post-traumatic stress disorder that happened to cherry is when shoo died in front of him. data 9 cherry: “i saw them slaughter the army. but i cannot do anything. it kills me. it is stuck in my head. i’m trembling.” the horrors from the army haunted me. i saw some armies from another platoons being slaughtered by the hajis. i got panic attack. from the quotation above, it can be seen that the horrors from what happened in the military is still haunted him. the cause of traumatic experience that happened ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 61 to him in military caused him to have post-traumatic stress disorder. from the quotation above explained that he saw the armies being slaughtered by the armies and he got panic attacks after remember about that. data 10 the car accident remembers me about that day. when we drove around the deserts. the car behind us got bombed by the hajis. two of my teammates died. i got panic attacks after that every time i remember about that day. from the quotation above, it can be seen that cherry explained one of the causes of post-traumatic stress disorder that he got when he was in the military. cherry and his teammates drove around in the deserts but then the car behind them got bombed by the hajis. he got post-traumatic stress disorder after that event. conclusion post-traumatic stress disorder or mostly people called it as ptsd is one of mental illnesses which cause by traumatic experience from the past. post-traumatic stress disorder portrayed from the main character in the novel “cherry” by nico walker. there are two limitations of the problem in this research, which are; (1) the causes of post-traumatic stress disorder that happened to the main character in the novel “cherry” by nico walker; (2) the symptoms of post-traumatic stress disorder that happened to the main character in the novel “cherry” by nico walker. the causes of post-traumatic stress disorder that happened to the main character named “cherry” in the novel “cherry” which is environmental causes and genetic causes. it is based on traumatic experiences that happened to the characters in the movie while he was an army medic in iraq war. as an army medic, cherry becomes familiar to dead bodies or any traumatic experience that happened in the war. especially when he saw his teammates died in front of him. those traumatic experiences caused him to have post-traumatic stress disorder. acknowledgement first of all, the researcher wants to say thank you to god and mr. gaguk rudianto who gives her suggestion and helps her to improve her knowledge in literature. the researcher also wants to say thank you to friends who always there to help her and give her any suggestion to improve her research. in addition, the researcher wants to say thank you to iain palopo that wants to publish this research online. hopefully, this research can help the readers to understand about psychology portrayed in the literary work. dita marwati, gaguk rudianto cause of post-traumatic stress disorder portrayed in the movie cherry by russo brothers 62 references astria, a., mujiyanto, j., & rukmini, d. 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(1954). rene wellek, austin warren theory of literature (p. 3). https://drive.google.com/file/d/1bpkg2hdkcv6vil1tugczl3y8znlk6go5/vie w?usp=sharing https://doi.org/10.24256/ideas.v1i1.126 the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 426 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 2, december 2021 pp. 426 437 an analysis of teacher’s technique speaking on class during covid-19 at second grade of junior high school enzelina sinaga1, ramauli rajagukguk2, surliyah ningsih3, rahmawati4 enzelina.sinaga25@gmail.com english education department, university of prima indonesia, medan, indonesia received: 06 december 2021 accepted: 14 december 2021 doi: 10.24256/ideas.v912.2337 abstract this study focuses on the method used by teachers in carrying out learning during the covid19 pandemic, namely distance learning (pjj). this will allow you to learn optimally, effectively, and correctly. this study explains teacher techniques in teaching specs during the covid19 pandemic. this study uses a descriptive qualitative approach. the subject is an english teacher in class viii. data collection methods in this study were observation, interviews, and recording. two learning methods are used when analyzing online teacher learning methods that support virtual media. one of them is the mapping method through the google classroom application; the results of the answer sheets were collected directly at the school, then the second learning method became a problem. q&a via zoom meetings and whatsapp groups. this study concludes that the teacher's strategy in teaching speaking at smp swasta amalyatul huda medan during the covid19 pandemic can be seen in terms of educational goals, educational approaches, and methods. so that this study resulted in an assessment of the results of the use of teaching techniques carried out by english teachers, namely the standard of success was excellent (100), perfect (90), good (80), average (70), poor (≤60). thus, researchers hope teachers can create creative and fun learning through appropriate strategies during the covid-19 pandemic. keywords: analysis, teaching, speaking, covid-19 http://u.lipi.go.id/1457703302 mailto:enzelina.sinaga25@gmail.com ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 427 introduction speaking is an interactive process for constructing meaning, involving generation, reception, and information (brown, 1994; burns & joyce, 1997).oral skills are usually acquired after mastering listening skills (heaton, 1988). because in general, after someone listens, he creates a "language product" that can speak (setiawati, 2016).through speaking, a speaker (speaker) communicates to convey the intent and purpose. in the technique of speaking that is learned in the form of pronunciation of english words, the ability to speak is active english, which means that a person must perform to be able to talk to english actively. there have been many previous studies on english teachers' speaking techniques in teaching during the covid-19. nabilah conducted previous research. this research is about teachers' application of distance learning during the covid-19 pandemic at smp n 3 bringin. previously the first was done by nabilah. this research is about teachers' application of distance learning during the covid-19 pandemic at smp n 3 bringin. this study aimed to identify the implementation of teacher distance learning during the covid-19 pandemic and to find out the strategies and media used in carrying out learning during the covid-19 pandemic. the research method used is qualitative research with qualitative descriptive methods, namely interviews, coding, classification, and documentation. this study found that distance learning is a learning activity carried out indirectly and requires the right media for learning to occur. the implementation of distance learning has several advantages and disadvantages. however, there are more drawbacks. this is because this is the first time that distance learning has been implemented during the covid-19 pandemic. arya fitri conducted the second research. this study focused on the strategies used by teachers in carrying out learning during the covid-19 pandemic. namely, distance learning (pjj) can run effectively, optimally, and run well. this study aims to describe teacher strategies in teaching spacing during the covid-19 pandemic. this study uses a descriptive qualitative approach. the research subjects were the viib grade english teacher and the vii b grade students. data collection techniques in this study were observation, interviews, and documentation. the study results indicate that the teacher uses an expository strategy that emphasizes the teaching and learning process directed at achieving learning objectives. the analysis of online teacher learning methods with virtual media as a means of support used two teaching methods: the first assignment method through the google classroom application. collected the results of the answer sheets directly to the school. questioned the second learning method asked the second learning method. and answer via zoom meetings and whatsapp groups. the conclusion obtained from this study is that the teacher's strategy in teaching speaking at prabumulih junior enzelina sinaga, ramauli rajagukguk, surliyah ningsih, rahmawati an analysis of teacher’s technique speaking on class during covid-19 at second grade of smp swasta amalyatul huda 428 high school during the covid-19 pandemic can be seen from teaching objectives, teaching approaches, and teaching methods. meanwhile, the flexibility makes some students motivated, but some are lazy and choose to procrastinate. however, the teaching and learning process is still carried out by the amalyatul huda private middle school in medan virtually or often referred to as online classes. akbar yuli setianto, said "flexible curriculum: "learning ways out in the covid-19 period", in independent learning: online learning amid the covid-19 pandemic, ed. jamaluddin (our writing foundation, 2020), we write. id. the more sophisticated the technology, the more diverse the media used by teachers to teach. some of the media used by teachers have been determined by the amalyatul huda medan private middle school, namely whatsapp groups, google classroom, zoom, etc. the point is also in the e-learning learning process, where the online learning process is visible to various parties such as teachers, students, or parents (rahmawati, 2020). in the process of learning english, the teacher is the primary source who provides techniques to students. they have an essential role in improving students' speaking skills, and of course, teachers must master speaking techniques in teaching first. based on the description above, it is necessary to look at the speaking techniques of english teachers in teachingenglish. smp swasta amalyatul huda medan is one of the school institutions located in medan. based on the smp swasta amalyatul huda medan syllabus (2021), there are four skills: writing, reading, speaking and listening. english subjects are held three times a week. this study focuses on what techniques are used by teachers in teaching speaking during the covid-19 pandemic. in the process of learning english, the teacher is the primary source who provides techniques to students. they have an essential role in improving students' speaking skills, and of course, the teacher must master speaking techniques in teaching first. based on the description above, it is necessary to look at the english teacher's speaking techniques in teaching english. based on these conditions, the researcher was interested in conducting a study entitled: "an analysis of teacher's technique and media in teaching speaking during the covid-19 pandemic at second grade of smp swasta amalyatul huda medan”. method in this study, the researchers will be use a collection technique with descriptive qualitative research methods to analyze what speaking techniques the teacher uses when teaching and to identify the media used when teaching during the covid-19 pandemic. researchers will be analyze the speaking techniques and media used when teaching during the covid-19 pandemic using qualitative research methods. ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 429 qualitative research will be by collecting data through observation or interviews with participants. the researcher is the person who actually collects the information directly. qualitative research is a research method that does not tend to use questionnaires or the like developed by researchers themselves. research is often conducted directly by visiting the location or place (school / home) of participants to conduct research that aims to develop a level of research detail. the research subject was an english teacher in the second grade of smp amalyatul huda medan. the second grade has 3 classes and 3 english language teachers. the subject from which the data is obtained is the source of the data. the data obtained in this study were obtained by using observation and interviews in data collection. technical teacher in teaching speaking. the use of techniques in the online learning process is essential, where during the pandemic, the face-to-face learning process is blocked, so students are forced to study from home or remotely. in choosing the technique applied in learning, the teacher cannot choose arbitrarily. must adapt the choice of method to the circumstances of the school environment, classroom conditions, student circumstances, and learning objectives. mrs. sakinah s.pd as an english teacher for class viii smp amalyatul huda medan explained that the general method used when teaching online is as follows. "my fellow teachers and i use the distance learning (pjj) method, as determined by the minister of education and culture nadiem makarim. this method is the most appropriate solution to use during the covid-19 pandemic situation.” this is a challenge for english teachers at smp swasta amalyatul huda medan in the current pandemic period, especially in teaching speaking material. even though learning online, learning english, especially speaking material, still has to be done even though you can use applications such as zoom meeting. google and whatsapp meeting. for the teaching and learning process to continue with the help of applications available in today's modern era, there is the interaction between teachers and students in mastering online learning. indeed, the phenomenon in the field shows that online learning requires a large amount of internet quota and the stability of the internet network. suppose there are problems regarding the signal and the limited internet quota students have, then mrs. sakina s.pd provides a solution to utilize whatsapp groups as an application or study room by using the voice note application on whatsapp and utilizing google classroom. this effort was carried out as an alternative to the online learning system to keep it running at smp swasta amalyatul huda medan. teachers teach at schools as usual by implementing health protocols, and students study at home. enzelina sinaga, ramauli rajagukguk, surliyah ningsih, rahmawati an analysis of teacher’s technique speaking on class during covid-19 at second grade of smp swasta amalyatul huda 430 types of technique for teachers teaching english online techniques are facts that are used during the learning process take place (sugandi: 2004:15). in this case the teaching staff can use different techniques even though the method used is the same. speaking techniques for students must use techniques that are fun and not boring. many people think that learning speaking is complicated and requires students' courage to produce speech. this is what teachers are often afraid of. after knowing the data collected through an online survey, the researcher discovered what strategies most junior high school teachers used to teach writing. before learning to teach, the teacher prepares a lesson plan, especially the system. the method used by teachers are: 1. discussion/conversation after content-based lessons, the discussion is used by teachers for various reasons. the teacher guides the students to discuss to a conclusion, share ideas about an event, or find solutions in their discussion groups. before the discussion, the teacher must set the purpose of the discussion activity. this way, discussion points are relevant to this goal, so students don't spend their time chatting about irrelevant things. for example, students can engage in agree/disagree discussions. in this type of discussion, the teacher can form groups of students, preferably 4 or 5 in each group. then each group works on their respective topics according to the group for a certain period and presents the results of their discussions in front of the class. 2. role play one of the other ways that teachers use to improve students' speaking skills is by playing role-playing. students pretend that they are in various social contexts and have different social roles. harmer (2002) which states that roleplay is fun and motivate, build confidence yourself and give opportunities to students to use variety wider language with put the “outside world” in class. in the "role-play" activity, the teacher provides information to students or students about who they are and what they think or feel. thus, the teacher can tell students that "you are ariel, you went to the doctor and told him what happened last night, and ..." (harmer, 1984). 3. story telling students may briefly summarize stories or stories they have heard from previous people or create their own stories to tell their classmates. storytelling fosters creative thinking. it also helps students express initial, developmental, and final ideas, including the characters and settings a story should have. students can also tell riddles or jokes. for example, at the start of each class session, the teacher ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 431 might call on several students to say a short riddle or joke as an opening. in this way, the teacher will improve the students' language skills and get the attention of the class. 4. speech speech is a speaking activity that uses sentences with a good structure, more formal language, and ways to deliver different information (lucas 2001:7). the teacher directs students to develop a topic that has been provided previously and is practiced directly in front of their classmates. in this situation, the teacher has a significant role in motivating students to learn. however, the teaching and learning process will not succeed if the teacher is not professional and competent in their field. in addition, to be a good educator, the teacher must also understand and understand the character of each student. uniting these characters, the teacher must have the right strategy in teaching speaking because it is known that every student must have a different character, especially during the covid-19 pandemic. in general, students often think that learning to speak during a pandemic is complex, making them unable to understand it. based on the results of interviews with english teachers, namely, mrs. winastri s.pd, ma’am sakinah s. pd and also miss della tria putri s. pd also expressed the same opinion about the response of most students to speak the lesson, as told in the interview sources with researchers below: "yes, it is true. it turns out that students are less enthusiastic about learning. they can't understand the lesson well, especially the speaking lesson, because they have to practice it directly in class. therefore, i try to develop learning according to strategies so that the online learning process becomes interactive.” mrs. winastri s.pd expressed some of the obstacles he experienced while teaching during the covid-19 pandemic. “each student must have a different character and opinion about what they see and how they feel when learning online. there are even students who say that online english lessons make them confused.” this opinion was expressed by maam sakinah s.pd. it is different from the opinion of miss dela tria putri s. pd, she said: “during the learning process, students' limited internet quota sometimes causes some students not to receive material evenly. not only in the english subjects that i bring, but some teachers also experience the same thing." enzelina sinaga, ramauli rajagukguk, surliyah ningsih, rahmawati an analysis of teacher’s technique speaking on class during covid-19 at second grade of smp swasta amalyatul huda 432 "learning english online is difficult, but the way mrs. winastri s. pd teaches always gives us interesting material, from learning to make short stories and dialogues and showing them directly during zoom classes to help us understand speaking material," said tesalonika. one of the eighth-grade students taught by mrs.winastri s.pd then besides tesalonika, there was another student named jennifer who also agreed with tesalonika. jennifer shared her impressions about english subjects to researchers through joint interviews with researchers as below: "we like it when we learn to talk with the help of the media, especially with videos that contain live practices that we carry out according to the material and directions from miss della, namely making interesting story scenarios and playing roles that have been made before." another impression felt by students who mrs. sakinah s. pd taught, novita told her enjoyable experience during online speaking lessons: "we are most interested in the speech material given by mrs. sakinah because apart from developing the topics that have been given, we are also taught how to pronounce during speech practice during zoom and also how to adjust facial expressions, or the intonation used." students must actively interact and communicate in learning to speak, so the strategy is fundamental to be applied in the learning process. based on data analysis of interviews with english teachers at smp swasta amalyatul huda medan, the types of techniques and media used in online learning are expository techniques. they said that "the type of expository learning strategy that i use in online learning, with expository techniques in learning to speak emphasizes the process of conveying material orally from a teacher to students with the intention that students can master the subject matter optimally." based on direct observations by researchers, english teachers at amalyatul huda middle school medan can optimize expository learning strategies for class viii students in speaking material because if they are not optimal teachers, students will not receive learning well. mrs. winastri s. pd, mrs. sakinah s. pd and mrs. della tria putri s. pd applied exposure techniques with the principles of expository learning. the methods are goal-oriented, communication principles, ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 433 and sustainable principles. teachers' expository process aims to overcome students' learning difficulties individually and solve problems during the covid-19 pandemic. as stated by several grade viii students of amalyatul huda private junior high school that the subject of english with online speaking material is indeed tricky but with the help of media, namely zoom, whatsapp group, and google classroom, it reduces the difficulty. the teacher must control the conditions as much as possible, namely by using various appropriate strategies. the purpose of using the correct system is to take online lessons well, don't get bored, don't feel bored, and catch the material taught by the teacherwell. types of media used by teachers in teaching speaking during the covid-19 pandemic communication media is also used as a study room.in the teaching and learning process, it is inseparable from the role of a teacher.the teacher has a significant role in the online learning process because it is the teacher who will guide students, understand students and correct if there are errors in students' thinking.various online learningapplications used by teachers during the teaching and learning process include: 1. whatsapp groups one of the media used by teachers when carrying out online learning. communicate in writing with all students and also for the provision of materials to be taught. anwar &riadi (2017: 3) define whatsapp as a chat application that can send text messages, images, sounds, locations, and videos to other people using any smartphone. 2. zoom meeting zoom is a video conferencing service that users use to chat online using cloud computing technology and 256-bit tls encryption security. zoom was eveloped by zoom video communications, inc., headquartered in san jose, california, united states. zoom was founded by former cisco webex executive eric yuan in 2011 and launched publicly in 2013. due to the time the covid-19 pandemic occurred and required students to study at home (online), zoom helped run the learning process itself. in this process, the teacher and students can interact directly, such as the teacher explaining the material given and students who can do reciprocity with the teacher. 3. google classroom the last media used by teachers when teaching during the covid-19 pandemic was google classroom. this media is used as a place for collecting assignments by all students. understanding google classroom is a free web-based platform created enzelina sinaga, ramauli rajagukguk, surliyah ningsih, rahmawati an analysis of teacher’s technique speaking on class during covid-19 at second grade of smp swasta amalyatul huda 434 to facilitate the learning activities of educators and students. google classroom is also one of the most critical media when going online as it was back then because students can submit assignments through google classroom without having to come to school to collect duties. the lecturing strategy is done by the teacher by giving explanations through google meet. the meaning of the lecturing technique is in accordance with the assessment of (sutherland,1976) so it can be concluded that the learning of english language materials with online speaking brought by all english teachers in class viii was achieved according to the learning objectives and went well according to the learning techniques chosen as the right techniques during the covid19 pandemic. in addition, the results of this study show similarities with the journal by eva rahma mintia “an analysis of teaching and learning speaking through audiovisuals during the covid-19 pandemic in the first semester of the eighth grade of smp negeri 2 penengahan the 2020/2021 academic year". of course, it is very different from learning techniques that were not carried out during the covid-19 pandemic. before the pandemic, smp swasta amalyatul hudaused a teachercentered approach, but during the covid 19 pandemic, there were variations in the techniques used by teachers, namely expository techniques after research on expository techniques could be followed by students when learning online. difficulties in online learning can be overcome by learning techniques that have been used by english teachers in class viii, because there is an assignment method that can train students to understand the learning material and achieve their learning goals while studying at home conclusion based on the results of data analysis conducted by the research, it can conclude that the teaching objectives are formulated by the online learning system, namely the teacher can carry out speaking lessons well such as discussion/conversation, storytelling, speeches, and role play smoothly, seen from observations during the process. they are learning at the learning exploration stage. while skills follow the speaking approach in understanding learning in learning english, the research concludes that students can interact with their peers through the media used by teachers during online education, namely forum zoom (for example, the teacher directs students to do storytelling). and also a speech witnessed directly by the teacher and also his classmates) the understanding approach is considered most suitable for the online learning system. then the online teacher learning method with virtual media as a means of support uses two learning methods: the assignment method through the google classroom application. the 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(2019). keterampilan berbicara dengan pidato. https://doi.org/10.31227/osf.io/hzk2v the particular dialect or language that a person chooses to use on any occasion is called a code 53 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 2, december 2021 pp. 53 72 sex stereotyping towards black gay man in moonlight movie: a queer study nabila putri ramdhany1, ali mustofa2, 1nabilar63@gmail.com 2alimustofa@unesa.ac.id english language and literature department universitas negeri surabaya jl. lidah wetan, lidah wetan, surabaya, indonesia received: 12 july 2021 accepted: 15 december 2021 doi: 10.24256/ideas.v9i2.1973 abstract this study seeks to find sex stereotypical on black gay men from berry jenkins' moonlight (2016) using the queer perspective. sex stereotyping is an act when someone has a preconceived conception of how someone should be, act, or behave based on that person’s sex. moonlight discusses chiron's struggles with sexuality and personality, including his increasing physical and emotional violence. by adapting queer theory perform by judith butler's book bodies that matter: in the discursive limit of “sex” it answers the aim of the study. in their book, butler explains and breaks down the performativity of sex and body and how culture shapes them. in doing this study, both textual and film visual analysis will be applied to the following discussion: 1) determine forms of sex stereotyping in moonlight; 2) reveal sex stereotyping towards black gay men exist in society in moonlight. throughout the analysis, stereotypical sex that happened toward chiron struggling to cope with his culture as a black gay man formed chiron’s alienation, heteronormativity, and homophobia. this act of stereotypical sex based on their skin color represent a backlash against their people. keywords: black identity; queer : sexuality; stereotype, http://u.lipi.go.id/1457703302 mailto:2alimustofa@unesa.ac.id nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 54 introduction people of color have significantly resisted the existence of various social ideologies that call into question basic norms. according to the additive approach, inequality grows proportionally as each stigmatized identity is added (preddie, 2020). for instance, by mixing race and sexual orientation, black gay men will be undoubly marginalized. we face difficult compatibility and preference challenges if we break from this norm, challenge the notion that sexuality represents its ideals and priorities. in the current time, we live in a society where everything should be labelled. otherwise, people will consider them as unusual and peculiar. according to ut dallas a student counseling centre, sexual identity is multi-dimensional; it occurs on several levels, each of which encompasses infinite diversity and possibility. the increasing number of people in the lgbt spectrum who are less aware of their sexual orientation and the mixed understanding of race, differences in skin colour have ultimately made several communities such as asians, mexicans, and even blacks become easy targets for sexual violence. in this study, the form of sexual violence can be performed through mental and physical. several researches explore gender study and identity study; however, the lack of literary study that conveyed sexual stereotype within the community is why this study is purposed. jared hudson’s “why all the limp wrists? black gay male representation and masculinity in film”; a journal article by christopher d. petskoa, and galen v. bodenhausen “racial stereotyping of gay men: can a minority sexual orientation erase race?” and “masculinity research and global change” by raewyn connell. from these previous studies, the depiction of race and sexual orientation issues can lead to stereotyping of sex. black gay men tend to get unhealthy behavior such as heteronormativity, toxic masculinity and so on from outside and within their community. through these research journals, further study can be carried out using the perspective of sexuality. these journal articles will also be used to help corroborate the arguments in this study. therefore, applying a new perspective to black gay men and sex stereotypes' issue, this article uses queer theory to approach any kind of sex stereotyping and black gay men affiliation. this study then proposes a queer analysis to determine and reveal why sex stereotyping happen towards black gay men in their society. sex stereotyping on black gay men in films cannot be underestimated because they are forms of cultural representation, and people's reactions toward sexual behavior by a person will influence people's actions in the future. the stigma of sexual preference has been a means to limit people to an understanding of sexual behavior. in moonlight, a coming-of-age movie, berry jenkins reveals how sex stereotyping upon black gay men. several issues are depicted in the movie through a queer perspective and therefore affect black men’s sexuality. hence, being a queer as black gay men these days were obstacles to being accepted by societal norms. examining sex stereotyping through movie, this study aims to raise awareness and erase the stigma of heteronormativity and homophobia toward people of color. this ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 55 action consciously or unconsciously stereotypes people of color especially on their sexual orientations, preferences, and their behavior. since this study will depict masculinity and heteronormativity as the main results, raewyn connell's theory of men and masculinities will be applied as well. connell’s thoughts regarding gender and masculinity have been elaborated to a broader view. he stated that hegemonic masculinity is still valid, but it should not be linked with violence. we must pay close attention to inconsistencies in hegemonic masculinity's definition which is still essential; however, it should not be used to justify others’ sexual preference, behavior, and orientation which result in injustice or improvement (connell, 2012). using connell's insights of masculinity, this article will acknowledge some proofs on how sex stereotyping could form heteronormativity which in fact is influenced by masculinity among black gay men. moreover, because the essence of this study discusses the sexual identity of a character in the moonlight film, the writer adopted the queer theory from judith butler and analyzed the issues using film language considering that the data collected from the moonlight movie itself. butler's ideas in her bodies that matter on the discursive limits of "sex” are used to strengthening arguments about sex stereotyping on black gay men in moonlight. butler's view of the body, sexual orientation, and people's views on sex stereotyping can explain that these problems occur because of the subjectivity factors of individual social life, culture, and mental support. butler’s bodies that matter: on the discursive limits of "sex." underlines the body's problems through sexuality lens. butler also explained several aspects that lead to stereotyping of sex is resulted by how bodies are intertwined with race and sexual orientation. in the book's introduction, butler stresses that sex is not just a factual or common category but also a normative one. further, this book will also help determine the impact of each stereotype that moonlight has depicted by understanding race and sexuality altogether. individual bodies have been found valuable, according to butler (e.g., gay/black ones). two senses of "matter" are fundamental to their account: the matter (materiality) of the body and the question of which bodies matter. thus, butler's book will validate the argument made in this study as legitimate proof. method this study is a literary review that uses a literary contextual approach. a context-based literary approach considers that a certain question discovered in literature research can be interpreted from a point of view taken from another discipline. also, the data collected comes from the movie's scenes; this analysis also employs visual analysis. body language, gaze, cinematic language, and a conversation between the main character to others. the data from the movie source nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 56 will then be analyzed using queer theory written by judith butler. the author will be performing three steps to achieve the answer to research questions: 1. watching moonlight thoroughly which movie scenes are supposed to have a criterion needed. 2. a close examination in selected scenes related to sex stereotyping towards black gay men 3. discuss related scenes using film language and applied the above theories as needed. the term sex stereotype concerns stigmatizing people towards different sexual behaviors, sexual orientations, and gender-related problems. queer perspective is a critical theory framework developed in the early 1990s out of queer studies and women's studies. the study also addresses intersex, cross-dressing and sexuality, gender ambiguity, and surgery to affirm gender (miller, 2019). simply put, queer study is a framework that addresses the oppressive power of dominant norms, especially those relating to sexuality, and the misery they cause to those who are unable or reluctant to live according to those norms. butler's theory about body and sex through queer perspective and mulvey’s understanding of language of cinema through “visual pleasure” and connell’s understanding of masculinity are used to analyzing sex and the affiliation of culture and skin color. since it is difficult to decide an individual's sexual orientation without first determining the individual's sex, sexual orientation discrimination is often "because of sex."(debbie & kaminer, 2020) this study conveys stereotypical sex that occurs within gay men and the black community. the representation of black gay men in moonlight has brought the stigmatization of people of color widen. their urge to accept societal norms in their community has decreased and many aspects formed through this action. results and discussion sex stereotyping and chiron’s alienation numerous films involving black gay people are often depicted with the same view: they are frail, submissive, and, above all, effeminate. this portrayal further oppresses an already oppressed community by turning the black gay individual into a stereotype, which ignores the various identities of those men (hudson, 2019). moonlight is a story of a sensitive young black man (chiron) who feels pressure by his hyper-male miami environment to deny his sexuality and actual self. therefore, a stereotyping act is very likely to draw our attention to the way persons and communities are portrayed, but the term cannot also operate in the capture of the meanings associated with absence, exclusion, or even inclusion (negative). the film stands out for its form and content, how it has been made, what the story is about, and the seamless way to combine that "how" and "what" together. the film has ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 57 drawn such sober and praise from critics and audiences. moreover, sex is a biological division of the type of sex. for example, men and women have different reproductive organs, both from inside and outside, and the types and levels of hormones in men and women's bodies. these are called primary sex characteristics. simply put, sex is genitalia that determines whether someone is or not male or female. therefore, sex stereotyping is an act to categorize this sex merely because of the psychical appearance and behavior (miller, 2017). this study found continuity between the actors' performances, yet they are not the same person to an external observer. the choice discusses the link between the external persona and the inner self. chiron's personality is continually influenced by how his culture perceives and labels him and how he reacts to that communal understanding. sex upon this side, according to butler, is not merely a factual/normal category. butler suggests that some bodies (for example, those heterosexuals, white) were made valuable, while others were created like objects, such as gay/black ones (itulua-abumere, 2015). on one hand, this perspective of gender and the body is uncertain since gender is pictured “absorbs and displaces” sex. butler, on the other hand, continually insists that the concept of sex itself is problematic (butler, 1993, p. 29). sex is not a fixed entity but a perfect construct. because of how the perception was put into chiron’s life, he cannot express himself as a black gay man. there is a link between race and sexual orientation that does not meet society’s norm, leading to alienation. in phase i, little chiron is trying so hard to fit in yet failed. chiron is black yet still got the stereotype and discrimination treatment from his community because he looks and acts, unlike other black people. moreover, the act of sex stereotyping can form a social alienation. oxford language defines alienation in the psychiatric field as depersonalization or loss of identity. the self seems unreal, believed to be triggered by social problems and the resulting prolonged suppression of emotion. the community's behavior towards chiron is a valid reason why chiron kept distancing himself from them. recognizing the varying standards to which men participate against replicating dominant forms of masculinity and thus overcome the cultural acceptance of gender approach (wedgwood, 2009). hence, his community did not even guide and enlighten him but instead alienated him as if he was not one of them. even in phase i, paula, chiron's mother, realized that her child was different from the others from the way he walked. however, unlike a mother, paula distanced herself from her child and chose to use drugs to escape. moonlight continuously works to convey from moment to moment the inner nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 58 world of chiron. moonlight uses circular shots to indicate a part of the feeling. early on there is a scene of boys playing on a field to exuberant classical music. the smooth circular camera captures their feeling of relief and happiness within the group. the scene then breaks off to see little, who does not feel part of that group. chiron is constantly excluded from kids his age; he felt like he does not belong. that act of alienation also came from sex stereotyping act in why the community knows things about chiron before he knows them about themselves (barry jenkins — with the team that made moonlight | tiff 2016 youtube, 2016). from there, not only does he feel even more alienated he also feels insecure about himself. scene 1. chiron is continually isolated from kids his age, making him feel as though he doesn't belong. this act of alienation paused when kevin entered chiron’s life. kevin pursues a significant change as chiron grew. before emerging into chiron’s teenage life, there was one beach scene where juan and chiron talk about life. juan teaches chiron to swim; there, we can see that the camera motion act like a wave that washes away chiron’s inner anxiety. afterward, there is this monologue of juan advising chiron: “in moonlight black boys look blue, you blue. at some point, you got to decide for yourself who you’re gonna be. can’t let nobody make that decision for you” (blue et al., 2016) thus, being said by juan, as chiron’s role model, can be depicted that in light of moonlight, with “night” acting like a shield or mirror, black men, or chiron in this case, can only give up their true self and throw away their unnecessary masculine personalities whom black people must use to survive every day. chiron has to deal with any questions regarding his sexuality, even at such a young age. typically, kids his age should not be known to the word “faggot.” insofar as a hegemonic straight culture can feminize black queer men, there is an adequate functioning of that feminization in the performative component of the ball, an aspect of the already established identity of faggots and women, the feminization of the faggot, the 00:13:38 ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 59 feminization of the black faggot, which is the black feminization (butler, 1993, p. 132). hence, the word ‘faggot' among the black community is more offensive and shameful than the ‘n’ word. black people frequently use the ‘n’ word as a pride over their race that outsiders cannot use it. it is different from the word ‘faggot', which people commonly used as a derogatory sentence to gay men. however, in chiron’s case, the use of the word ‘faggot' makes chiron, an outsider from his community. they consider chiron as feminine and do not belong to black culture. scene 2. chiron asking juan if he is a faggot. the word ‘faggot' makes chiron, an outsider from his community nevertheless, even though kevin is another person who can somehow make chiron a little more accepted, there are still factors that destroy it. onto phase ii, the alienated begins again when chiron loses juan, his father figure, and his mother getting so much worse. for example, it can be seen that chiron has to deal with pain and anxiety again. in a scene of him standing after the blue stripes wall, he shines blue. the blue stripes symbolize his despair, as to why chiron seems to be haunted by that color ever since juan told a story that "black boys look blue..." moore strives to prove that this alienation is a global victim of black people. another example is when the young bully terrell engineers hit chiron and pressing kevin to hit him, the circular shot comes back again. the circular shot is menacing as the camera focuses on terrell; it can be seen that the in-crowd's peer pressure can be a terrifying damaging force. connell saw sex as a social disparity mechanism or system, with its interpretation and inner difficulties (connell, 2002). as a result, being identifiably black for black men includes black male characters who are frequently influenced by stereotypically rugged masculinity. according to the additive approach, social inequality increases with each negative stereotype because race and sexual orientation profoundly oppress a black gay man (preddie, 2020). 00:33:28 nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 60 furthermore, the absolute alienation comes from kevin himself. in the beach scene where kevin approached chiron, who is also in despair. the deep talk occurs between them, accompanied by the breeze and moonlight blue undertone. this breeze summons the feeling of relief from the daily routine of placing a person on himself and allowing one to breathe. the breeze comes in the early scene when chiron starts to connect with juan at the beach. the breeze is heard again from the first time chiron is touched by another person, kevin. “sometimes along the way where we live, you can catch that same breeze. it just comes through the hood and it’s like everything stops for a second, because everyone just wants to feel it. hell, shit make you want to cry, it feels so good.” (moonlight, 2016) later that night, after the intimate beach scene, chiron expects something from kevin, yet he still gets the same treatment in which kevin still calls him ‘black.’ from that point on, chiron feels even more alienated because his only companion that he is about to lay himself into is no less stereotypical than the rest of the community. sexual attraction, according to connell, is “emotional energy attached to an object.” (connell 1995, p. 74). kevin pictured chiron as his ‘object experience’ while chiron does not. while taking butler’s point of view refers to the affiliation of sex stereotype and black gay men, the racial part is coded in ugliness classification, since beauty is traditionally characterized in terms of a white, upper-class concept, as butler has said, sex is used to control “which bodies matter,” and appearance is used to control “which individuals’ matter.” this stigmatized image occurs from the viewer’s eye that black culture does not appreciate male and male intimacy and, therefore, acts as casual (butler, 1993, p. 4). kevin acts this way because he knew if he grew feeling towards chiron and later the community found out, that would not be a good outcome for them. while chiron wanders upon the alienated feeling even more, that he feels neglected. thus, kevin act as the fundamental factor of chiron’s alienation without kevin acknowledge it. scene 3. kevin pictured chiron as his ‘object experience.’ kevin act as the fundamental factor of chiron’s alienation without kevin acknowledge it. 00:56:50 ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 61 other forms of sex stereotype came from terrell and his friends, who are chiron's schoolmates. they bully chiron, knowing he is gay before he has time to figure it out himself. at that point where chiron no longer put his trust in kevin because he is aware no matter how good he acted around kevin he still chose to do what the community told him to do. the climax upon an alienation act is in phase ii, where chiron has to deal with his 'death' when kevin punches chiron; the breeze, which typically follows the two boys together, is not heard instead followed by utter silence. silence in the scene looks like a death; it is so silent that it almost sounded like death has occurred. after trying so hard to fit in yet still failed to do so, this alienation came from chiron's inner persona. after this symbolic death, we can see an entirely different person in phase iii who has suffered a great deal but has not yet resolved his identity or family issues. thus, the presence of diverse social identities that contradict simple binary conventions has been brought into sharp relief by people of color (preddie, 2020) symbolically, white gay men are drawn wider than gay black men are in the film and have become the face of the queer society (hudson, 2019). the overrepresentation of white gay males in the group is unsuitable because heteronormativity excludes other identities. people try to categorize chiron before he even knows what that means. in chiron's struggle for self-awareness, this concept exposes a universal seed. simultaneously, there is an essential story of a young black gay man deceived by his society’s masculinity assumption. in contrast, he escapes of force in his true persona, thanks to a few who throw him salvation. sex stereotyping and heteronormativity through “black” lens the majority of stereotype research focused on particular identities, such as those of an oppressed racial or ethnic group or gender group (rosenthal & lobel, 2016). in the early scenes, chiron attempts to find out who he is when coping with bullies in school, who torment him relentlessly with homophobic names and physical abuse. the one thing that is "equally frustrating and equally complicated" sees his torn relationship with his mother deteriorate even more (keenan, 2018). in african america, heteronormativity existed mainly because of its rigid adherence to religious values, which adversely affect the relationship between the group and queer black men and women (hudson, 2019). queer black men and women continue to fight for a position and a voice to oppose homophobia in the black community, both consciously and unconsciously. moonlight presents us with a hyper-masculine african-american in the miami neighborhood where all men have to be rugged and masculine; otherwise, they will not fit in. as the main character chiron enters three phases of life, we, as nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 62 viewers, witnessed the stereotype of sex forming a heteronormativity. heteronormative is an ideology that holds two distinct genders, each with natural roles that correspond to their assigned sex and that heterosexuality is a given (toorn, pliskin, & morgenroth, 2020). as mention earlier, paula is the main reason why chiron feels excluded from the community. paula confronted juan about how chiron's walk and behave is legitimate proof of why he constantly gets bullied because chiron does not represent the 'heterosexual' norm. furthermore, calling black gay men "fags" is a direct example of this discrimination since it insults their identity and reminds them to be men. indeed, bodies exist and die; eat and sleep; experience pain, pleasure; suffer from injury and struggle, and these facts cannot be dismissed as simple construction, one might skeptically claim (butler, 1993, p. xi). however, their irrefutability does not indicate what it might mean to affirm and by what expression implies. chiron is harassed by his schoolmates when he suppresses his sexuality because it does not reflect heteronormative masculine behavior. the idea of masculinity has been criticized for being presented within a heteronormative gender paradigm that essentializes male-female distinction while ignoring difference and discrimination within sexual identities (connell & messerschmidt, 2016; wedgwood, 2009). in particular, black males are held to this heteronormative norm because they are still not what society expects of them by being black. society assumes that they will be dominant, assertive, violent, and unemotional this is a primary factor in which heterosexuality and masculinity become connected in western culture, with boys with heterosexual partners gaining status and sexual development portrayed as discovery and conquest (connell, 2002, p. 7). on the one hand, it is automatically punished for being anything but what is considered "normal" for them. some societies consider homosexuality to be contradictory to true masculinity. on the other hand, others conclude that no man can be a true man unless he has had homosexual relationships. (connell, 2002, p. 24). on the other hand, black men are often inherently blamed for their attributes and actions. scene 4. chiron is bullied by terrell because he suppresses his sexuality, which does not represent heteronormative masculine behavior. 00:43:13 ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 63 consequently, as they go to the world and connect with those complicated with heteronormativity, black gay men can still defend themselves; this does not leave safe spaces that allow other bodies to become insecure or intimate (butler, 1993, p. 80). in every sense of their life, black gay men's lives are ignored and mocked when we understand the construction of homophobia among people directly related to constructing and preserving hegemonic masculinity (connell, 2012). the race bias that arises when authority is exclusively conceptualized in terms of sex disparity was criticized, laying the groundwork for challenging any universalizing arguments about the category of men (connell & messerschmidt, 2016). since heteronormativity values masculine behavior, those who do not fulfill heteronormative masculinity's standards, such as chiron, are punished. throughout the film, jenkins did not bother to put a coming-out storyline where the main character struggles to show the world that they are not straight. instead, jenkins put us through the pain of a black man who struggles to found out his true self. ironically, while coming out is portrayed as a kind of empowerment, acceptance of one's true self, or critical activism, it puts many (young) people at risk of their bodies being transformed into a "spectacle of abuse" in a lethal declaration of heterosexuality (petkovic , 2018). as a black and gay man, chiron has to cope with mental and physical harassment because of his sexuality. he is marginalized since his sexual identity does not stand by the common sexual orientation, heterosexuality (hudson, 2019). for example, his crack-addictive mother once treated him good for the sake of her own. chiron's expression and his mother's disjointed dialog and camera movement were added to this scene, indicating his mother's act manipulated chiron's inner persona as a person that should be the one guiding chiron's confusedness. chiron feels even more confused because he felt like he belongs to nowhere and to no one. the only person he feels belongs to is juan and teresa, who are counted as strangers, yet they still comfort chiron's life. in contradiction towards paula's disjointed shot, instead of simply intercutting between single shots of juan, little, and juan's girlfriend teresa, the camera pans seamlessly between juan and teresa at the dinner table. the fluid transition informs the viewer of the couple's warmth and bond, conveyed by the camera through the spatial connection. it also gives the audience little's point of view as he looks from one to the other. emphasizes the secure bond he feels with them. as juan talked to chiron on the beach, the camera uses the same motion, connecting mentor to youth. so, again the audience feels the connection between the characters. sex stereotyping is a textbook example of heteronormativity, inextricably linked to the use of aggression and murder as tools of dominance and self-assertion (petkovic , 2018). the constructed-ness of gender, of course, is at the root of the problem; this arrangement is not "ontologically necessitated" and therefore requires nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 64 constant reinforcement (butler, 1993, p. 33). moonlight did not provide any of those through chiron's character and self-development. even in his adulthood, he still has to question whether being homosexual in the black community is 'allowed' or not. connell's study shows how their sexualities originated from multifaceted negotiations in several areas, including emotional relationships at home and in the gay world, economic and employment connections, authority relationships, and friendships (connell 1995, p. 16). moonlight uses the stereotype of black gay men as effeminate—hence the famous "fag" epithet—to give the impression that femininity is the only way black gay men identify (hudson, 2019). black gay men do not reflect what a black man (usually heterosexual) should be. black gay men are perceived as not being "identifiably black" because of their sexuality and how they are constantly stereotyped in films. for black males, being authentically black entails black male characters that are often influenced by stereotypically rugged masculinity. it is also crucial to highlight that there are many masculinities within race and class identities (or that various stereotypes encompass a spectrum of masculinities absorbed under race and sexual orientation identities rather than a single "black male masculinity" or "gay male masculinity.") (dowd, 2008). in one scene, chiron has an intimate moment with kevin, which is considered inappropriate in society, especially in the black community. through a black rather than a white lens, this scene is saturated with bluish undertones that illustrate the dissolution of heteronormativity. these kinds of masculinities belong to white heterosexual males (iroegbulem, 2019) and they enhance features like physical power, ambition, emotion-control, rejection of weakness, condemnation of feminine traits in men, homophobia, superiority, and so forth. the materiality of the body is consequently discursive. thus, by replicating regulatory codes, the material body, its enclosed areas, and sexuality are all materialized (butler, 1993, p. 10). chiron's behavior and the way he acts towards violence given by his surroundings do not match his culture; therefore, his society somehow disowns him as part of black people. even until he reaches adulthood, he still conceals his sexuality from the fact upon his society's norm that being heterosexual is the only legit way to be pure black. this act of normalizing heteronormativity is continuing throughout the film. these patterns are all it matters. butler stated, reviewed by flourish itulua-abumere, that significant behaviors are still recognized, or not the body's limits result from the societal norm (itulua-abumere, 2015). butler did not end here; they returned to the idea of performativity and had all reason to prove that frequently performed activities regulate a recognized gender, as well as the identity of race, class, and sexuality (butler, 1993, p. 168). discourse classifies some bodies as generally accepted, consequently marginalizing others (butler, 1993, p. 53). butler concluded that the oppressed bodies are associated with homosexuality during their study of plato's work (timaeus). chiron represses his sexuality in the ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 65 film and controls his actions to escape the mockery and abuse he faces with his schoolmates. in chiron's life, this recurrent theme of heteronormativity shows its intimacy with other characters and how other attributes are intimate. when viewers are bombarded with the exact dry depictions of black gay men, stereotyping does little to pique their interest (hudson, 2019, p. 12). after encountering an intimate moment with kevin, chiron dreamt about kevin having sex in his backyard. those scenes using the first camera point of view in which we play chiron. we see how this man and woman having sex in the open is a casual norm for others to see. the tone of the scene is dark with a yellow undertone, not blue. jenkins brilliantly uses color play to indicate the main character's feelings. the yellow undertone conveys chiron's memories and awareness that he could never experience what he watched in his dream. thus, the form of heteronormativity risen from chiron's inner thought supported by the environment he lives in. heterosexual privilege manifests itself in various ways, including legitimizing and presenting itself as the original and norm (butler, 1993, p. 125). scene 5. chiron's dreamt about kevin having sex with a woman knowing he would never do the same. moonlight's fundamental concept of heteronormativity is how the main characters convey his lack of support system merely because he cannot control whom he is attracted to or how he behaves to an unavoidable conflict. for instance, after chiron and kevin reunited on phase iii, jenkins shows through the eye of black (chiron adulthood) how he changes into something his community expected him to be since the beginning. even though chiron confesses to kevin that he has never been touched by anyone else ever, kevin still finds it hard to believe; this is legitimate proof of why chiron himself has been buried by the fact that he changes who he is at last. according to butler (butler, 1993, p. 93), the critical goal of denaturalizing sexuality and gender has been described as normative structures of 00:43:13 nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 66 heteronormativity that work through the naturalization and legitimation of heterosexual stereotypes. when identities are marginalized, black gay men are unable to be seen as anything more than stereotypes (hudson, 2019, p. 9). when identities are suppressed, inequality prohibits black gay men from remain from being seen as anything other than stereotypes. the rest of their sexuality is not explored, and there is no midpoint between femininity and masculinity when this occurs. throughout the film, chiron cannot find a way to convey his sexuality or feelings, leaving him to fight with it by himself. the culture in which he was raised, the general concept that implies a 'man' and derogatory attitudes towards homosexuality, is the leading cause of this alienation. sex stereotyping and rough culture influences homophobia the relation between culture and nature that specific models of "construction" involve culture or a community of a social nature acts as a passive subject outside the social one, but still an essential counterpart (butler, 1993, p. 4). structurally, moonlight conveys three distinct chapters that highlight the frailty, uncertainty, and complexity of a person's identity over time. using three different actors to play three different versions of chiron, the lost young "little," whose nickname is an insult forced upon him and a "name" he must refuse. the teenager chiron is dealing with his mother's worsening addiction. lastly, the hard black has repressed his true self and put on a gangster facade. european institute for gender equality defines homophobia as an act of prejudice-based unreasonable fear and aversion to homosexuality, including lesbian, gay, and bisexual people (eige, 2019). moonlight depicts homophobia from how supporting characters such as terrell and the rest of the community treat chiron's sexual orientation. they act tough and harassed chiron violently because the rough culture has been imprinted on their thought to despise sexuality but heterosexuality. this absence fosters a system of heterosexual despair, as shown by the hyperbolic representations that affirm stereotypical heterosexual sexuality (butler, 1993, p. 236). connell suggests the assertion that the idea of masculinity marginalizes or exiles the body (because it is based on a sex-gender dichotomy) is the most surprising in the field of race and sexuality (connell & messerschmidt, 2016). moonlight portrays a black community environment with its stereotype that this community holds a rough and imprinted culture explicitly. black culture these days has been succeeded in removing the stereotype and act of discrimination against the community; nevertheless, not all people inside the community are willing to change their perspective towards the queer black man. as queer theory uses ethnicity but ignores racism debates, it validates racialized queerness as identification through the fetish of traumatized post-racialized racial oppression. (reed, 2016, p. 53). it is undeniable that the thought of being gay as black people is caused by an inevitable ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 67 conflict that causes trauma, so they 'choose' the gay path. the first scene from phase i gives the audience the kind of slick swirling camera work. it tells us this character, mahershala ali's juan, a big man in town and a drug dealer, is calm, relaxed, and has status. like the camera, he is smooth. the following scene drives us into the opposite feeling; discomfort with the excessively shaky handheld camera; it tells the audience that this boy, chiron nickname little is unsure, insecure; his life is severe confusion. thus, butler acknowledged in particular not only the heterosexual bias involved in the sex understanding but also the need to reflect on the intent of the repudiation gained in the construction of identity (itulua-abumere, 2015). butler agreed that repudiation is an irreducibly differentiating factor. it will be necessary to trace the forms in which identity is implied in what it excludes and follow the inference lines for the potential group map that it may yield (butler, 1993, p. 119). scene 6. chiron's dreamt about kevin having sex with a woman knowing he would never do the same. throughout the film, shots from behind turn our ability to reach chiron and his emotion. the audience is continually attempting to see the inside of him, just as he is attempting, and often failing, to see himself genuinely. the mainstream film depicts a sealed universe that magically relaxes and is oblivious to the audience. the viewers' position in the cinema is the violence of their voyeurism, according to mulvey. throughout, classical music represented chiron's inner self, which was at odds with his chaotic outward culture and his desire for love and self-expression. an excellent example of this is the scene when paula yells at chiron in the doorway, this shot is still, and the classical music plays as he disconnects from the disturbing external realities. 00:01:58 01:06:27 nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 68 scene 7. paula yells at chiron in the doorway, ashamed. meanwhile, in the ocean scene with juan and little, the classical music and fluid motion are mixed with a low immersive camera, and it makes it appear the water washes over us. the audience is included in chiron's baptism or initiation into some new part of himself. therefore, taken from butler understanding of heterosexist and culture through lacan perspective stated that lacan offers the assurance, upholding cultural heterosexist by relegating homosexuality to the unreal life of passing imagination. to acknowledge homosexuality's unrealizability as a sign of failure in that symbolic sphere is to misinterpret the symbolism's most insidious influence as a sign of its subversion (butler, 1993, p. 111) these stereotypes of black gay men may help mend up this so-called societal fracture by defining black gay men to a specific perception that does not allow them to prove other identities (hudson, 2019, p. 2). teenage chiron has to deal with psychical and mental violence due to his lack of experience in the 'sex' field, which becomes his destruction. his culture (african-american) believes that by the age of 17, boys have to have sex; otherwise, they will get mock. the old pattern of black masculinity had been replaced by one aligned with the phase of proletarianization and more akin to the afrikaner elite's european-derived masculinity: aggressively heterosexual, more likely to be violent, referring to women as economic dependents, and more unwilling to compromise on masculinity as physical dominance (connell, 2002, p. 24). chiron's character development has raised anxiety, introvert, and nonsocialize boys. moreover, due to his lack of 'sex' experience, he has to endure his surroundings' expected norm, including his mother. in this context, the argument that the classification of "sex" is an instrument or consequence of "racism" does not mean that we can never use such words as if they could only and still reincorporate the repressive structures of power that they spawn (butler, 1993, p. 123). homosexuality and feminine acts are seen as a challenge to their male character by men who are involved in promoting hegemonic masculinity and pressuring them to behave in the only "appropriate" way as men — by actions of agreement or intimidation. that is why kevin acts towards chiron aggressively at the end of phase ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 69 ii, even though he does not feel that way emotionally. just like all the other people, including chiron himself, knew, kevin weakens his masculinity, as his schoolmates see him with weakness or vulnerability. it appears critical to oppose the power model that establishes racism, homophobia, and prejudice as parallel or experiential relationships. (butler, 1993, p. 18). in the end, chiron, who has turned into a tough and resilient “black,” has been accepted by his society. he ultimately becomes the pure black people his society expects. however, despite being “pure black,” chiron still has to deny that he is gay. by wearing loose apparel and deals drugs, he conceals his sexuality away until he reunites with kevin. therefore, the audience could feel that kevin plays a disclosure on chiron’s life. scene 8. paula yells at chiron in the doorway, ashamed quoted from ituala-abumere’s review on butler’s book “bodies that matter,” she concluded that “...act as if she did this oppressed black gay subculture a favor by taking their perspective to a wider audience.” moreover, in the sense of performativity, the ball is a significant part of this sexualization, a profession of identity already made between faggots and women is a feminization of the faggot, sexualization of the black faggot, which is the black heteronormativity, as long as the black men are queer who are men in hegemonic straight culture (butler, 1993, p. 132). the masculinity of a black man leads to his integrity as a character; a rough, violent, and in-charge black man makes him authentically black. homophobia is often manifested as the reference of damaged or otherwise deplorable sex to homosexuals. maintaining a theoretical apparatus to answer for how sexuality is regulated by gender stereotyping and shaming remains critical (butler, 1993, p. 258). other than being rough and imprinting a hetero norm, black culture in moonlight also conveys an unhealthy neighborhood where its people deal drug, using violence as an everyday thing and consider them normal. they included the blurring of action and norm, the position concept's homogenizing effect, and its complexities in adjusting for control (connell & messerschmidt, 2016). butler 01:31:43 nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 70 contends that this is not an abuse of majority culture to remain subservient to its terms, but rather exploitation that seeks to remake the concepts of domination, a remake that is itself a form of agency (butler, 1993, p. 131). overdetermined blackness fantasies, as an open-source of white fears, anxieties, and wishes, overdetermined blackness visions are the disastrous results of a culture that cannot comprehend it without theoretical figurations of so-called whiteness. (reed, 2016) conclusion movies about depressed parts of society or people living in poverty or hardship tend to be told in a specific common language. think of social realism, harsh camera, naturalism, a stripped-down look, severity, grim visual, loud noises. jenkins is not interested in a social realist harrowing portrait of miami. what significant and that jenkins is disrupting the formula of how a story about a young black man in a poor neighborhood is often told, here it is not with hip-hop music, not with traditional narrative trajectory, not with only the jarring depiction of misery or outer chaos. moonlight succeeded in depicting the sex stereotype of a black gay man through the eyes of a young black gay man who does not acknowledge his sexuality because of societal norms. jenkins compose moonlight with a harsh environment and culture due to them expecting their people to be tough and walk in a heteronormative rather than being queer and black. through non-black people's point of view and queer perspective, chiron has been a mean as an example of a black gay stereotype. given a harsh treatment from his environment, body language, and demeanor discomfort himself throughout his phases of life. thus, the forms of sex stereotypes are depicted through the main character's surrounding on how they act and react to indifferences. the treatment of the black community towards their people in moonlight has legitimate proof that getting discriminated against because of different sexual orientations is possible. this treatment is then followed by other sex stereotypes, including heteronormativity, in which society expects that black men should not be gay. the stereotype of sex also forms the main character's alienation that his society contemplate. lastly, a rough culture and hyper-masculine miami neighborhood also influence a homophobic act, resulting in a massive gap in the main character's sexual identity with his inner persona. he ought to fight the societal norm, but his lack of support brought him to conceal himself and become whom he expected as a black person. in this study, the author limited the research study only to sex stereotypes towards black gay men in the moonlight movie. however, the author found that other focus studies could be researched for the development of further studies in the field of literature, such as social criticism in films to dismantle the culture and social situation of the people represented in the movie, as well as phenomenological studies related to the characters that appear in the films so that they can bring out the fundamental social realities of the people that are shown in the movie. ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 71 references blue, l., rhodes, t., holland, a., sanders, a., jerome, j., harris, n., & ali, m. (2016). moonlight (2016 film). butler, j. (1993). bodies that matter: on the discursive limits of sex (first). new york & london: roudedge. connell, r. (2012). masculinity research and global change. 1. https://doi.org/10.4471/mcs.2012.01 connell, r. w. (2002). understanding men: gender sociology and the new international. (gierycz 1999). connell, r. w., & messerschmidt, j. w. (2016). hegemonic masculinity: rethinking the concept hegemonic masculinity rethinking the concept. 19(6), 829– 859. https://doi.org/10.1177/0891243205278639 debbie, n., & kaminer, d. n. (2020). sex: sexual orientation, sex stereotyping and title vii. dowd, n. e. (2008). masculinities and feminist legal theory. 201. hudson, j. (2019). why all the limp wrists? black gay male representation and masculinity in film. 5(2). iroegbulem, v. (2019). intimacy: in moonlight , black boys look blue. itulua-abumere, f. (2015). book review of judith butler (1993) bodies that matter (routledge). (august), 1–8. https://doi.org/10.13140/rg.2.1.4474.8640 keenan, e. (2018). aspects of moonlight. cinesthesia, 8(1), 1–7. retrieved from https://scholarworks.gvsu.edu/cine/vol8/iss1/3 kosut, m., & amason, p. (2014). social construction of gender. encyclopedia of gender in media. https://doi.org/10.4135/9781452218540.n145 miller, j. l. (2019). queer theory. 83–99. https://doi.org/10.1093/ywcct/mbz005 petkovic , d. (2018). heteronormativity and toxic masculinity in stephen dunn’s closet monster. am journal of art and media studies, (16), 43. https://doi.org/10.25038/am.v0i16.253 petsko, c. d., & bodenhausen, g. v. (2019). racial stereotyping of gay men: can a minority sexual orientation erase. journal of experimental social psychology, 83(march), 37–54. https://doi.org/10.1016/j.jesp.2019.03.002 preddie, j. p. (2020). more than the sum of its parts: intersections of sexual orientation and race as they influence perceptions of group similarity and stereotype content. reed, a. (2016). the whiter the bread, the quicker you’re dead. no tea, no shade, 48–64. https://doi.org/10.1215/9780822373711-003 rosenthal, l., & lobel, m. (2016). stereotypes of black american women related to sexuality and motherhood. psychology of women quarterly, 40(3), 414–427. nabila putri ramdhany & ali mustofa sex stereotyping towards black gay man in moonlight movie: a queer study 72 https://doi.org/10.1177/0361684315627459 toorn, j. van der, pliskin, r., & morgenroth, t. (2020). not quite over the rainbow: the unrelenting and insidious nature of heteronormative ideology. cobeha, 34, 160–165. https://doi.org/10.1016/j.cobeha.2020.03.001 wedgwood, n. (2009). connell’ s theory of masculinity – its origins and influences on the study of gender. (january 2015), 37–41. https://doi.org/10.1080/09589230903260001 the particular dialect or language that a person chooses to use on any occasion is called a code 120 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp. 120 134 review: online learning during covid-19 pandemic nugroho nugroho nugroho2210@gmail.com language and art faculty, universitas indraprasta pgri, jakarta, indonesia received: 2022-12-14 accepted: 2022-06-06 doi: 10.24256/ideas.v10i1.2491 abstract this study used a systematic literature review. it followed the seven stages of petticrew and robert's systematic review: defining the research question or hypothesis, determining the type of study, conducting a comprehensive literature search, filtering the search results, assessing the included studies, synthesizing the studies, and assessing heterogeneity among studies(petticrew & roberts, 2006). the researcher used publish or perish and atlas.ti 8 to help this study. this study aims to determine the form and effectiveness of the influence of online learning during the covid-19 pandemic. the study results found that there were psychological and physical effects and learning outcomes of students during online learning. this study also found several strategies used during online learning. this study suggests that the government through universities should provide adequate infrastructure for lecturers and students to organize online learning during covid-19. standards for managing and training lecturers to organize online education should be carried out as soon as possible. counseling guidance for students who have problems needs to be prepared by both the government and universities. keywords: covid-19; online learning; systematic literature review introduction large-scale social restriction policy (psbb) through government regulation number 21 of 2020 concerning large-scale social restrictions in the context of accelerating handling of coronavirus disease 2019 (covid-19). large-scale social restrictions (psbb) are restrictions on certain activities of residents in an area http://u.lipi.go.id/1457703302 mailto:nugroho2210@gmail.com ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 121 suspected of being infected with covid-19 in such a way as to prevent the possible spread of covid-19 (ayu, candra, wibawa, kadek, & arieska, 2021). the education in indonesia and other countries gets the impact of the covid-19. many countries carry out online learning during the covid-19 pandemic (al-kumaim, mohammed, et al., 2021; chaudhary, 2021; huang, 2020; jojoa, lazaro, garcia-zapirain, gonzalez, & urizar, 2021; kidd & murray, 2020; noah & gbemisola, 2020; pete & soko, 2020). educational instructors must be responsive to adapt to changes in learning from offline to online to secure the learning process (faizah, ambarwati, & rahayu, 2021). many countries have also carried out various studies on the effectiveness of online learning during the pandemic. this literature review's research strategy is based on a systematic approach to critically analyzing the implementation of distant learning (cacho n-zagalaz et al., 2020). to create an acceptable and orderly format of the text, we followed the items to publish systematic reviews and meta-analyses of the prisma declaration to produce this systematic review (kusmaryono, jupriyanto, & kusumaningsih, 2021). we found relevant literature by performing a systematic review, following the recommended reporting items for systematic review and meta-analysis (prisma) standards, to investigate the issues faced by teachers in online classes during the covid-19 epidemic (na & jung, 2021). this researcher's goal is to review the literature on distance learning (1) determining the quality and effectiveness of distance learning; (2) investigating the constraints, opportunities, challenges, and predictions of future distance learning; and (3) making recommendations for improving distance learning implementation (cacho n-zagalaz et al., 2020). the research looks at how distant learning is used in higher education (up to 70%) and primary-secondary education (up to 30%) (kusmaryono et al., 2021). this study will look at how it has affected and will affect children aged 0 to 12 years in the future after schools have been closed for months. this page aims to learn about the studies done on children in times of captivity, particularly those who are minors. the literature review took place in the last few nugroho nugroho review: online learning during covid-19 pandemic 122 weeks of may 2020, focusing on the web of science (wos) database with the help of scopus and dialnet, exploring university instructors' challenges and design opportunities in online teaching during the covid-19 pandemic (na & jung, 2021). the literature review was conducted in the last few weeks of october 2021, focusing on got from publish or perish. the study aims to analyze online learning strategies, effects, and recommendations during the covid-19 pandemic. method this study was conducted based on a systematic review procedure in the social sciences, proposed by petticrew and roberts (2006). a systematic review adheres closely to "a set of scientific methods. that explicitly aims to limit systematic error (bias), particularly by attempting to identify, assess and synthesize all relevant studies (of any design) to answer a particular question (or series of questions)" (petticrew & roberts, 2006). this study followed the seven stages of petticrew and roberts's systematic review: defining the research question or hypothesis, determining the type of study, conducting a comprehensive literature search, filtering the search results, assessing the included studies, synthesizing the studies, and assessing heterogeneity among studies. research questions are 'questions that the research project seeks to answer. selecting research questions is an essential element of both quantitative and qualitative research. investigations will require data collection and analysis, and methodologies for this will vary widely. good research questions seek to increase knowledge of important topics and are usually narrow and specific (mattick, johnston, & de la croix, 2018). the research question is clearly defined as follows: 1. what have effects of online learning during the covid-19 pandemic been identified? 2. what have online learning strategies been identified in studies on online learning during the covid-19 pandemic? 3. what support has been suggested to promote online learning? after determining which types of studies to include or exclude, several ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 123 databases and search terms were selected to perform the literature search. search articles using publish or perish from the google scholar database. concerning search terms, six search terms are used to construct the search string with the following boolean expressions a1 or a2 and "a3" or a4 and a5 or a6. table 1 shows the terms used for the search. table 1. words in search a1. effect a2. impact a3. online learning a4. e-learning a5. covid-19 a6. pandemic the literature provisions consisted of national and international journals with a full publication year of the last two years. in this selection criteria, write the type of research article (review articles, research articles) and research articles that can be accessed in total (full text). • inclusion criteria are general characteristics of the literature used • exclusion criteria are literature characteristics that do not include the criteria and therefore had to be excluded from the study for various reasons. table 2. inclusion and exclusion criteria inclusion criteria exclusion criteria empirical studies investigating online learning empirical studies outside of the covid-19 pandemic online learning in college online learning outside of college empirical studies during the covid-19 pandemic empirical studies do not use online learning theory nugroho nugroho review: online learning during covid-19 pandemic 124 empirical studies that use online learning as a theory only abstract articles empirical studies that apply online learning components the article does not convey the results of the research articles that yield results duplicate of the same research articles in english article not in english approved manuscripts that meet the inclusion criteria above empirical studies outside of online learning article unable to download results search literature in this study using the publish or perish application. search through google scholar database. this literature search was completed in november 2021. the search for titles and keywords with the terms of effect or impact and "online learning" or e-learning and covid or pandemic resulted in 323 articles related to the research title. the first step of checking duplication using mendeley found 265 articles 83 (scopus), 5 (medline), 126 (google scholar), 7 (copernicus), 4 (ebsco), 6 (web of science), 5 (eric), 4 (sciencedirect ), 5 (proquest), 9 (iee), 5 (srrn), and 8 (ncbi). the next step is the title, keywords, and abstract of the articles obtained are read. inclusion criteria were applied to select relevant articles. in this process, 53 articles were obtained, 15 (scopus), 1 (medline), 27 (google scholar), 1 (ieee), 1 (web of science), 1 (ebsco), 1 (sciencedirect), and 4 (ncbi). in the third step, the selection was carried out by reading the title and abstract and the contents of 53 articles by using inclusion and exclusion criteria. a total of 32 articles were issued, 8 (scopus), 22 (google scholar), 1 (ncbi), and 1 (ebsco). finally, 21 articles were selected as the most relevant studies. ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 125 table 3. number of articles steps number of article exclude include 1 323 58 265 2 265 212 53 3 53 32 21 4 21 discussion based on the research questions set, the content of 21 articles was analyzed. the followings are the discussion. 1. what have effects of online learning during the covid-19 pandemic been identified? online education focuses primarily on classrooms and recreational areas rather than helping students learn skills and prepare them for future business and management (chaudhary, 2021). educational barriers negatively impact student outcomes, with social and communication technical assessment challenges moving uae business students' online learning and learning outcomes during the covid19 pandemic (shishakly & sabah, 2021). students are dissatisfied with the online learning methods and the teacher's ability to teach information online (silalahi, 2021). boredom and lack of attention can affect the recipient when sitting in front of a computer screen, interfering with student understanding. it harms student progress (al-baher, flouh, & al-sulaihat, 2020). in synchronous and asynchronous contexts, fewer strategies that encourage interaction are used in teaching and learning activities than input methods (fabriz, mendzheritskaya, & stehle, 2021). due to ineffective and lost e-learning technology, students experience it psychologically (hasan & bao, 2020). the students were anxious for various reasons, nugroho nugroho review: online learning during covid-19 pandemic 126 including that many of them were from far away. the peer learning process is harmed by a lack of engagement with teachers and peers, affecting outcomes. the primary source is the inspection and evaluation process (sharma, 2020). there is a moderate to the high-stress level indicated by mba/pgdm students participating in a survey of various mba/pgdm colleges in india (bagnal, kanungo, & paldon, 2021). lecture materials are difficult to reach because learning is not interactive and communicative (alchamdani et al., 2020). students are common among students: introversion, antagonism, lack of direction, neuroticism, and closeness to experience. the difference between engineering and non-engineering students is that online learning encourages engineering students to be more individualistic, asocial, disrespectful, and irresponsible (wirjodirdjo, iva maftuhah, maflahah, & davito prabandewa hertadi, 2021). during the e-learning process, students participating in the study experienced an increase in body pain, and the duration and intensity of pain increased with the time and severity of desktop/laptop use (yaseen & salah, 2021). while the beneficial effects of e-learning platforms on institutions, teachers, and students in this study. e-learning, used for higher education in india, challenges educational institutions, teachers, and students. the government of india has established vidya daan, yukti, and bharat podhe online (sk, 2021). students can now access relevant multimedia through digital social media, which has helped break the monotony of classroom teaching. resources include videos, lecture notes, presentations, and broader internet access to resources and specialists. college students often use social media (dutta & dutta, 2020). the results showed that online learning had a positive and significant impact on student performance. this way of learning strongly influences their learning achievement, self-efficacy, and learning motivation. sources of effects come from how learning materials are delivered, how classes are held, and the educators themselves (hendryka et al., 2021). ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 127 2. what have online learning strategies been identified in studies on online learning during the covid-19 pandemic? the university provides a flexible digital pathway through course materials and resources, conducts online lectures, accepts student work submissions, interacts with students, and guides each student to meet their learning goals (shishakly & sabah, 2021). cognitive constructivism considers a computersupported collaborative learning environment (cscl) to be a tool for promoting learning by provoking personal knowledge and then rearranging that knowledge during social interaction. social constructivism focuses on the intersubjectivity and co-construction of knowledge rather than on the individual dimensions of knowledge construction to conduct online learning. teaching activities are through online distance learning (odl), known as e-learning (al-kumaim, alhazmi, et al., 2021). one of the learning strategies used in online learning is through video. videos can be customized for use and motivate students (wagiran, rahdiyanta, wibowo, sati, & badu, 2020). many online education technology companies have tried to take advantage of the situation by providing free online classes or linking e-learning modules with restrictions on subscription terms (bagnal et al., 2021). the university, through its advisors, instructs all institutes to continue classes in an online mode as appropriate and to use available ict tools for use in academic discourse. many institutions have used different social media platforms for knowledge dissemination (dutta & dutta, 2020). this learning method is supported by several applications such as zoom, google classroom, and microsoft teams that allow lecturers and students to interact together even though everyone is at home (hendryka et al., 2021; sharma, 2020; silalahi, 2021). the google classroom web service is ideal for use in lectures. it helps save time, organize learning, and improve communication with students. the use of google classroom has not been able to enhance students' cognitive and affective abilities in applying hand hygiene behavior. use whatsapp as an instant messaging application as a non-face-to-face online interaction model. in addition, online nugroho nugroho review: online learning during covid-19 pandemic 128 learning can be done with facebook and instagram (alchamdani et al., 2020). students can continue the semester by taking courses virtually. for schools, materials are broadcast on national tv starting march 15, 2020, and beginning march 22, 2020. the ministry is activating a distance learning platform where students can continue their classes using the university's e-learning system (alkhawaja, sobihah, & afthanorhan, 2021). 3. what support has been suggested to promote online learning? training is essential to improve the academic staff's qualifications and technical skills during the ongoing covid-19 situation (shishakly & sabah, 2021). for online programs to be successful, curriculum, facilitators, technology, and students must be carefully considered and balanced to take full advantage of the strengths of this format and, at the same time, avoid the pitfalls that can result from its weaknesses (sharma, 2020). the government needs to ensure adequate internet network access in all regions and campuses provide subsidized internet quotas for students. so that lecture activities can run smoothly and as expected (alchamdani et al., 2020). lecturers can create interactive media to support online learning so that students can understand the material that is explained well (silalahi, 2021). "the implementation of online education must be more closely monitored by emphasizing the rules of turning on the camera during the teaching and learning process. it would be even better if a supervisor who can monitor accompanies lectures during class. we recommend increasing students' learning motivation so that there is no significant decline (hendryka et al., 2021). higher education authorities may introduce online and academic counseling to students going through a time where online learning is new every day and adapting. it suddenly becomes a challenge for many newly joined management students who have heavy course loads throughout the day. tedious assignments must be submitted (bagnal et al., 2021). colleges must provide training opportunities to faculty for effective teaching through virtual platforms. it is simply because many faculties have not used digital ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 129 technology and e-learning resources before this pandemic in nepal (chaudhary, 2021). to increase e-learning systems, top management must understand the fundamental role of mandatory training as a covid-19 pandemic, and instructor trust must be increased by providing training and support (alkhawaja et al., 2021). jordanian private universities should pay great attention to online education, providing it with suitable infrastructure, as this can enrich the cognitive skills received, increase students' behavioral level, and actively contribute to improving the academic achievement of students. universities should hold specialized courses in online education and relevant periodic meetings that ensure the effectiveness of the educational process and which is reflected in students' academic achievements in terms of understanding educational materials and analyzing their strengths (albaher et al., 2020). teachers and students suggest continuous faculty development. they recommend reducing cognitive load and increasing interactivity during online teaching. those in the clinical year suggest ways to start case-based learning online. however, some argue that there should be revision classes and psychomotor instruction after the covid-19 pandemic is under control. to improve quality, they suggest purchasing premium software and other surveillance software to detect fraud and plagiarism (mukhtar, javed, arooj, & sethi, 2020). conclusion the view is that online education is primarily focused on classrooms and recreational areas rather than helping students learn skills and prepare for the future. online learning encourages engineering students to be more individualistic, asocial, disrespectful, and irresponsible. during the e-learning process, students participating in this study experienced an increase in body pain, and the duration and intensity of pain increased with increasing duration and severity of desktop/laptop or tablet use. nugroho nugroho review: online learning during covid-19 pandemic 130 the university provides flexible learning through materials and resources, conducts online lectures, accepts student work submissions, interacts with students, and guides each student to meet learning goals successfully. cognitive constructivism considers computer-supported collaborative learning environments to be tools for promoting learning by provoking personal knowledge and then rearranging that knowledge during social interaction. higher education authorities can introduce online and academic counseling to students going through a time where online learning is new every day and adapting. it suddenly becomes a challenge for many newly joined management students who have heavy course loads throughout the day, and tedious assignments must be submitted. universities should pay great attention to online education, providing it with the appropriate infrastructure. it can enrich the cognitive skills received, increase student behavior, and actively contribute to improving student academic achievement. the study suggests the government through universities should provide adequate infrastructure for lecturers and students to organize online learning during covid-19. standards for managing and training lecturers to organize online education should be carried out as soon as possible. counseling guidance for students with disabilities needs to be prepared by both the government and universities. references al-baher, i. a., flouh, r. f., & al-sulaihat, r. 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(2021). the impact of utilizing online technology in the learning-teaching process during the covid-19 pandemic on personal behavior of engineering and non-engineering students. management science and industrial engineering, 27–33. https://doi.org/10.1145/3460824.3460829 yaseen, q., & salah, h. (2021). the impact of e-learning during covid-19 pandemic on body aches among students in a palestinian university. international journal of sport, exercise and health research, 5(1), 1–18. https://doi.org/10.21203/rs.3.rs-778931/v1 license: the particular dialect or language that a person chooses to use on any occasion is called a code 94 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 2, december 2021 pp. 94 102 students' perceptions of listening learning using the bottom-up strategy sukma irawan*1, yousef bani ahmad2 *sukmairawan223@gmail.com *yousef.baniahmad@fkip.unsika.ac.id 1 fkip, singaperbangsa karawang university, karawang, indonesia 2 fkip, singaperbangsa karawang university, karawang, indonesia received: 23 july 2021 accepted: 15 december 2021 doi: 10.24256/ideas.v9i2.1993 abstract listening learning using a bottom-up strategy provides a positive perception for students. the lack of research on students' perceptions of the bottom-up strategy in listening learning is the purpose of this research. the perceptions explored focused on student interest, student motivation, learning effects, problems faced, and solutions to problems students faced. the benefit of this research is to become a reference for the implementation of listening learning using a bottom-up strategy. this study uses a descriptive qualitative method with in-depth interviews with 4 students who have been learning listening using a bottom-up strategy for 2 years. the results of the interviews were analyzed using the colaizzi method. the themes that emerged from this research were students felt this strategy was interesting, students felt this strategy was motivating in learning listening, students felt this strategy could improve their english skills apart from listening, but students felt that this strategy still had problems such as unclear sound. students said that the problem could be fixed by making the class conducive and improving the quality of the audio that would be used. keywords: students’ perception; listening; bottom–up strategy introduction listening is learning that is needed for students. in listening learning many strategies can be used. one strategy that is often used in listening learning is the bottom-up strategy. the bottom-up strategy in listening learning is a strategy that http://u.lipi.go.id/1457703302 mailto:*sukmairawan223@gmail.com ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 95 focuses students on the words they hear one by one. bottom-up skills, also known as decoding skills, are the abilities that students need to decode the smallest units of information in their hearing input, such as detecting, identifying, and distinguishing the sound, syllable, word, chunk, syntax, and intonation levels from which the meaning of the listening input is comprehended (field, 2008; nhat & hanoi, 2021). according to (abdalhamid et al., 2012; ismail & abdul aziz, 2020) listeners were trained to combine word-for-word translation, rate modification, oral text repetition, and stronger attention to prosodic aspects of the text using bottom-up processing. the use of a bottom-up strategy in listening learning becomes beneficial for students. because this strategy can help students improve their listening skills. one way to find out the positive impact of learning is to look at one's perception. (jacobs et al, 2004; bagus et al., 2020) refer that one of the most important aspects in effective teaching and learning is perception. students' perceptions are needed to determine the impact of the bottom-up strategy on students' english skills. there are many positive impacts of learning listening using the bottom-up strategy. usually, one will feel that their listening ability is increasing slowly. in addition, someone will also feel that their vocabulary knowledge is increasing. however, this all depends on the students and the implementation method that the teacher gives to the students. each student will probably get its impact so it cannot be said that all will get the same impact. research conducted by (namaziandost et al., 2019) with the title the relationship between listening comprehension problems and the use of strategies among advanced efl students shows that each strategy used in listening learning has its impacts and problems. to find out the problems of each strategy used, the researcher will understand from students' perceptions of the accepted strategy. learning listening can be said to be effective if the teacher has the right learning strategy or method. there is a lot of research on listening learning strategies and the impact of each strategy used. the lack of literature on student perceptions related to listening learning using a bottom-up strategy makes researchers want to explore and find out what students' perceptions about this strategy are. the research question of this research is what are student perception learn listening using a bottom-up strategy. in this study, perception is needed to find out the description and impact that students feel during learn listening using a bottom-up strategy. this study will focus on students' statements while learning listening using a bottom-up strategy and will be analyzed qualitatively. sukma irawan, yousef bani ahmad students' perceptions of listening learning using the bottom-up strategy 96 method this research uses the descriptive qualitative method. the goal of descriptive research is to characterize "what exists" in a situation in terms of variables or circumstances. in addition, descriptive research is utilized to investigate phenomena using interviews, focus groups, and participant observation, making this study more adaptable mack et.al (2005: 3). this study aims to determine students' perceptions regarding listening learning using a bottom-up strategy that they have been doing for more than 2 year. student perceptions related to listening learning using a bottom-up strategy will be described in detail. this research will conduct at smkn 3 karawang. the participants in this study are 4 students of grade 12 office management automation 2. the reason for choosing them is because previously they had learned listening using strategy bottom–up. in the sample selection, 4 students will be randomly selected by the researcher. there are several procedures used in conducting this research. first, the researcher asks the school for permission to conduct the research. second, after obtaining permission, the researcher prepares research instruments in the form of interview sheets and documentation regarding listening learning. third, the researcher conducted interviews with 4 respondents who had been prepared and took documentation related to the listening learning they had done. finally, the researcher will analyze the results of the interview and adjust it with the documentation that has been taken previously. data derived from information during interviews were recorded using a tape-recorder and transcribed verbatim. after that, the data were analyzed using the colaizzi method. results from the results of the interviews that have been conducted, there are 5 main categories that describe students' perceptions of listening learning using a bottomup strategy. students feel listening learning using a bottom-up strategy is interesting students feel that the use of bottom-up strategy in listening learning can increase the amount of english vocabulary. in addition, students also feel that this strategy can train their memory of the words they hear and finally students feel that this strategy can improve their english speaking skills. students also feel that this is a unique learning because the answers can only be obtained from listening, not seeking from books or knowledge. "i am so interesting, how i can tell you? it can improve our listening skills. in the same time add my vocabulary too” (r2) "it’s interesting, like what, i can get answers from listening it, it is impossible to find the answer in books or on the internet" (r3) ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 97 "it's interesting, because i can practice how to speak right and also train my memory about something that i hear before" (r1) the bottom-up strategy on listening motivates students students motivated to learn listening using a bottom-up strategy, they want to learn more about listening learning using this strategy, the reasons are various because students want to improve their listening skills so they want to also improve their speaking skills. apart from that, maybe listening learning using a bottom-up strategy they just got when they entered a vocational high school. so, this can be a reason why students want to learn more deeply. "how i explain this, hhm it because when i was doing listening test like that, it was like being challenged, so i wanted to learn and study more about listening" (r2) "yes, it's motivated me. how i explain to you? for example, if i listen to english music, i don't have to look the meaning of the song, so by listening to the song, i will immediately know the meaning and liryc of the song that i heard" (r3) "it motivated me to want to learn more english, so i can speak english more fluently" (r4) the effect of learning listening using a bottom-up strategy in daily life there are so many effects of listening learning using a bottom-up strategy in daily life. first, students become more understanding and accustomed to hearing english conversations, but only conversations that are classified as slower or basic. second, the bottom-up strategy in listening learning makes students better understand the lyrics or meaning of the english songs they hear. third, students feel they can help other people who have difficulty in listening learning. this is because at school students are used to getting listening learning so that if in the real world there is a friend or friend who needs help, students are ready to help. “in daily life? the impact is makes english conversation easier to understand by me and it makes me easy to remember words, for example, if someone said something, i immediately catched what it means, i am not very fluent before in listening something, but now it's okay" (r2) "it's easier to understand or digest if someone else says that. understand a little bit” (r3) "eeee, i understand when i listen. yes, when i listen the music, it's going to be smooth, so there's no need to look for the meaning. for now, for example, i always watch videos or vlogs from abroad, sometimes i don’t see the subtitles in english, just heard the video" (r4) "i can understand better if someone speaks english and when i listen music, i know what it means little by little, and if my sister asks me for english listening task, i can help my sister" sukma irawan, yousef bani ahmad students' perceptions of listening learning using the bottom-up strategy 98 (r1) problems faced by students when learning listening using a bottom-up strategy the use of bottom-up strategy in learning listening is not perfect. the students still have problems listening to the audio given by the teacher, the article often admits that students cannot hear the pronunciation of audio listening recorded by the teacher. this can happen because the teacher is not loud enough to pronounce the words that the teacher reads or it could be because the record tool used by the teacher is having problems or damaged. furthermore, students also have difficulties in translating words that students hear into written form, students often still have difficulty in writing english words that match what they have heard before. "usually, the problem is my knowledge of the vocabulary or the miss pronunciation which is sometimes not clear, the problem is that it's just not clear, miss speaking" (r2) "the problem is that there is a misunderstanding like that, what i mean is that what i wrote is different, the answer is different, the voice is not clear, sometimes it's noise, then sometimes the sound is like a collision with what sound" (r3) "maybe the problem is like my teacher is not clear when said, other than i have difficulty when write a double word in english" (r4) "the problem is sometime i don't focus in learning listening and i like to hear wrongly " (r1) students' sugesstion of the problem of learning listening using a bottom-up strategy there are so many suggestions from students after learn listening using a bottom-up strategy. first, students must be careful in listening to the audio they will hear. because this learning is focused on the words that are heard one by one, if students are not careful, students will find it difficult to fill out the answer sheets that they must fill out. second, students must increase their vocabulary in learning listening with a bottom-up strategy because what they will write depends on the vocabulary knowledge they have, so if students are lacking in vocabulary knowledge, it is likely that students will also have difficulty writing the right words. third, for the teacher himself, as the source of the audio that students will hear, they must also adjust the english voice and pronunciation to the state of the recording location, so that students can hear clearly what the teacher said. "yes, maybe, the first from us as student, yes, we have to increase our vocabulary and learn more vocabulary. then for my teacher, i have no idea because maybe it's like eee depending on the situation in the classroom" (r2) "yes, we should to increase our vocabulary, we should know correct pronunciation" (r3) "as a student, we should be careful, we have to study again for vocabulary, so we can understand what the teacher said. for the audio or teacher spoken i hope it can be clearly to ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 99 hear" (r4) "we have to focus more in learning, we have to understand more about english vocabulary" (r1) discussion students who learn listening using a bottom-up strategy provide perceptions according to their experiences. almost all student perceptions have a positive impact, but there are some negative perceptions. it can be a special note or suggestion for listening learning using a bottom-up strategy in the future. students’ perception in learning listening using a bottom-up strategy is that students feel interested in learning listening using this strategy. students said that this strategy is interesting because it can train how to speak and train their memory of what they have heard. the l2 perceptual skills aren't developed enough when a bottom-up strategy is beneficial (s.v. govorun, 2015; khuziakhmetov & porchesku, 2016) at his research he found that when the learners are given the option of which strategy to utilize, learners with lower levels of l2 proficiency choose bottom-up approaches to determining the meaning of aural input. listening learning uses a bottom-up strategy, students are required to focus on every word they hear. bottomup methods, on the other hand, are listeners need language abilities to understand text-based information. the final message is deciphered by the listener on the language, which is a combination of sounds, words, and grammar (renukadevi, 2014). during listening learning, students must fill in the blank text and the answer is only obtained by listening to the audio. another perception said that this learning can increase vocabulary. this is indeed the goal of bottom-up listening strategy learning where students have to focus on some missing words in the text. in addition, students also feel that the bottom-up strategy in listening learning is unique learning because the answers cannot be found in books or on google. this is an interesting experience for students because when listening learning takes place students must only get answers from listening to the audio they hear. another that, positive impact of this strategy is to motivate students to learn listening more deeply. students feel that the bottom-up strategy is very challenging to learn, the reason may be because this strategy requires high concentration to catch the words that they hear and then write them in the correct writing. another perception about this strategy is to motivate students to learn listening more deeply. students feel that the bottom-up strategy is very challenging to learn, the reason may be because this strategy requires high concentration to catch the words that they hear and then write them in the correct writing. in addition, students also feel that this strategy is very helpful when listening to music from sukma irawan, yousef bani ahmad students' perceptions of listening learning using the bottom-up strategy 100 abroad so that it makes students not need to look for the lyrics of the songs they hear. this is also one of the positive effects of listening outside of school. while outside of school students are motivated to stay focused and understand every audio or english song they hear. in addition, students also feel that the bottom-up strategy makes students know the correct pronunciation of vocabulary. this makes students challenged not only to learn listening but also how to pronounce english correctly. this is in line with (cross, 2009b; goh & taib, 2006; vandergrift & tafaghodtari, 2010; henderson, 2017) the most efficient listening technique students of all ages will gain confidence, motivation, and develop as a consequence of their listening abilities, especially the less skilled listeners, who had greater results than professional listeners. furthermore, another perception of the bottom-up strategy in listening learning is that students felt that strategy is an important role in improving their english skills in daily life. students feel that this strategy can make students become good listeners when someone speaks english. bottom-up processing is substantially linked to familiar subjects and easily recognized phrases, which increases the frequency with which listeners employ bottom-up processing (yang, 2006). not only that, but students also feel that this strategy is effective in improving the memory of what they hear. another perception came from respondent 1 who said that this strategy was effective for him to improve his listening skills because his listening skills were honed, he felt that he could help someone if they had difficulties when learning listening. this is a unique fact that usually, students have just focused on getting listening learning in high school or in vocational high school. below that, students usually rarely get listening learning and it becomes an obstacle for students in obstacles for students under them. moreover, another discussion is students' perceptions of the obstacles they face when learning listneing using a bottom-up strategy. at the beginning of the discussion, students said that the positive impact of listening learning was using a bottom-up strategy, but this strategy still had problems when used. first, students feel that this strategy requires high knowledge of vocabulary. students feel that when they hear new vocabularies, they are confused about writing it, this is due to the lack of students' knowledge of english vocabulary. the majority of experienced listeners hear words but not the meaning of the passage, whereas the majority of less-talented listeners are preoccupied with processing the meaning of the listening passage and fail to follow the rest of it (yang, 2006). listeners' anxiety over novel sounds and words may act as a roadblock in bottom-up processing; when they hear new words or hear unusual noises, they may halt and concentrate just on that word, neglecting the larger context (yang, 2006). this might be corrected by the way the teacher previously gave english vocabulary treatment to students before listening learning would be carried out. furthermore, students also find it difficult when they ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 101 have to hear audio or words spoken by the teacher because the sound that they heard was sometimes did not clear and maked difficult for students to catched the words that they heard. obstacles like this can be corrected if the teacher can make the room conducive first before listening learning begins. and another perception about the obstacles that students face is that students sometimes don't focus when they have to listen to audio, this could be due to an unfavorable room and a lack of concentration from children. therefore, teachers are strongly advised to make the class conducive first so that students can concentrate when studying. behind the obstacles that students faced, they have suggestions for what they feel. students said that listening learning is interesting but students themselves had to learn more about vocabulary. this is in line with listening learning itself where students will only focus on a few missing words in the text and must write them correctly. furthermore, students also said that the audio that was presented might be able to be clarified again so that this did not make it difficult for students to listen. this is feasible, the teacher can improve the quality of the audio and use adequate tools to produce good audio for students to hear. educators and instructors will be better able to appreciate the need to develop listening techniques if they are aware of the issues (yang, 2006). and the last input is that students themselves should focus as much as possible when listening learning takes place. when students have lost concentration, it is difficult for them to hear the audio that has been given by their teacher. conclusion in learning listening using a bottom-up strategy, students at smk negeri 3 karawang have the perception that this strategy has many benefits for students, students feel this strategy is good for improving their listening skills. not only listening, but students also feel that the bottom-up strategy in listening learning can increase their english vocabulary. in the end, the students also felt that the listening strategy chosen by their teacher in learning listening brought them to a new experience, where students felt motivated, interested, and comfortable in learning listening. it must be admitted that this research still has shortcomings. for further researchers, this research can still be developed more and more. there are so many strategies that can be used in listening learning, therefore the author recommends researching other listening learning strategies from a different point of view. references bagus, i., pamungkas, a., brawijaya, u., adi, s. s., & brawijaya, u. (2020). students ’ perception about improving english listening skills using movies among the vocational high school students. 7(december), 128–138. sukma irawan, yousef bani ahmad students' perceptions of listening learning using the bottom-up strategy 102 henderson, x. (2017). an investigation of metacognitive, bottom-up and top-down strategies in l2 listening strategies in l2 listening. 1–43. https://digitalcommons.csumb.edu/caps_thes_all/121 ismail, n. s. c., & abdul aziz, a. (2020). the teaching of listening strategies in esl classrooms. international journal of academic research in business and social sciences, 10(6). https://doi.org/10.6007/ijarbss/v10-i6/7279 khuziakhmetov, a. n., & porchesku, g. v. (2016). teaching listening comprehension: bottom-up approach. international journal of environmental and science education, 11(8), 1989–2001. https://doi.org/10.12973/ijese.2016.572a namaziandost, e., neisi, l., mahdavirad, f., & nasri, m. (2019). the relationship between listening comprehension problems and strategy usage among advance efl learners. cogent psychology, 6(1), 1–19. https://doi.org/10.1080/23311908.2019.1691338 nhat, n. t. h., & hanoi. (2021). developing bottom-up listening skills in a google classroom-based efl module. asiacall online journal, 12(3), 47–57. renukadevi, d. (2014). the role of listening in language acquisition; the challenges & strategies in teaching listening. international journal of education and information studies, 4(1), 59–63. http://www.ripublication.com yang, c.-c. (2006). the dominant listening strategy of low-proficiency level learners of mandarin chinese: bottom-up processing or top-down processing. analyzing teachers’ praise in classroom interaction afrillia anggreni, hastini, erniwati afrillthe1st@gmail.com universiitas tadulako received : 6 september 209; accepted : 25 november 2019 abstract this is qualitative research that applied discourse analysis method. the objectives of this research are to clarify (1) the dominant praise used by the english teachers in the classroom interaction and (2) the function of praise given by the english teachers in the classroom interaction. the informants of this research were two students of english education study program who took pengenalan lingkungan persekolahan program (plp).the data were collected by using audio recording and note observation. the results of the research show that (1) the teachers dominantly use okay and good in giving praise and (2) the functions of the praise are given by both of teachers as: to construct the good communication, to support positive learning behavior, to reward good students conduct and achievement and to express approval, admiration and delight during the teaching-learning process. the result also shows that both of teachers still have limited expression in giving praise. keywords: english teachers, praise, classroom interaction introduction in teaching learning process, the teachers are not only demanded to transfer their knowledge but also they are demanded to build up the positive emotion and social interaction by giving motivation to the students. motivation can lead and change the students’ behaviour in learning. harmer (2001) proposes that without motivation teacher will almost certainly fail to make necessary effort. motivation can be done intrinsically. one of them is by giving praise. henderlong and lepper (2000) claim that praise play a significant role in shaping children’s motivation in learning. praise is a form of reward that can be verbal and non verbal language. in 221 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 7, number 2, december 2019 pp. 221– 232 http://u.lipi.go.id/1457703302 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) teaching and learning process, praise is often called as positive feedback. brophy (1981) argues that praise is one of verbal reward that can be a reinforcement method for a teacher because it can build self –esteem and build a close relationship between teacher and students. furthermore, partin cited in hodman (2015) claims that giving praise can be a positive reinforcement toward students’ behavior and giving great challenges to the students to respond the academic questions and reduce the students’ bad behaviour. giving praise to the students in the classroom interaction can be expressed in many types such as good, very good, well, very well, excellent, okay but the teachers should appropriate the ways with function of praise is given. as firdaus (2015) conveys that the use of praise will be effective if the teachers know well and how to use it. black (1992) suggests that praise should contain the following elements namely: sincerity (the praise should show that the teacher is genuinely pleased with the student performance), spontaneity (praise should be surprise the students and not be viewed as an automatic or expected external reward from the teacher) and attribute success to behaviour (for praise to work, it must identify the student behaviour being praised and imply that future successes will be achieved if the behaviour is continued).generally, the function of praise is expressed by a teacher as: to reward good students conduct or academic but giving praise can be also applied to express approval, admiration, delight or enthusiasm, to support positive learning behaviour, as an icebreaker to establish communication or peace offering and to provide encouragement given for effort rather than accomplishment. in addition rahman (2015) also suggest that the function of praise can also be a reinforcement and to give command and warning indirectly. based on the explanation above, the researchers are interested in clarifying the types and the function of the praise in which given by the teachers so the research questions of this research are “what kind of praise is dominantly used by the english teachers and what functions of praise are given by the english teachers”. methods this research applied qualitative approach that emphasized discourse analysis to collect, identify, analyze, and interpret the data through interaction process between the teacher and the students. this research focused on teachers’ praise and the informant were two students of english education program who took pengenalan lingkungan persekolahan program (plp). the data were gathered through observation note and audio recording. then the data was analyzed by using the model from mile and huberman (1994) through four stages, they were data collection, data reduction, data display and drawing a conclusion/ interpretation. 222 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) results after collecting and transcribing all of the data recordings, the researchers analyzed the praise that uttered by two english teachers. those are teacher 1 1. types : good function : to construct the good communication extract 1 t : assalamu alaikum warahmatullahi wabarakatu ss : waalaikum salam warahmatullahi wabarakatu t : good morning students? ss : good morning ma’am t : ok, how are you today? ss : i am fine t : good ss : and you? t : i am fine too, thank you analisis of extract 1 based on the extract 1, the first teacher used good to praise the students for their politely and correctly respond for the teacher’ greeting and question. this praise can be indicated that the teacher will construct a good communication and maintain the students’ mood in the beginning of class. so it is clear that the function of this praise is to construct the good communication between teacher and students in the classroom intercation 2. types : okay, clap your hand function : to support positive learning behaviour extract 2 s1 : thank you for suggestion s2 : ok, enjoy your holiday s1 : <x words x> t : be serious please. oh my god ss : (do conversation, but they are not serious) t : okay, clap your hand 223 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) analisis of extract 2 based on the extract above, the teacher praised two students by uttering okay for their conversation performance in which was followed by non verbal language clap your hand in which the teacher instructed the other students to clap their hand. this praise is indicated that the teacher supports the students’ positive learning behavior and not for their academic achievement in finishing their conversation. it can be proved by how often the teacher uttered “be serious please, oh my god” during the students did conversation. both of students seem unseriously in doing the conversation. however, the teacher still praised their performance to motivate the students 3. types : okay, uplause to your friend function : to reward good students conduct or academic, extract 3 s3 : i will send you a booking holiday s4 : thank you so much ibnu s3 : you’re welcome, now i should go s4 : take care of your self s3 : by s4 : by t : okay, uplause to your friends analysis of extract 3 in extract 3, the teacher expressed her praising by saying okay, uplause to your friends. this praise was given to the students because they have successed to finish their conversation performance based on the topic and seriously did it. same as extract 2, the teacher also gave non verbal language by saying uplause to your friends or instructed the other students to clap their hand. the type of praise in extract 2 and 3 has same meaning but the function seems different. in extract 3, the praise is interpreted to reward good students conduct and academic because the students seriously did the conversation and based on the topic. furtheremore, it is supported by the non verbal praise that the teacher used. in extract 3 the teacher uttered uplause to your friend while in extract 2, the teacher uttered clap your hand. 4. types : okay, thank you, give uplause to your friend function : to reward good students conduct or academic, extract 4 s7 : no, thank you, i can order by my self but thanks for offering s8 : al right then and you’re welcome, i just want to help you 224 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) s7 : i know, by the way i have to go now, talk to you later s8 : ok, then, bye t : okay, thank you, give applause to your friend analysis of extract 4 in extract 4, the teacher praised two students after they finished their conversation project. same as the extract 3, the teacher used the similar type of praise and also praised the students because they seriously did the conversation and based on the topic. the praise was expressed by saying okay, thank you, give uplause to your friend. from the praise that the teacher expressed, it can be interpreted that the teacher is happy because of the two students’ achievement and appreciate the students’ effort. it can be proved by the expression “thank you” that uttered by the teacher 5. types : you are doing a great job function : to reward good students conduct or academic, extract 5 t :okay class you’re doing a great job today, so i will give you… here ehh the example, no, you didin’t … <x words x>. ok here, the conversation between stevani and saskia and i want you to play a role, this line to be stevani ehh saskiah eh stevani and this line to be saskia analysis of extract 5 in extract 5, the teacher gave praise for all of the students in the class for their performance by saying okay class you’re doing a great job today. from that expression, it can be interpreted that the praise was given to reward good students conduct or academic. 6. types : thank you for your nice attention function : to express admiration and delight extract 6 t : yes, you may start, from saskia ss : do conversation (in turn) t : oh… you are so slow <x word x> and this line be stevani but you should be powerfull. ok you may start ss : <x word x> t : ok, one.. two.. three ss : do conversation together (in turn) t : okay, thank you. ok class, i think it’s enough for this time. thanks for your nice attention and participation, see you next week. ok i will check your attendance list. analisis of extract 6 225 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) in extract 6, the teacher praised the sudents twice. the first praise was given after they seriously did conversation together in turn. the praise was expressed by saying okay, thank you. this praise is indicated as an appreciation for the students’ effort while the second praise was given when the teacher will end the teaching-learning process in the class by uttering thanks for your nice attention and participation. this praise seems as admiration and delight expression because the students have given their best performance, spirit and their effort during the learning process. the teacher also seems satisfied with their students’ behavior. teacher 2 7. types : okay, good function : to reward good students conduct or academic. extract 7 t : buka bukunya yah chapter four …. apa di situ chapter four? ss : job… application letter t : job application letter atau t-ss : surat lamaran kerja t : ada yang tau apa itu surat lamaran kerjaan ss : <x words x> t : yah? ss : surat permohonan … melamar pekerjaan t : okay good. jadi surat lamaran pekerjaan itu adalah surat untuk melamar sebuah pekerjaan…untuk lebih jelasnya, job application letter itu adalah surat permohonan untuk mendapatkan pekerjaan tertentu yang disesuaikan dengan pengumuman lowongan pekerjaan yang sering terdapat dalam sebuah iklan yaitu iklan yang terdapat dalam eh media cetak atau media elektronik. media cetak seperti koran, pasti kalian pernah baca kan surat lamaran pekerjaan kalau di koran analysis of extract 7 based on extract 7, the teacher praised the students because they sucessed to answer the teacher’question correctly. the teacher uttered okay, good. this praise is indicated to reward good students conduct or academic. 8. types : yes, okay, okay, okay function : to express approval and admiration extract 8 226 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) t : radio, yah ok … nah ada fungsinya application letter. kalian sudah tahu apa fungsinya? ss : ada tiga t : apa semua, coba? ss : <x words x> sebagai bukti tertulis, sebagai media komunikasi, sebagai pertimbangan, <x words x> s : kasih lengkap t : yes, okay okay,okay. jadi benar semua yah yang kalian sebutkan tadi. bearrti kalian sudah pernah yah buat surat lamaran pekerjaan? analysis of extract 8 in extract 8, teacher praised the students to express her approval and admiration because they can explain the learning materials correctly. the praise was yes, okay, okay,okay. the teacher seem agreed with the students’ response 9. types :okay, good fungsi : to support positive learning behaviour extract 9 t : yes, ok ok,ok. jadi benar semua yah yang kalian sebutkan tadi. berarti kalian sudah pernah yah buat surat lamaran pekerjaan? ss : sudah t : dimana? ss : dipelajaran bahasa indonesia. t : okay, good …jadi fungsinya job application letter itu adalah pertama sebagai bukti tertulis bahwa kita akan melamar sebuah pekerjaan.. as a written prove that when you apply for a job and then next as a mean of communication atau sebagai media untuk kalian berkomunikasi terhadap perusahaan tertentu. dalam hal ini tujuannnya untuk menyampaikan informasi ehh riwayat pendidikan, riwayat pekerjaan atau kemampuan yang dimiliki and the last one is as a consideration for employeer sebagai sebuah pertimbangan untuk perusahaan untuk menerima kalian sebagai pegawai di perusahaan tersebut. jadi, dalam hal ini perusahaan harus menyeleksi kalian terlebih dahulu dari job application yang … next, ada bagian-bagian yang terdapat dalam surat lamaran pekerjaan, biasnya di sebut cover letter. yang pertama kalian menuliskan nama kalian, your address, nama kalian kalian terus 227 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) alamat kalian, harus kalian tulis alamat lengkap analysis of extract 9 from extract 9, the teacher praised the students by saying okay good. this praise was given because the students can respond the teacher’ question related to the learning materials. so this praise is indicated to support the students’ positive behavior in learning. 10. types : yah good function : to reward good students conduct or academic, extract 10 t : kalian tuliskan ketertarikan kalian untuk melamar di perusahaan itu. jadi alasan kalian menuliskan surat lamaran diperusahaan itu apa, begitu kalian mau apa… kalau kalian lihat lowongan pekerjaannya dikoran, kalian tulis disitu koran apa begitu yah. and then paragraph selanjutnya apa, paragraph ke lima? ss : <x words x> t : apa? ss : posisi sebelumnya. t : yah good. jadi kalian tuliskan posisi kalian sebelum kalian melamar pekerjaan disitu apa begitu. sebagai apa begitu sebelum atau apa? ss : pengalaman pekerjaan analysis of extract 10 in extract 10, the teacher uttered yah good to praise the students. this praise was given for the students’ successful in giving response to the teacher’ question when the teacher reviewed the lesson. so this praise is interpreted as a reward for students’ academic achievement. 11. types : thank you for your good attention function : to support positive learning behavior and to express admiration ekstrak 11 t : bagus yah kalian sudah bisa buat surat lamaran pekerjaan ehh. berarti kalian sudah mengertikan cara membuat surat lamaran pekerjaan? ss : yess, alhamdulillah t :yah, jadi kalau kalian mau melamar pekerjaan, kalian bisa mengaplikasikan ini, contoh surat ini. kalian bisa tuliskan surat ini kalau kalian mau melamar pekerjaan, so i think it is enough for today. hthank you for your good attention, assalamu alaikum warahmatullahi wabarakatu 228 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) analysis extract 11 in extract 11, the second teacher gave praise in the end of the class. this praise was given because the students have given their full attention and participation and also been active during the learning process. in this case the praise is as admiration expression and also to support the positive behavior of the students. the following table shows the further information about the types and the function of praise during the learning process either has been analyzed or not. table 1: list of praise and its function informan t types function teacher 1 1. good 2. okay, clap your hand 3. okay, uplause to your friend 4. okay, thank you, give uplause to your friend 5. okay, thank you 6. you are doing a great job 7. okay, thank you 8. thanks for your 1. to construct the good communication 2. to support positive learning behaviour 3. to reward good students conduct or academic, 4. to reward good students conduct or academic 5. to support positive learning behavior and to reward good students conduct or academic, 6. to reward good students conduct or academic 7. to support positive learning bahavior 8. to express admiration and delight 229 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) nice attention and participation teacher 2 1. okay good 2. yes, okay, okay okay 3. okay good 4. yah good 5. good 6. bagus yah (yah good) 7. thank you for your good attention 1. to reward good students conduct or academic 2. to express approval and admiration 3. to support positive learning behavior 4. to reward good students conduct or academic 5. to reward good students conduct or academic 6. to reward good students conduct or academic 7. to support positive learning behavior and to express admiration. the result of the research shows that both of informants often praise the students during the learning process in which as positive feedback of the teachers for all of the positive things that the students did in the class. it can be seen from the extracts or the table above. the first teacher praised the students eight times and the second teacher did it sevent times during the learning process or ninety minutes for each teacher. the first teacher applied four types of praise: okay, good, great job, and nice while the second teacher applied two types of praise: yes, okay, okay and good. for the first teacher, the praise “okay” is dominantly praise which expressed for many functions. the functions are to reward good conduct and academic and to support positive learning behavior. however from the context and meaning, basically, the praise “okay“ is incorrect to reward the students conduct or academic achievement. in this case, the function of praise “okay” is more appropriate to show approval or admiration expression and to support positive learning behaviour for the students’ conversation performance. to reward good conduct or academic achievement, the teacher is better to express by using the praise like well done, good job, great effort, excellent. the 230 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) meaning of those praises seems very clear to show reward for the students’ academic achievement and it is indicated give more effect toward students’ motivation and anthusiasm in learning. in addition, the table above also shows that the the first teacher often combined her praise with the expression “thank you” okay, thank you and the non verbal praise “clap your hand/ uplause to your friend” okay, clap your hand or okay, uplause to your friend after the students seriously did the conversation so it is clear that okay is used as a praise for several functions. next, the first teacher also praised the students by uttering today, you are doing great job as a reward for the students’ academic achievement in which is addressed to all of the students in the class and thanks for your nice attention and participation to express her admiration for the students’ good behavior during the learning process, as connoly (1995) says that praise is effective to describe the appropriate bahaviour. based on the context and the meaning, those praises are appropriate to be applied and both of praise seems as continued praise. for the second teacher, she dominantly expressed good in giving praise with different functions. the praise “good” is expressed for some functions. first function is as reward for good conduct and academic achievement of the students. the second is to support positive learning behavior and the last is to express admiration and delight. she also combined the praise “good” with the word yah and okay which is indicated to make the praise clearly. the second teacher also praised the students by saying yes, okay, okay in which is indicated as expression of approval because this praise was given when the teacher reviewed the learning materials as pisacreta (2011) argues that praise is also given as approval statement. this type of praise was uttered by the teacher once during the learning process. furthermore, both of the teachers still dominant applied their praise as a reward for the students’ academic achievement and those are spontaneously expressed by the teachers. it can be proved by there are a praise in which is indicated incorrect with its function and in addition, it also can be indicated that both of the teachers still have limited expression of praise. it can be also proved by the types of praise that the teachers applied in the class. . conclusion the purposes of this research are to clarify the dominant types and function of praise that uttered by the teachers in the classroom during the learning process and after analyzing the teachers’ praise, it can be concluded that both of teachers often praised the students. the first teacher dominantly used okay with different function and the second teacher dominantly used good and also with different function. 231 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) for the function itself, the teachers give praise in five types namely as to construct the good communication, to support positive learning behavior, to reward good students conduct and achievement and to express approval, admiration and delight during the teaching-learning process. however both of the teachers are still dominant in giving reward for the students’ academic achievement. the teachers are also less creative in praising the students. references black, s. (1992). in judicious use of praise. the executive educator, 14(10), 24-27. brophy, j.e (1981). teacher praise: a functional analysis. review of educational research. connolly,t. (1995). the well-managed classroom: promoting students success through social skill instruction. washintong, d.c: eric clearinghouse firdaus, f.h. (2015). teacher’ praises and students’ engagement in efl classroom. vol.3 (2) 28-40. journal of english and education. harmer, j. (2001).the practice of english language teaching. pearson education limited. henderlong, j., and lepper, m. r. (2002). the effects of praise on children’s intrinsic motivation: a review and synthesis. psychol bull hodgman, r. m. (2014) student praise in the modern classroom: the use of praise notes as a productive motivational tool. journal of education and training. macrothink institute miles, m.b. & hubberman, a.m. (1994). qualitative data analysis (second edition). london: sage publication. pisacreta, j. (2011) increasing teachers’ use of a 1:1praise-to-behavior correction ratio to decrease student disruption in general education classrooms. wiley online library. rahman, f.a. (2016). tutur pujian guru dalam interaksi pembelajaran di kelas. vol.13. no.1. lingua. 232 the students’ interest towards the use of natural approach in teaching speaking masruddin stain palopo abstract: this research focusing how is the students’ interests toward the use of natural approach. the objective of the research was to find out the students’ interest toward the use of natural approach in teaching speaking. and scope of the research to explain the students’ interest toward the use of “natural approach” through road map in teaching speaking. that focused on giving and explain direction. the researcher used descriptive method. data was collected by giving questionnaire to the respondent to find out the students’ interest toward natural approach. the populations of this research were 20 students. in choosing sample, the researcher applied total sampling. the researcher chose class a. the total numbers of sample were 20 students.based on the findings, show that the students have high interest toward natural approach it prove the percentages in positive statement there were 14 students (70%) were agree. and in negative statement only 8 students (40%) were disagree and disagree. it means the students have positive interest toward the use of natural approach. the factors which make the students interest toward natural approach because did not make students boring and it used authentic material in teaching english particularly speaking. for example brochure, map, visual aid and games it is good method in delivering material. keywords: interest, natural approach, speaking. 83 introduction english is a language that used as international language in the world. it means many countries used it as a tool to comunicate and interact with other people from other country. as language, english commonly include of some skills. there are four skills in english that consists of speaking, writing, reading, and also listening. speaking is one of skills that should be paid much attention by the students, if they interact to another people in their surrounding, moreover if they want to talk to the foreigner. speaking is the most basic medium of communication by humans. as we know speaking skill is an important role in language learning particulary in english language learning. speaking is a truly basic skill in language learning, because it is frequently used in daily life to carry out conversation with others and often measured as the success of learning a foregin language. therefore, many students regard speaking as the most importan skill they can acquire and assess for theirs progress in accomplishing spoken comunication. to develop the student’s speaking skill, the teacher have to create an approach in classroom which involve students’ knowledge about english and possibility to make students can develop their speaking by natural method. this method can be easy to understand english teaching who teach by teacher. by natural approach emphazise on comprehensible input, meaningful communication and a relaxed classroom atmosphere. "to minimize stress, learners are not required to say anything until they feel ready, but they are expected to respond to teachers commands and questions." materials used in a natural approach classroom aim at making activities and tasks as meaningful as possible they foster comprehension and communication. authentic materials, like brochures or maps, menu, receipt as well as visual aids and games are used to facilitate acquisition and to promote comprehension and real communication. speaking jack. c. richard. and willy a. renandya (1980 : 200) speaking is use for many purposes and each purposes involves 84 different skill. for example speaking is use to make social contact with people when we engage in discussion whit someone, in other hand, the purpose may be to seek or express opinion or to do describe thing or complain about people’s behavior in other view speaking is fundamentally act. burmfit (1981:151), states that speaking as the thing is going two or more people talk to other, or an equal about people they know things has been experience or doing, their plans for the future and so on. a good speaking should be planned spontaneously. the reader should not feel that is premeditated. so in this case, we need a good preparation. speaking has both formal and fungtional characteristic. barnhard (1980) explains that speaking is a fine art. it is the art of thoughts. therefore speaking is an art that efforts the greatest pleasure. it does not cost money, it is all profit and it completes our education. widdowson (1978:58).assumes that “speaking in the usage sense involves the manifestation either of the phonological system or the grammatical system of language or both term used for variation in phonological manifestation is accent and the one used for variation in grammatical manifestation is dialect. in both cases, speaking with a certain accent or with a certain dialect is simply the physical embodiment of abstract system. rivers (1989: 189) explain that speaking the language is also important reason of motivation. student come to study of another language with the strong conviction that language means something spoken. based on statement above the researcher concludes that speaking is an important thing in our social live and the way to express ideas, feeling to know some information. or other hand it also as tools of communication whit other people, because it is completely our education and fundamentally act. harmer (2001) assumes the main aspects of assessing speaking skill are divided into three main components, as follow: a. fluency fluency is the able to speak a language smoothing and easily and student are communicate easily to other friends or 85 fluency is the ability to produce what to say smoothly and with out undo hesitate and searching. speak without your greet effort with a wide a range of expression. (oxford learners pocket dictionary, 1995:161) b. accuracy accuracy is the ability to understand quite target language clearly interlligible pronounciation, particular grammatical and lexical accuracy. brow in nasir thesis (2007:7) say that accuracy is achieved to some extent by allowing students focus on the elements of phonology grammar and discourse in their output. c. comprehensibility comprehensibility is the ability to understand quite well to topic animation with considerable repetition and rephrasing. comprehension is the exercise to improve one understands. all english teachers who teach english as a second and foreign language want to the students to practice speaking english frequently in the classroom interaction. they assert that the fluency needs frequently practice. if they are lack in practicing the oral skill be very passive. the frequency practice also performs the student’s positive attitude in learning the language as far they are motivated to improve their speaking skill. main factor in assessing speaking ability cristal in wijaya (1975:200) state that following are the main factors that need to be considering in assessing speaking ability namely: 1. smoothness of continuity in discourse. thus, includes a consideration of how sentence are connected, how sentence pattern in word order and omit element of structure, and also certain aspect of the prosody of discourse. 2. intelligibility essentially depends on the recognizably of the words and sentence pattern of speech. it therefore involves us in considering in phonetic characters of conversational english .particularly from the point of view it’s segmental (vowel and consonant system). 86 3. appropriateness refers to the suitability of language situation. it’s also about the way in which formality expressed by choice of vocabulary, idiom, and sintax. natural approach a. definition of natural approach method more than three decades ago, edward anthony (1963) gave us, definition that has quite admirably withstood the test of time. his concept of method was the second of three hierarchical elements namely, approach, method and technique. an approach according anthony was a set of assumption dealing with the nature of language, learning, and teaching. method was defined as an over all plan for systematic presentation of language base on a selected approach. it followed the technique were specific classroom activity consistent with a method, and therefore in harmony with an approach as well. (jack c. richard, methodology in language teaching, p 200) markee (1997) puts forward four reasons for the success of the method. first, she says that the method was simple to understand, despite the complex nature of the research involved. second, it was also compatible with the knowledge about second-language acquisition at the time. third, krashen stressed that teachers should be free to try the method, and that it could go alongside their existing classroom practices. finally, krashen demonstrated the method to many teachers' groups, so that they could see how it would work in practice. the natural approach is a method of language teaching developed by stephen krashen and tracy terrell in the late 1970s and early 1980s. it aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasise communication, and places decreased importance on conscious grammar study and explicit correction of student errors. the natural approach enjoyed much popularity with language teachers, efforts are also made to make the learning environment as stress-free as possible. in the natural approach, language output is not forced, but allowed to emerge spontaneously after students have attended to large amounts of comprehensible language input (richards, 2001). 87 http://en.wikipedia.org/wiki/method_of_language_teaching http://en.wikipedia.org/wiki/grammar http://en.wikipedia.org/wiki/tracy_terrell http://en.wikipedia.org/wiki/stephen_krashen krashen and terrell see communication as the primary function of language, and since their approach focuses on teaching communicative abilities, they refer to the natural approach as an example of a communicative approach. the natural approach "is similar to other communicative approaches being developed today" (krashen and terrell 1983: 17). they reject earlier methods of language teaching, such as the audiolingual method, which viewed grammar as the central component of language. according to krashen and terrell, the major problem with these methods was that they were built not around "actual theories of language acquisition, but theories of something else; for example, the structure of language" (1983: 1). unlike proponents of communicative language teaching, however, krashen and terrell give little attention to a theory of language.(http://www2.vobs.at/ludescher/alternative %20methods/natural_approach.m) the aim of the natural approach is to develop communicative skills, and it is primarily intended to be used with beginning learners. it is presented as a set of principles that can apply to a wide range of learners and teaching situations, and concrete objectives depend on the specific context in which it is used. terrell outlines three basic principles of the approach: "focus of instruction is on communication rather than its form." "speech production comes slowly and is never forced." "early speech goes through natural stages (yes or no response, oneword answers, lists of words, short phrases, complete sentences.) these principles result in classrooms where the teacher emphasizes interesting, comprehensible input and low-anxiety situations. lessons in the natural approach focus on understanding messages in the foreign language, and place little or no importance on error correction, drilling or on conscious learning of grammar rules. they also emphasize learning of a wide vocabulary base over learning new grammatical structures. in addition, teachers using the natural approach aim to create situations in the classroom that are intrinsically motivating for students.(dhority, lynn (1991). 88 http://en.wikipedia.org/wiki/vocabulary http://en.wikipedia.org/w/index.php?title=drill_(language_education)&action=edit&redlink=1 http://en.wikipedia.org/w/index.php?title=error_correction_(language_education)&action=edit&redlink=1 http://en.wikipedia.org/wiki/communicative_skill based on definitions above the researcher concludes that natural approach method is one of the teaching strategies system components that fundamentally, in english teaching. b. the instructional materials of natural approach in classroom the primary goal of materials in the natural approach is to make classroom activities as meaningful as possible by supplying "the extra-linguistic context that helps the acquirer to understand and there by to acquire" (krashen and terrell 1983: 55), by relating classroom activities to the real world, and by fostering real communication among the learners. materials come from the world of real rather than from textbooks. the primary aim of materials is to promote comprehension and communication. pictures and other visual aids are essential, because they supply the content for communication. they facilitate the acquisition of a large vocabulary within the classroom. other recommended materials include schedules, brochures, advertisements, maps, and books at levels appropriate to the students, if a reading component is included in the course. games, in general, are seen as useful classroom materials, since "games by their very nature, focus the student on what it is they are doing and use the language as a tool for reaching the goal rather than as a goal in itself" (terrell 1982: 121). the selection, reproduction, and collection of materials places a considerable burden on the natural approach teacher. since krashen and terrell suggest a syllabus of topics and situations, it is likely that at some point collections of materials to supplement teacher presentations will be published, built around the "syllabus" of topics and situations recommended by the natural approach. (terrell, tracy d. 1977). we have seen that the natural approach adopts techniques and activities freely from various method sources and can be regarded as innovative only with respect to the purposes for which they are recommended and the ways they are used. krashen and terrell (1983) provide suggestions for the use of a wide range of activities, all of which are familiar components of situational language teaching, communicative 89 language teaching, and other methods discussed. to illustrate procedural aspects of the natural approach, we will cite examples of how such activities are to be used in the natural approach classroom to provide comprehensible input, without requiring production of responses or minimal responses in the target language. in all these activities, the instructor maintains a constant flow of "comprehensible input," using key vocabulary items, appropriate gestures, context, repetition, and paraphrase to ensure the comprehensibility of the input. (terrell : 1977). c. types of learning and teaching activities from the beginning of a class taught according to the natural approach, emphasis is on presenting comprehensible input in the target language. teacher talk focuses on objects in the classroom and on the content of pictures, as with the direct method. to minimize stress, learners are not required to say anything until they feel ready, but they are expected to respond to teacher commands and questions in other ways. when learners are ready to begin talking in the new language, the teacher provides comprehensible language and simple response opportunities. the teacher talks slowly and distinctly, asking questions and eliciting one-word answers. there is a gradual progression from yes/ no questions, through either-or questions, to questions that students can answer using words they have heard used by the teacher. students are not expected to use a word actively until they have heard it many times. charts, pictures, advertisements, and other realia serve as the focal point for questions, and when the students' competence permits, talk moves to class members. "acquisition activities" those that focus on meaningful communication rather than language form are emphasized. pair or group work may be employed, followed by whole-class discussion led by the teacher. techniques recommended by krashen and terrell are often borrowed from other methods and adapted to meet the requirements of natural approach theory. these include command-based activities from total physical response; direct method activities in which mime, gesture, and context are used 90 to elicit questions and answers; and even situation-based practice of structures and patterns. group-work activities are often identical to those used in communicative language teaching, where sharing information in order to complete a task is emphasized. there is nothing novel about the procedures and techniques advocated for use with the natural approach. a casual observer might not be aware of the philosophy underlying the classroom techniques he or she observes. what characterizes the natural approach is the use of familiar techniques within the framework of a method that focuses on providing comprehensible input and a classroom environment that cues comprehension of input, minimizes learner anxiety, and maximizes learner self-confidence. d. learner roles there is a basic assumption in the natural approach that learners should not try to learn a language in the usual sense. the extent to which they can lose themselves in activities involving meaningful communication will determine the amount and kind of acquisition they will experience and the fluency they will ultimately demonstrate. the language acquirer is seen as a processor of comprehensible input. the acquirer is challenged by input that is slightly beyond his or her current level of competence and is able to assign meaning to this input through active use of context and extralinguistic information. learners' roles are seen to change according to their stage of linguistic development. central to these changing roles are learner decisions on when to speak, what to speak about, and what linguistic expressions to use in speaking. in the pre-production stage students "participate in the language activity without having to respond in the target language" (krashen and terrell 1983: 76). for example, students can act out physical commands, identify student colleagues from teacher description, point to pictures, and so forth. in the early-production stage, students respond to either-or questions, use single words and short phrases, fill in charts, and use fixed conversational patterns (e.g., how are you? what's your name?). 91 in the speech-emergent phase, students involve themselves in role play and games, contribute personal information and opinions, and participate in group problem solving. learners have four kinds of responsibilities in the natural approach classroom: 1. provide information about their specific goals so that acquisition activities can focus on the topics and situations most relevant to their needs. 2. take an active role in ensuring comprehensible input. they should learn and use conversational management techniques to regulate input. 3. decide when to start producing speech and when to upgrade it. 4. where learning exercises (i.e., grammar study) are to be a part of the program, decide with the teacher the relative amount of time to be devoted to them and perhaps even complete and correct them independently. learners are expected to participate in communication activities with other learners. although communication activities are seen to provide naturalistic practice and to create a sense of camaraderie, which lowers the affective filter, they may fail to provide learners with well-formed and comprehensible input at the i + 1 level. krashen and terrell warn of these shortcomings but do not suggest means for their amelioration. e. teacher roles the natural approach teacher has three central roles. first, the teacher is the primary source of comprehensible input in the target language. "class time is devoted primarily to providing input for acquisition," arid the teacher is the primary generator of that input. in this role the teacher is required to generate a constant flow of language input while providing a multiplicity of nonlinguistic clues to assist students in interpreting the input. the natural approach demands a much more center-stage role for the teacher than do many contemporary communicative methods. second, the natural approach teacher creates a classroom atmosphere that is interesting, friendly, and in which there is a low affective filter for learning. this is achieved in 92 part through such natural approach techniques as not demanding speech from the students before they are ready for it, not correcting student errors, and providing subject matter of high interest to students. finally, the teacher must choose and orchestrate a rich mix of classroom activities, involving a variety of group sizes, content, and contexts. the teacher is seen as responsible for collecting materials and designing their use. these materials, according to krashen and terrell, are based not just on teacher perceptions but on elicited student needs and interests. as with other non-orthodox teaching systems, the natural approach teacher has a particular responsibility to communicate clearly and compellingly to students the assumptions, organization, and expectations of the method, since in many cases these will violate student views of what language learning and teaching are supposed to be. method the researcher used descriptive method. data was collected by giving questionnaire to the respondent to find out the students’ interest toward natural approach. the populations of this research were 20 students. in choosing sample, the researcher applied total sampling. the researcher chose class a. the total numbers of sample were 20 students. findings and discussion in collecting data, the researcher used instrument namely questionnaire. in the questionnaire, there were some statements related to the students’ interest toward the used of natural approach in teaching speaking at second semester students of english study program stain palopo. the results of questionnaire analysis which have been distributed to the students were as follows: 1. the results of questionnaire analysis which have been distributed to the students interest toward natural approach. item 1 learning process by natural approach with map really help in learning speaking 93 no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 2 14 4 10% 70% 20% total 20 100% it can be seen in the table above that the most of the students agree if in teaching speaking used natural approach with maps, it is supported by the data that 2 students (10%) strongly agree and 14 students (70%) agree, 4 students (20%) doubt. and none of student (0%) disagree and strongly disagree. it means that learning speaking used natural approach with maps it really help. item 2 lack of ability in speaking can be overcome through natural approach no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 5 10 5 25% 50% 25% total 20 100% based on the table above it indicates that there were 5 students (25%) strongly agree, 10 students (50%) agree, 5 students (10%) doubt, and none of student (0%) disagree and strongly disagree. it means that they thought that the lack of ability in speaking can be overcome through natural approach . item 3 natural approach is an appropriate method in learning speaking skill 94 no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 6 10 4 30% 50% 20% total 20 100% there were 6 students (30%) were strongly agree, 10 student (50%) agree, and only 4 students (20%) doubt. and none of student (0%) disagree and strongly disagree it is meant that natural approach is appropriate in teaching speaking based on the students’ opinion. item 4 by using natural approach, it can add the students’ spirit in learning english particularly speaking? no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 8 9 3 40% 45% 15% total 20 100% the table above shows that there were 8 students (40%) strongly agree, 9 students (45%) agree, 3 students (15%) doubt, none of student (0%) disagree and strongly disagree. it means that the used natural approach in teaching speaking add students’ spirit in learning speaking. item 5 natural approach really helps in understanding english language in particularly speaking? 95 no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly agree 4 13 3 20% 65% 15% total 20 100% most of the students believe that natural approach is really helped in teaching speaking. it indicates that 4 students (20%) strongly agree, 13 students (65%) agree, 3 students (15%) doubt. and none of student (0%) disagree and strongly disagree. it means that natural approach really help student to understand english particularly speaking. item 6 it is easier to understand speaking study without utilize natural approach method no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 5 8 7 25% 40% 35% total 20 100% based on the table above show, most of the students believe that by using natural approach in teaching speaking will be easier to understand speaking it supported with the data that none of student (0%) strongly agree, and agree, 5 students (25%) doubt, 8 students (40%) disagree, and 7 students (35%) strongly disagree, it means with natural approach will helps students to easier understand english speaking. item 7 96 teacher is not necessary to utilize natural approach in teaching speaking no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 5 7 8 25% 35% 40% total 20 100% by the data of questionnaire above shows that none of student (0%) strongly agree and agree, mean while 5 students (25%) doubt, 7 students (35%) disagree and 8 students (40%) strongly disagree it means teacher necessarily utilize natural approach in teaching speaking. item 8 learning speaking through natural approach is not interesting and boring no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 6 7 7 30% 35% 35% total 20 100% the table above indicates that none of student (0%) strongly agree and agree, 6 students (30%) doubt,7 students (35%) disagree, 7 students (35%) strongly disagree. it means teaching speaking through natural approach is interesting and not boring. item 9 it is difficult for the students to understand speaking skill through the use of natural approach no classification frequency percentage (%) 97 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 4 8 8 20% 40% 40% total 20 100% the table above shows that the teaching speaking is not hard to understand by using natural approach. it indicates that none of student (0%) strongly agree and agree, 4 students (20%) doubt, 8 students (40%) disagree, 8 students (40%) strongly disagree.. it means teaching speaking by used natural approach is easy to understand. item 10 speaking skill was really boring through in utilizing of natural approach no classification frequency percentage (%) 1 2 3 4 5 strongly agree agree doubt disagree strongly disagree 5 7 8 25% 35% 40% total 20 100% it is proven by the data of questionnaire that one of student (0%) strongly agree and agree, 5 students (25%) doubt, 7 students (35%) disagree and 8 students (40%) strongly disagree. it means that the used of natural approach in teaching english particular speaking is not boring. the diagram shows that from ten items of questionnaire that consist two kind statements were positive and negative statements it result as follows: 1. positive statements the positive statements of questionnaire above start from item one until item five. it shows from five positive statements the most of students chose agree. there were two items that have high percentages it were item 1 and item 5. from 98 item one there are 14 students (70%) were agree and item five there were 13 students (65%) were agree. 2. negative statements the positive statements of questionnaire above start from item six until ten. the diagram above it shows from five negative statement, three items have high percentage. they were item 7, 9, and 10. where each item have same percentage. there were 8 students (40%) were strongly disagree. it proved that many students agree the use of natural approach in teaching english. based on the data of the result percentages above it show that the students have a biggest interest toward natural approach in teaching speaking and when talking about interest, it refers to about the positive response or attitude to something the people like, enjoy, and appreciate which make them having a desire to do. in this case, the interest of students are positive, therefore, the students are interested in natural approach. natural approach make the students interested in teaching speaking because it enjoyed much popularity with language teachers, to make the learning environment as stress-free as possible. which it is primarily intended to be used with beginning learners. in natural approach there were two point that can be improved students’ ability and interest in natural approach. these principles result in classroom where the teacher emphasizes interesting, comprehensible input and low-anxiety situations. it aims to foster naturalistic language acquisition in a classroom setting, and to this end it emphasize communication, and places decreased important on conscious grammar study and explicit correction of student errors. conclusions based on the finding and discussion parts, the researcher concludes that: second semester students of english study program stain palopo have positive interest towards the use of natural approach in learning speaking. it supported by the data where from ten questionnaire most of students agree in positive statements there were 14 students (70%) agree, it highest percentage than in negative statements there were 8 students 99 http://en.wikipedia.org/wiki/grammar (40%) disagree and strongly disagree. the factor which make the students interest in natural approach did not make students boring in practicing english because material that used in natural approach used authentic material that come from the real world that the things can see, touch by students like brochure, or map, as well as visual aid and game. it is a good method in delivering material. references ahmadi, 2012. teaching speaking by using picture at the second year of sma negri 2 belopa. thesis. cokroaminoto palopo university. academic journals in u.s. submit & publish papers, journals. faster review & rapid publication. www.iiste.org brown, h dougles 2001. teaching by principles: (an iinteresting approach to language pedagogy). new york : addison wesley longman. inc. brumfit, 1981. communicative methodology accuracy and fluency. jakarta workshop speaking spoken english. briney, amanda 2011. 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http://googleads.g.doubleclick.net/aclk?sa=l&ai=cj8zcub9uudnibym6igfqs4dwb6es7ocdl_yd30lajbcbeaeghpj1avccrrkl______8byokcyaebqambqgsjau_qj_hpwzjewjgizka8ekakwoo8ewqv0hop-p5a4rginyvebufmilzd1mtwnmvtb5yf3mbluox2x4kzcnmrhrhis1ra-vklfywrkmparqfx4y752tyzeyytyxi0peebisi7uh0lhttozrwrrbij6zpkboninxzjyfpctpfuibc-a0dbdahzfkcogaf3sl4a&num=1&sig=aod64_0fh1vbzrmfg-cpaxorvap6gxn0dq&client=ca-pub-3619764495662405&adurl=http://www.iiste.org/journals http://googleads.g.doubleclick.net/aclk?sa=l&ai=cj8zcub9uudnibym6igfqs4dwb6es7ocdl_yd30lajbcbeaeghpj1avccrrkl______8byokcyaebqambqgsjau_qj_hpwzjewjgizka8ekakwoo8ewqv0hop-p5a4rginyvebufmilzd1mtwnmvtb5yf3mbluox2x4kzcnmrhrhis1ra-vklfywrkmparqfx4y752tyzeyytyxi0peebisi7uh0lhttozrwrrbij6zpkboninxzjyfpctpfuibc-a0dbdahzfkcogaf3sl4a&num=1&sig=aod64_0fh1vbzrmfg-cpaxorvap6gxn0dq&client=ca-pub-3619764495662405&adurl=http://www.iiste.org/journals method” universitas cokraminoto palopo. unpublished thesis. palopo department of english education fkip uncp. h.d brown, 2000. principle of language learning and teaching san fransisco: longman harmer, jeremey 2002 the practical of english language teaching. england: longman hornby, a.s. 1995. oxford advanced learner’s dictionary oxford: university press. idrus, 2010 effectiveness of contextual teaching method in improving the students speaking skill of the second grade students at smu neg 2 palopo through english film, universitas. cokraminoto palopo. unpublished thesis. palopo departmdent of english education fkip uncp. jack c. richard and willy a. renandya, p. 200 methodology in language teaching, ( new york: cambridge university press), j.h. andrews 1996 pp. 1-11article“what was a map?” cartographica 33:4. http://geography.about.com/od/ understandmaps/a/thematicmaps.htm mawar, 2012 the student interest toward the use of lcd as media in teaching and learning english at ma nurul junaidiyah lauwo.universitas cokraminoto palopo.unpublished thesis. palopo departmdent of english education fkip uncp. markee, numa 1997. managing curricular innovation. cambridge, new york: cambridge university press. isbn 978-0-521-555241. nation, i,s,p and newton, jonathan.2009.teaching esl/efl listening and speaking. new york : routlage nunan, david 2003. principle english language teaching. new york : me grawhill nurlia, 2011. the interest of the second semester student of amik tomakaka mamuju towar teaching speaking through info-gaprace technique universitas cokraminoto palopo. unpublished thesis. palopo department of english education fkip uncp 101 http://en.wikipedia.org/wiki/special:booksources/978-0-521-555241 http://en.wikipedia.org/wiki/international_standard_book_number rivers m. w. 1981. teaching foreign language skill second edition. the university of chicago and london revel. teaching technique for communicative english. london macmillan : press ltd richards, jack; rodgers, theodore 2001. approaches and methods in language teaching (2nd ed.). cambridge, new york: cambridge university press. isbn 978-0521008433. suci, kurniati. 2012 teaching english by using “whole brain teaching”method in improving speaking skills at the seventh grade student of smp negeri 4 masamba. universitas cokraminoto palopo. unpublished thesis. palopo departmdent of english education fkip uncp. terrell, tracy d. 1977. a natural approach to second language acquisition mid learning. the modem language journal, 61,325-37. thornburry, scott 2006. how to teach speaking. longman widdowson, h. g. 1985. teaching language as communication. oxford university press. 102 d. learner roles the particular dialect or language that a person chooses to use on any occasion is called a code indonesian university students’ perception on instructorinitiated writing activities laode muhammad firman guntur1 & sadegh rahimi pordanjani2 igun0002@student.monash.edu faculty of education, monash university, australia received : 20 september 2019; accepted : 10 november 2019 abstract the recent literature of writing studies suggests that there is a possibility of different perception between instructor and university students on what causes students’ writing reluctance which leads to ineffective writing teaching activities initiated by the instructor. such ineffective teaching has, then, become the main cause of students’ disengagement in writing classes at university. this paper is aimed at exploring the perception from students’ side as the targeted individuals within the teaching process itself. in order to describe such perception, a critical literary review of previous studies from the relevant area is employed. it is argued that students’ perception on instructor-initiated writing activities are influenced by pedagogical consequences, learner’s linguistic competence, and their original perceptions of the english writing skill. this investigation has found that it is very crucial for instructors to design activities that engage students in three dimensions: cognitive, behavioural, and emotional. the study also finds that instructors' selection of teaching strategies influences students' motivation extrinsically in the form of reinforcement, or in contrast, degradation of their motivation. finally, this study confirms it is possible for students to respond pedagogical activities differently from the expectation of the instructors. keywords: instructor-initiated writing activities, writing skill, students’ perception 1 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 7, number 2, december 2019 pp. 1 – 12 http://u.lipi.go.id/1457703302 mailto:tanasynovalia@gmail.com laode muhammad firman guntur & sadegh rahimi pordanjan indonesian university students’ perception on instructor-initiated writing activities introduction writing has been the core activity along with reading that shapes the academic engagement for university students including those in indonesian universities, especially students majoring in english studies: english education, english literature, and business english study programs. huskin (2016) suggests that in a course unit where writing activities are intensive, students are in demand for active reading and writing to achieve the highly demanding learning objectives set by the faculty. regardless of its position as a foreign language (fl) in indonesia, english department students are expected to deal with academic reading and writing activities very intensively. however, the reality in indonesia, despite students have been studying english from elementary school, many still struggle to write proper english essays. hasan and marzuki (2017) suggest that this is partly caused by the lack of practice along that learning period. they study that generally, english teachings in those level before university put more emphasis on reading and only give a small portion of attention in speaking and writing practice (productive skills). indonesian students are also known to likely take extra english courses prior to and during university periods. this informal learning does not contribute much since commonly the teaching activities here focus more on speaking skill and grammar mastery. consequently, when these students are at university, their writing skill has not improved significantly, and they continuously consider writing as a stressful activity. the high cognitive demand of writing itself, to some student, affects motivation to write in the form of reluctance. this is an impact of the pedagogical approach applied by the teachers prior and during the university study level that fails to address the interrelation between these two domains. students’ writing reluctance is defined as “a consequence of the writing pedagogy which favours some students to engage and others to disengage” (meiketo & tessema, 2012, p,145). hence, ineffective teaching approach to writing skill does not only contribute to students' low ability to write but also their psychological aspect of viewing writing such as motivation, anxiety and reluctance. students’ engagement in writing activities is elaborated by hawthorns (2008) into three dimensions namely behavioural, cognitive, and emotional engagement and he also finds that teacher is one of the causes of reluctant writers. here, for students to be actively engaged in the learning process, they not only need to engage behaviourally but they also need to have a positive feeling about the learning while demonstrating and implementing their knowledge. though, we cannot just focus our attention on students in this engagement because instructors are the initiators and the designers of learning activities in the classroom engaged by the students. ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) instructor-initiated writing activities are methodically planned writing structure and assignments that take place in the classroom regarding the learning objectives (huskin, 2016). in planning the teaching practice, generally, instructors consider and correlate the learning objectives and the material but not always they give the same amount of attention to students' cognitive ability and emotional condition. practically, this is enough, but there are possibilities that students' needs and willingness to learn left unaddressed. ideally, instructors must realise the engagement willingness factors of the students especially in a difficult learning activity such as writing. though, instructors who conduct this step in their strategy planning may still encounter students' disengagement once the teaching process is ongoing. it can be stated here, that probably there is another blind spot that left unnoticed. most interestingly, asadifard and koosha (2013) find that learners and instructors may have different perceptions concerning the factors causing lack of engagement in writing activities initiated by the instructor. this perception difference is possible to become the main reason behind students' disengagement as well as the unnoticed blind spot when instructors design the pedagogical approach for the writing class. based on his study, meiketo and tessema (2012) find that reluctance to write falls into two categories of complete and partial avoidance. instructors believed that students lack of‟ lack of requisite skills and preparedness to engage in writing are among the major causes of their reluctance. students, on the other hand, blamed their instructors for being unable to engage them actively during the course. as a result, several strategies implemented to increase students’ engagement in writing activities sometimes fail to contribute as significantly as expected by the instructor. studies about reluctant writers have attracted researchers (e.g. pajares, 2003; buis, 2007; hawthorne, 2008) but none of these studies was conducted at a university level except for meiketo and tessema’s (2012) study which explores this issue in an efl university context. regarding writing reluctance causing factors, beattie (2010) suggests that students’ reluctance is related to gender while buis (2007) considers it as a pedagogical phenomenon and influenced by students’ linguistic competence. on the other hand, daly and miller (1975) hypothesise writing reluctance as a psychological concept and specify it to “writing apprehension”. however, to date, to the investigator’s knowledge, no research has been done to investigate this issue in the field of efl in indonesian universities. therefore, investigating this issue in that context, from students’ perspective, mainly the reason behind their unwillingness and inability to engage actively in writing activities becomes very crucial. this study in correspondence with such phenomena in writing skill teachings, tries to address two questions: 1) what are the factors causing students’ writing reluctance? 2) as they are perceived by students, among those factors, which of them are influenced by instructor-initiated writing activities? 3 laode muhammad firman guntur & sadegh rahimi pordanjan indonesian university students’ perception on instructor-initiated writing activities to contextualise the issue and to provide deeper insight of the issue being investigated, the first step is collecting necessary academic literature that explores writing skill, writing reluctance and motivation, and samples of teacherdesigned writing activities in efl context. then, generating links between literature and critically analysing them in framing this issue and constructing the arguments as the reflection to research questions are conducted. as discussed above and implied from the research questions, the focus of this investigation is to elaborate factors that cause students to become reluctant writers. from the literature review, some factors emerge as the cause of reluctance: pedagogical consequence (e.g., ineffective teaching strategy selection and poor teaching ability), different level of language elements mastery (e.g., grammar and vocabulary mastery) and psychological issues (e.g., gender difference, motivation and anxiety). from those factors, this study argues that instructorinitiated writing activities influence the psychological aspect of students for the most and to some extent, may also influence the development of learners’ linguistic competence. this study provides insight of understanding students' response to instructor-initiated writing activities. additionally, the instructors will be given a new perspective of constructing teaching approach that meets learners' needs and avoids learners' disengagement from learning at the same time. besides, the faculty, especially english department, will be able to take students' difficulties to engage in their learning activities into consideration while setting the syllabus as well as the learning objectives. finally, educational researchers, regarding the lack of research in this context as discussed, can also be benefited by this new perspective of observing teaching engagement. results students perception: factors causing writing reluctance and instructorinitiated writing activities 1. factors causing writing reluctance 1.1. pedagogical consequence in this section, this essay discusses the first factor that contributes to writing reluctance followed by some examples of pedagogical approach and how effective or ineffective they are in engaging the students actively. these activities are the standard practices by writing instructors in efl teaching context which have been gathered from the literature. regarding of different responses of students toward these practices, it can be stated that the implications can be positive as well as negative which is called pedagogical consequence. a pedagogical consequence, in writing learning, is defined by buis (2007) as resulting impact of ineffective pedagogical approach that causes reluctance to write among learners of efl in engaging themselves with writing ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) tasks. the practice examples of writing activities in efl classroom that have been investigated in previous researches on writing engagement are writing engagement strategies (huskin, 2016), task-based language teaching or tlbt (murad, 2009; sabet, tahriri, & haghi, 2014), social media writing (rodliyah, 2016), and effect of rubric in writing assessment (diab & bala, 2011). in his study, huskin (2016) investigates with a literary review, several strategies regarding how effective the strategies can be in engaging students and how the instructors should execute them. standard practices and teaching elements such as careful course design, peer review, writing assignments, class norms, high engagement strategies, backwards mapping, minute papers, knowwant-learned (kwl), mapping and organisers, philosophical chairs, brainstorming, pair-shares, and group presentation are being explored. from this study, it is concluded that designing writing course is not simple and it requires many considerations, and there should be clear and precise scaffolding activities that assist students in developing their writing quality from low to good. several teaching delivery strategies and learning methods explored in this study have been proven to give tremendous effect on students. however, when it comes to these practices over efl students, some issues left unaddressed. the first issue is the course design by the instructors which commonly takes place before the first encounter with the students and merely rely on the learning objectives set by the faculty. this issue leaves more works for the instructor to address when the course is ongoing as they will need to adapt to students’ needs. secondly, several strategies mentioned above are not common in indonesian universities writing teachings such as the philosophical chair, minute papers, and backwards mapping. minute papers, for example, requires the student to master a certain level of knowledge about the course material and become motivated reader first before they can engage. for some efl students, especially the critical ones with sufficient linguistic competence, this is meaningful yet enjoyable activity, but for the rest, they are likely to struggle. this issue also applies to philosophical chair strategy. to engage in backwards mapping activity, students must first be aware of expectancy-value theory (wigfield & eccles, 2000) in academic learning to assist them in planning their target and how to achieve it. these difficulties become the obstacles of engaging students in a cognitive way. another common teaching approach found effective and motivating by some teachers, and educational researchers are task-based language teaching or simply known as tblt (sabet, tahriri, & haghi, 2014). tblt is known to be an approach that enhances students' performance in abstract writing and to a certain level, enhances students' motivation. there are several types of tlbt tasks listed in murad (2009): listing tasks, ordering (sorting) tasks, comparing tasks, problem-solving tasks, sharing experience tasks, and creative tasks. canilao (2009) suggests that when tblt is in use, "writing becomes a more essential learning experience and a fulfilling pedagogical 5 laode muhammad firman guntur & sadegh rahimi pordanjan indonesian university students’ perception on instructor-initiated writing activities undertaking through activities designed on tblt principles" (p.2). this implies that through tblt students are exposed to critical and reflective thinking activities which may equip them with those meaningful and valuable skills once succeeded. on the other hand, some scholars also criticise this task-based approach. swan (2009), for example, argues that when the writing learning time is so limited, and the exposure of writing out of the classroom context is not intense, tlbt is not that effective. in indonesian universities context, students in english department are enrolled in 90 minutes writing class per week, and the only outof-class exposure they get is only doing assignments whether individually or as a group. hence, this is arguably not enough for them to engage actively in meaningful interaction with teachers in that insufficient duration inside the classroom. in addition, adam and newton (2009) suggest that teachers in asian contexts may encounter challenges in implementing tblt especially regarding course designing that matches tblt types of tasks and students' linguistic competence that determines the quality of their writing. failure to realise these timing, course design, and students' competence factors can lead to mediocre writing teaching practice that contributes to students' reluctance. more recently, benefiting from the introduction and the development of social media platforms, rodliyah (2016) investigates the pattern of interaction and students' response on e-journal by using closed group through facebook in indonesian universities context. it is found that the e-journaling activities on facebook attract definite interest and response from students and there is an indication of improvement in grammar and vocabulary mastery as well. though, this study does not explore the statistical improvement of those language elements. there is an emphasis on the power of learning and sharing among students when this strategy is in use. from this finding, it can be stated that implementation of a new but familiar ict-based pedagogical approach is helpful in engaging students with writing activities. e-journaling on facebook, for example, provides students chance to surround and engage themselves with writing activities even in out-of-class context – a context that is failed to address efficiently with tlbt approach. this kind of activity, as found in the study by rodliyah (2016), is proven to be motivating for university students in indonesia. from these three studies, it can be concluded that from different pedagogical approaches there are different consequences, especially in different learning contexts. these consequences can affect students positively, negatively, or even both positively and negatively at the same time. it can also be learned that implementation of approaches that cover the application of modern and familiar ict media is so compelling and engaging yet motivating for students in indonesian universities context. ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) 1.2. learners’ linguistic competence grammar and vocabulary are two basics yet most important variables of learning english as a foreign language, including writing skill (jeon & yamashita, 2014). the mastery of these two language elements becomes very crucial in english classroom context. to engage in writing activities, students need to be cognitively ready. buis (2007) emphasises the influence of students’ linguistic competence in students’ willingness to participate actively in the activities designed by the instructors. in a complex learning context, students' ability generates their willingness to learn it regardless how difficult the material being taught. on the other hand, when students feel that their knowledge of sentence structure and vocabulary are insufficient, even motivated students can start losing their interest. one of the engagement dimensions categorised by hawthorns (2008) is cognitive engagement. however, as elaborated above, cognitive ability affects motivation and emotion toward learning. then, it can be stated that behavioural, emotional, and cognitive engagement are interconnected. students with limited linguistic competence tend to struggle to write a good paragraph, and once this issue is not addressed, this struggle may result in reluctance among these students and turn them into reluctant writers. hence, it is essential for instructors to be aware of this cognitive factor in designing writing activities for students' high engagement to be achieved. 1.3. students’ psychology toward writing learning the last, but not least, reluctance causing factor comes from the students’ individually different intrinsic elements, as has been elaborated in their part as teaching subjects, namely psychological factor. this inner nature of students includes motivation, anxiety, and reluctance which all of them, as explained previously, have been proven to be contributing to the learning process, and most crucially the outcome. psychological factors shape students' characters, and since these factors influence students differently, the characters that exist in the classroom become vary. practically, this difference contributes to different ways of seeing learning as an activity. as educational psychologists have found it, each student learns in a different way, and type of personality has a significant role to play in determining the best way for one individual to learn (borg & shapiro, 1996). this is perhaps the cause of why when any strategies are implemented inside the classroom, generally, some students cannot actively engage and respond to the given activities. moody (1988) suggest that there is a possible effect from personality characteristics on the way students obtain or perceive given information. for example, a male student who tends to feel not confident to work with opposite gender may find it a bit more challenging to do peer-sharing with one female friend. even a simple issue such this has a crucial impact on the learning outcome. 7 laode muhammad firman guntur & sadegh rahimi pordanjan indonesian university students’ perception on instructor-initiated writing activities when it comes to discussing the psychological state of students in a learning process, motivation is interconnected with reluctance. when one is at a high level, the other is at a low level. cohen and dornyei (2002) view motivation as the most critical variables in succeeding pedagogical strategies. there are two types of motivation: intrinsic (im) and extrinsic motivation (em). im is considered as the energy that comes from one's intrinsic nature (deci & ryan, 1985) while em is the energy generated by reinforcement of goals beyond one's self to achieve specific separable goals or for specific motives, such as earning reward and avoiding punishment (ryan & deci, 2000). this theory validates the opinion that, despite students' self-willingness, there are some elements in their psychological states that can be reinforced by extrinsic factors, including teachers' personality and teachers' teaching approaches. as this study investigates instructor-initiated writing activities, a closer look is given toward extrinsic motivation. an extrinsically motivated student tends to be aware of what they expect by learning and what value they can obtain from it. hence, this type of students engages better in an activity that has clear goals. teachers should not fail to motivate their students first to make sure that they will engage will in the learning process. failure in doing this pre-learning stage of writing teaching may result in the reluctance for some students. meiketo and tessema (2012) have found that pedagogical approaches may favour some students to engage while leaving others to disengage. therefore, a rigorous activity design that meets the need of students to be motivated and engaged, plus an effective way of administering the activity in the classroom are incredibly crucial. this statement is backed by previous studies which have also confirmed that different teaching approaches influence students' motivation differently (e.g., rosenholtz & simpeson, 1984; mcclintic, 1989; lam & law 2007). all of these studies attempt to document and to investigate the different impact of several teaching strategies on learners’ motivation and all agree that the influences are significant. 2. students’ writing reluctance and instructor-initiated writing activities: generating the links in this section, this study will elaborate more on how those previously discussed writing teaching strategies (in the first factor) influence students' motivation and how they possibly contribute to writing reluctance. in addition, since the first factor which relates to the pedagogical approach that causes reluctance, to some extent, refers to the instructor-initiated activities themselves, the influence can only be overviewed in terms of how they can affect students' necessary linguistic competence in writing skill and their reluctance to write. though, as discussed earlier, this influence is explored from students' perspective toward those activities they are told to engage in the ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) writing classroom. to highlight it once again, scholars who researched on writing reluctance (e.g., asadifard & koosha, 2013; meiketo & tessema, 2012) have agreed that there is a strong indication where instructors and students perceive factors which cause disengagement differently. instructors tend to believe that the cause of disengagement merely is because students are not well prepared to engage and they lack the prerequisite skills that could enable them to engage. students, on the other hand, blame their teacher or instructor for not being able to engage them actively with a poor choice of teaching strategy. presumably, this is where the barriers between students and teachers' expectancies of learning occur. viewing this from students’ point of view is indeed interesting yet urgent. it has been found that some instructor-initiated writing activities may not match their needs. the need for a certain level of linguistic competence, especially the mastery of grammar and vocabulary, is the basic that need to be met for students to engage cognitively. the instructor can influence this factor by designing activities that enable students to bolster their mastery of these language elements. giving attention to explaining language features of texts they are told to write may favour students to engage and write confidently in this academic english context. introducing key academic words for them to practice using in every meeting for every essay is also beneficial yet enriching for students. these activities are the scaffolds teachers can apply to provide students with an easy route to follow and boosts to start their writings. instructors can also engage students behaviourally and emotionally with effective teaching activities. since the three dimensions of engagement are interconnected, students who can engage cognitively tend to engage actively and to feel encouraged. though, there are also issues that instructors must be aware of that may contribute to disengagements, such as introvert and extrovert students as in moody (1998) and students who feel uncomfortable pairing and sharing with opposite gender as in beattie (2010). these students' perception for some instructors are not considered as concerns in their teaching, but this investigation has proven that these issues cannot simply be neglected. conclusion english for academic writing is one of the core activities for students to engage, especially as english department students in indonesian universities. while students are expected to engage, instructors are expected to engage them by designing activities that help them for not becoming reluctant writers. as shown in this investigation, reluctance in writing, a complex language skill, is typical in efl area. to summarise, this investigation has found that it is very crucial for instructors to design activities that engage students in three dimensions: cognitive, behavioural, and emotional. a successful engagement at 9 laode muhammad firman guntur & sadegh rahimi pordanjan indonesian university students’ perception on instructor-initiated writing activities these levels is found to be the determinant factor of the learning outcome. the study also finds that instructors' selection of teaching strategies influence students' motivation extrinsically in the form of reinforcement, or in contrast, degradation of their motivation. finally, this study confirms that students are very possible to respond pedagogical activities differently from the expectation of the instructors. it can be concluded that instructor-initiated writing activities in different contexts may produce both motivated and reluctant writers depending on how these activities are designed. consequently, it is recommended for writing instructors to carefully design activities that meet learners’ needs and match them with the learning objectives set by the faculty. the faculty is also suggested to consider students' perception of the practised activities throughout the semester and evaluate their writing course syllabus if necessary, to reflect on this issue. future investigations of writing motivation, anxiety, and reluctance in indonesian universities contexts are also recommended since literary resources upon this issue are found to be very limited compared to these psychological aspects in other english skills. references adams, r., & newton, j. 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(2000). expectancy–value theory of achievement motivation. contemporary educational psychology, 25(1), 68-81. doi: 10.1006/ceps.1999.1015. page 18 reading habit dan reading preferences mahasiswa jurusan teknik mesin tahun 2015/2016 politeknik negeri ujung pandang sitti sahriana rianakresna@gmail.com politeknik negeri ujung pandang, makassar abstract there are four skills in english, namely listening, speaking, reading and writing. reading as one of the skills in teaching english plays important roles in english. this research aims to find out the reading habit, the reading techniques known and used by the students and the problems facing by the students of politeknik negeri ujung pandang in reading comprehension. the population of the research is the students of mechanical engineering department of politeknik negeri ujung pandang. while the samples of the research are the d4 manufacturing engineering and d4 mechatronics engineering students. the total number of the students is 45. the method used in this research is qualitative descriptive analysis. this method is used as a procedure to solve the problems which are observed. to get the data for the research, a questionnaire is used to find out the reading habit, the reading techniques and the problems faced by the students. the questionnaire comes in form of semiopen-ended where besides providing some options for each number; the students are also given a chance to give their own answer or opinion. keywords: reading habit, reading preferences pendahuluan kedudukan bahasa inggris di era globalisasi ini semakin kuat.hal ini dibuktikan dengan dijadikannya bahasa inggris sebagai bahasa resmi bisnis antar sesama negara asean sesuai dengan cetak biru asean economy community (aec).dengan dijadikannya bahasa inggris sebagai bahasa komunikasi antar sesama negara asean maka sebagai warga negara salah satu anggota asean, penguasaan bahasa inggris menjadi suatu hal yang mutlak. orang-orang yang memiliki kemampuan bahasa inggris yang baik akan memiliki peluang yang lebih besar dalam mendapatkan pekerjaan, tidak hanya di dalam negeri tapi juga di luar negeri. bahasa inggris sebagai sebuah mata pelajaran yang disajikan sejak sekolah dasar hingga perguruan tinggi di indonesia meliputi empat keterampilan berbahasa yaitu listening skill mailto:rianakresna@gmail.com page 19 (menyimak), speaking skill (berbicara), reading skill (membaca) dan writing skill (menulis). pengajaran keempat skill ini seharusnya terintegrasi dalam proses belajar mengajar yang terjadi dalam kelas agar siswa mampu mengembangkan kemampuan mereka secara bersamaan. listening skill (menyimak) dan reading skill (membaca) disebut receptive skill dimana seseorang tidak perlu untuk menghasilkan bahasa, mereka menerima dan memahami bahasa tersebut.skill ini biasa disebut passive skill. sementara speaking dan writing skill disebut productive skill dimana orang-orang menggunakan bahasa yang telah dipelajari dan menghasilkan pesan dalam bentuk teks lisan atau tertulis agar orang lain mengerti. politeknik negeri ujung pandang sebagai salah satu institusi pendidikan sejak tahun 2008 melalui upt bahasa telah secara aktif mengadakan test toefl (test of english as a foreign language) predictionbagi mahasiswa baru setiap tahun ajaran dan mahasiswa yang akan lulus dari politeknik negeri ujung pandang. test toefl adalah test bahasa inggris yang paling umum digunakan untuk mengetahui kemampuan bahasa inggris seseorang. test ini terdiri atas 3 section yaitu listening comprehension, structure and written expression dan reading comprehension. berdasarkan test toefl prediction yang dilakukan oleh mahasiswa program studi d4 teknik manufaktur dan teknik mekatronika tahun ajaran 2015/2016, khusus untuk reading comprehension terbilang rendah dengan persentase jawaban benar hanya sekitar 33,4% dari keseluruhan soal reading comprehension yang berjumlah 50 nomor. fenomena ini menunjukkan bahwa kemampuan reading mahasiswa program studi d4 teknik mesin masih sangat rendah. reading sebagai salah satu skill yang harus dikembangkan dalam pembelajaran bahasa inggris tidak dapat dipisahkan dari skill-skill lainnya karena kemampuan siswa pada satu skill akan mendukung kemampuan untuk menguasai skill-skill lainnya. tanpa menguasai reading skill kemampuan berbahasa seseorang tidak akan berkembang. memiliki kemampuan reading sangat dibutuhkan oleh seorang siswa karena dengan kemampuan ini mereka akan mampu meningkatkan kemampuan berbahasa inggris mereka. deangan reading seorang siswa dapat memperbanyak perbendaharaan kosa kata bahasa inggris mereka yang pada akhirnya akan sangat membantu mengembangkan kemampuan writing dan speaking mereka. tidak dapat dipungkiri bahwa dalam proses belajar bahasa inggris, masih banyak siswa yang mengalami kesulitan dalam mengembangkan reading skill mereka yang menyebabkan rendahnya kemampuan memahami sebuah teks bahasa inggris. ada beberapa hal yang page 20 menyebabkan rendahnya kemampuan membaca para siswa selama ini.kurangnya latihan membaca adalah penyebab utama rendahnya kemampuan membaca siswa.para siswa biasanya gagal dalam tes membaca karena kurang membaca materi-materi berbahasa inggris. michael swan (1975) menyatakan “some of the reasons for failure in comprehension are connected with defective reading habit.” berdasarkan pernyataan tersebut dapat disimpulkan bahwa kebiasaan membaca yang kurang baik akan menyebabkan rendahnya kemampuan seseorang dalam memahami sebuah teks. penyebab lainnya adalah kebiasaan para siswa yang saat ini lebih memilih untuk melakukan hal lain selain membaca, misalnya bermain games, menonton televisi, dan berkumpul dengan teman. selain itu membaca juga dianggap sebagai kegiatan yang membosankan.para siswa saat ini jauh lebih memilih untuk bersosialisasi melalui berbagai social media dari pada meluangkan waktu untuk membaca. kemampuan membaca (reading skill) adalah salah satu faktor penting yang menentukan kesuksesan seorang siswa dalam menguasai bahasa inggris.kemampuan membaca seseorang sangat dipengaruhi oleh kebiasaan (habit) membaca (samrotul, 2014).maka untuk memperkuat pemahaman membaca para siswa sangat perlu untuk memperbaiki kebiasaan-kebiasaan membaca mereka.selain kebiasaan membaca, pilihan-pilihan (preferences) bacaan juga sangat membantu seorang siswa dalam menguasai skill ini.manfaat kebiasaan membaca sangat besar bagi mahasiswa dalam mempelajari bahasa inggris.dengan membaca mahasiswa dapat membuka dunia baru dan memperluas perspective mereka. selain itu kebiasaan membaca juga akan sangat menolong mahasiswa untuk berbicara dengan penuh percaya diri. dengan membiasakan membaca sebagai kegiatan rutin akan membantu mahasiswa untuk memahami berbagai teks berbahasa inggris secara fasih dan tepat. selain itu dengan mempunyai kebiasaan membaca yang baik akan membuat seseorang lebih cerdas dan meningkatkan analisa dalam memahami sebuah teks. memahami pentingnya pengembangan reading skill bagi mahasiswa maka penelitian ini dilakukan. salah satu cara untuk meningkatkan kemampuan reading mahasiswa adalah dengan mengetahui kebiasaan-kebiasaan membaca serta pilihan bacaan mereka selama ini. dengan mengetahui kebiasaan dan pilihan bacaan mahasiswa maka akan memudahkan bagi seorang pengajar bahasa inggris untuk mendesain teknik pengajaran untuk reading skill serta dapat mengetahui berbagai model teks yang akan diberikan kepada mahasiswa. selain itu melalui page 21 penelitian ini diharapkan dapat memotivasi para pengajar bahasa inggris politeknik negeri ujung pandang untuk mengembangkan kebiasaan membaca mahasiswa mereka. selain ketertarikan untuk mengetahui kebiasaan membaca mahasiswa, penelitian ini juga dilakukan berdasarkan pengalaman yang peneliti temukan selama mengajar bahasa inggris.mahasiswa memiliki pemahaman yang rendah sehingga sering mereka menemukan kesulitan menjawab pertanyaan yang berhubungan dengan teks bacaan.kesulitan tersebut sering disebabkan oleh kurangnya perbendaharaan kosa kata bahasa inggris yang dimiliki sehingga dalam membaca teks berbahasa inggris mereka menghabiskan banyak waktu untuk membuka kamus dan mencari arti kata-kata yang tidak mereka ketahui. berdasarkan latar belakang di atas maka dapat dirumuskan masalah sebagai berikut: 1. bagaimana reading habit mahasiswa teknik mesin tahun ajaran 2015/2016. 2. keterampilan membaca apa yang digunakan mahasiswa teknik mesin tahun ajaran 2015/2016? 3. kendala-kendala apa saja yang ditemui mahasiswa dalam proses membaca? adapun tujuan penelitian ini adalah: 1. mengetahui reading habit mahasiswa teknik mesin tahun ajaran 2015/2016. 2. mengetahui keterampilan membaca yang digunakan oleh mahasiswa teknik mesin tahun ajaran 2015/2016. 3. mengetahui kendala-kendala yang dihadapi mahasiswa dalam proses membaca. studi pendahuluan ada beberapa penelitian yang dilakukan untuk melihat kebiasaan membaca serta pilihanpilihan bacaan para pelajar bahasa inggris di berbagai negara.beberapa penelitian tentang kebiasaan membaca dan pilihan bacaan yang dilakukan dihubungkan dengan kemampuan memahami teks berbahasa inggris. 1. muhlise dan esin (2008) melakukan penelitian tentang kebiasaan membaca dan pandangan umum mahasiswa tentang membaca. partisipan penelitian ini adalah mahasiswa pengajaran bahasa inggris dan pengajaran bahasa jerman pada jurusan pengajaran fakultas pendidikan universitas trakya di turki. instrument penelitian yang digunakan adalah sebuah kuesioner dengan 40 pertanyaan yang diberikan kepada 187 mahasiswa. hasil penelitian mereka menunjukkan bahwa mahasiswa page 22 dari kedua jurusan tersebut memiliki sikap positif terhadap membaca dan terlibat secara aktif dalam membaca. 2. santy dkk (2011) melakukan penelitian tentang hubungan gaya belajar dan pemahaman membaca mahasiswa. tujuan penelitian ini adalah untuk menguji apakah ada hubungan signifikan atau tidak antara gaya belajar mahasiswa dengan pemahaman membaca. sampel penelitian ini adalah mahasiswa semester 4 program studi bahasa inggris di fkip untan tahun ajaran 2011/2012 yang berjumlah 23 mmahasiswa. hasil penelitian menunjukkan bahwa tidak ada hubungan yang signifikan antara gaya belajar dengan pemahaman membaca mahasiswa yang menjadi sampel penelitian ini. 3. samrotul (2014) melakukan penelitian untuk mengetahui hubungan antara kebiasaan membaca siswa dengan kemampuan pemahaman membaca siswa kelas 2 sma dua mei ciputat tahun akademik 2013/2014. populasi penelitian ini adalah 40 siswa kelas 2 ipa dan ips tahun akademik 2013/2014.hasil peneltian menunjukkan adanya hubungan yang kuat antara kebiasaan membaca siswa dengan kemampuan pemahaman siswa kelas 2 sma dua mei ciputat tahun akademik 2013/2014. 1. definisi reading bagi mahasiswa, reading menjadi alat yang sangat penting untuk menambah pengetahuan mereka.mahasiswa seharusnya mampu membaca berbagai macam teks berbahasa inggris.kemampuan mahasiswa untuk mengerti ide dari teks tertulis harus menjadi perhatian utama dalam pengembangan reading skill bahasa inggris. hal ini menjadi penting sejak kemampuan mahasiswa memahami isi materi teks tertulis akan mempengaruhi studi mereka selama di perguruan tinggi. definisi reading telah dikemukakan oleh ratusan ilmuwan pendidikan. paul,et all (1984) mendefinisikan reading sebagai berikut “reading is divided into two parts, they are reading process and reading product. reading process means that several sequences steps that students should accomplished while reading text material. while reading as a product means that the reader has to understand about interaction between a reader and a text and meaning-getting process, simply it called communication.” heilman, et all (1981) menyatakan “ reading is an active process that is affected directly by an page 23 individual’s interaction with language that has been coded into print.” merujuk ke definisi yang telah dikemukakan diatas dapat disimpulkan bahwa reading adalah sebuah bentuk proses komunikasi dimana pembaca menggunakan berbagai strategi untuk dapat memahami sebuah teks tertulis. menurut dadzie (2008) “reading is the ability to understand words contained in a document and make use of the knowledge for personal growth and development.”hal ini mengimplikasikan bahwa seseorang memerlukan kemampuan untuk memahami kata-kata yang terdapat pada sebuah dokumen dan menggunakan informasi yang didapatkan untuk pengembangan diri.sebagaimana diketahui bahwa setiap orang membaca untuk tujuan dan alasan yang berbeda.sebagian orang membaca untuk kesenangan, adapula yang membaca untuk mencari informasi serta menambah pengetahuan, serta ada yang membaca untuk mengisi waktu luang. deavers (2000) menyatakan “reading is an essential tool for knowledge transfer and the habit of reading is an academic activity that increases skills in reading strategies. to know about the world and its environment, a child helps himself through reading books, newspapers and other magazine. once the child has been taught to read and has developed the love for the books, he can explore for himself the wealth of human experiences and knowledge through reading. children who miss the opportunity of getting in touch with books in their early stages of life, find it hard to acquire good reading habits in their later years.”merujuk pada pernyataan di atas maka sepatutnya kebiasaan membaca diperkenalkan kepada seorang anak sedini mungkin. orang tua berperan sangat penting dalam proses ini mengingat bahwa guru pertama seorang anak adalah orang tua mereka. seorang anak sebaiknya diperkenalkan dengan kegiatan membaca melalui aktifitas yang menyenangkan sehingga mereka merasa senang untuk membaca. 2. tujuan reading setiap orang mempunyai tujuan yang berbeda-beda pada saat melakukan kegiatan membaca.secara umum dapat dikatakan bahwa bagi mahasiswa tujuan membaca mereka adalah untuk mendapatkan informasi yang berguna bagi penyelesaian tugas yang diberikan oleh dosen mereka.bagi seorang pengajar atau dosen, tujuan mereka membaca page 24 yaitu untuk menambah pengetahuan mereka tentang bidang ilmu yang mereka tekuni atau untuk menambah referensi pengetahuan mereka sehubungan dengan penelitian yang mereka lakukan.seorang ibu rumah tangga membaca untuk membantu anak-anak mereka dalam mengerjakan tugas. seorang pencari kerja membaca untuk mencari informasi tentang perusahaan yang akan mereka tempati kerja. henry guntur tarigan (1995) menyatakan bahwa ada tujuh tujuan membaca, yaitu: 1. membaca untuk memperoleh perincian-perincian atau fakta-fakta (reading for details or facts), 2. membaca untuk memperoleh ide-ide utama (reading for main ideas), 3. membaca untuk mengetahui urutan atau susunan, organisasi cerita (reading for sequence or organization), 4. membaca untuk menyimpulkan, membaca inferensi (reading for inference), 5. membaca untuk mengelompokkan, membaca untuk mengklasifikasikan (reading to classify), 6. membaca menilai, membaca evaluasi (reading to evaluate), 7. membaca untuk memperbandingkan atau mempertentangkan (reading to compare or to contrast). sementara dallman (1982) menyebut beberapa tujuan reading yaitu: a. reading purpose on the factual level. this reading purpose enable reader to understand the information directly stated in the passage. b. reading purpose on the interpretative level. reading inferential level often called as reading between lines. c. reading purpose on the evaluative level. the ability to make evaluative judgements is the most important step in reading purpose. berdasarkan tujuan reading menurut dalmann, dapat dikatakan bahwa terdapat banyak skill yang harus dimiliki oleh pembaca untuk mencapai factual level. sementara pada interpretative level, pembaca membutuhkan kemampuan untuk mengenali informasi yang tidak tercantum dalam sebuah bacaan.pembaca harus mampu untuk menyimpulkan dan mengorganisasi informasi serta merasakan hubungan antara point-point utama dan detail. untuk mencapai evaluation level, pembaca harus mampu untuk menemukan informasi yang relevan yang diusulkan oleh penulis dengan fakta-fakta serta pembaca mampu membandingkan informasi tersebut dengan sumber informasi lain. 3. reading habit dan reading preference page 25 beberapa ahli memberikan pendapat tentang reading habit. bashir dan mattoo (2012)menyatakan “reading habit are well-planned and deliberate pattern of study which has attained a form of consistency on the part of students toward understanding academic subjects and passing at examination. reading habits determine the academic achievements of students to a great extent. both reading and academic achievement are interrelated and dependent on each other.” hal ini berarti bahwa terdapat hubungan antara reading dan pencapaian akademik. kedua hal ini saling berkaitan satu sama lain. seorang pelajar atau mahasiswa perlu memiliki reading habit yang baik untuk mencapai prestasi dalam bidang akademik. wagner (2002) menyatakan “the activity of reading is regarded as a habit when it is repeatedly carried out. in measurable terms reading habits is often considered in terms of the amount of materials being read, the frequency of reading as well as the average time spent on reading.”dapat disimpulkan bahwa kegiatan membaca dapat disebut sebagai sebuah kebiaasaan jika kegiatan tersebut dilakukan secara berulang.ada beberapa hal yang terlibat dalam kegiatan reading habit yaitu jumlah bacaan yang telah dibaca, frekuensi membaca serta jumlah waktu yang dihabiskan untuk kegiatan tersebut. sangkaeo (1999) menyatakan “reading habit refers to the behavior, which express the likeness of reading and tastes of reading.pendapat yang hamper sama dikemukakan oleh shen (2006) yang menyatakan “reading habits as how often, how much, and what the readers read.” menurut rudman (1957) “reading interests often refer to the selection of subject matter or preference for a genre of literature being read.”setiap orang mempunyai ketertarikan membaca yang berbeda-beda.ketertarikan ini dapat merujuk ke genre bacaan atau hal-hal lain yang membuat seseorang membaca. hal ini menjelaskan mengapa seseorang sangat menyukai novel sementara yang lain menyukai komik dan yang lainnya suka membaca ensiklopedia. usia, jenis kelamin dan factor-faktor internal lainnya juga turut mempengaruhi reading interests atau preferences seseorang. metodologi penelitian 1. metodologi penelitian page 26 untuk dapat mengungkapkan masalah-masalah yang ada dalam penelitian ini maka digunakan metode analisis desktiptif kualitatif.metode analisis deskripsi kualitatif dipergunakan sebagai prosedur pemecahan masalah yang diteliti dengan menggambarkan atau melukiskan keadaan objek penelitian pada saat penelitian diadakan, berdasarkan fakta-fakta yang tampak sebagaimana adanya. adapun objek penelitian yang akan digambarkan adalah kebiasaan membaca dan hal-hal yang berhubungan dengan minat baca mahasiswa teknik mesin angkatan 2015. data tentang kebiasaan membaca mahasiswa akan didapatkan melalui kuesioner yang dibagikan kepada mahasiswa yang menjadi sample dalam penelitian ini. hasil kuesioner mahasiswa yang terkumpul kemudian akan dideskripsikan atau dijelaskan untuk mendapatkan gambaran tentang kebiasaan membaca mahasiswa teknik mesin angkatan 2015. 2. tahapan penelitian adapun tahapan-tahapan yang dilakukan dalam penelitian ini adalah sebagai berikut: 1. membuat kuesioner untuk mengetahui reading habit dan reading preferences mahasiswa. 2. memberikan kuesioner tentang reading habit dan reading preferences kepada mahasiswa yang dijadikan sampel penelitian. 3. setelah data terkumpul, jawaban-jawaban setiap mahasiswa akan dihitung berdasarkan pilihan yang tersedia. 4. mendeskripsikan hasil kuesioner mahasiswa. 3. waktu dan lokasi penelitian penelitian ini dilakukan selama delapan (8) bulan dimulai pada bulan pebruari hingga bulan september 2016.tempat pelaksanaan penelitian ini adalah politeknik negeri ujung pandang jurusan teknik mesin. 4. populasi dan sampel populasi merupakan sumber data yang otentik pada setiap penelitian.populasi dalam penelitian ini adalah mahasiswa tahun pertama jurusan teknik mesin.mereka adalah mahasiswa yang dilulus di politeknik negeri ujung pandang tahun ajaran 2015/2016. adapun sampel pada penelitian ini adalah mahasiswa kelas 1 jurusan teknik mesin program studi d4 teknik manufaktur yang berjumlah 24 mahasiswa dan kelas 1 d4 program studi d4 teknik page 27 mekatronika yang berjumlah 21 orang. jumlah total mahasiswa yang menjadi sampel dalam penelitian ini adalah 45 mahasiswa. 5. instrumen penelitian data pada penelitian ini diperoleh melalui instrument berupa kuesioner adalah memakai model semi-open-ended untuk mengetahui reading habit dan reading preferences mahasiswa. model semi-open-ended kuesioner yang akan digunakan dalam penelitian ini menggunakan pertanyaan-pertanyaan yang sebagian kemungkinan jawaban telah disediakan oleh peneliti, akan tetapi responden, dalam hal ini mahasiswa yang menjadi sample dalam penelitian ini masih diberi peluang untuk memberikan jawaban yang berbeda dari yang telah disediakan. selain itusetiap item dari kuesioner akan disertai pertanyaan tentang alasan mereka memilih jawaban tertentu. dengan memberikan peluang untuk untuk memberikan jawaban lain serta alasan dari jawaban mereka diharapkan data dari kuesioner ini akan mencerminkan keadaan yang sebenarnya berkaitan dengan kebiasaan membaca mahasiswa. 6. teknik analisis data penelitian ini menggunakan analisis deskriptif untuk menganalisis data yang diperoleh melalui kuesioner yang diberikan kepada mahasiswa yang menjadi sampel penelitian ini. sebagaimana telah disebutkan sebelumnya bahwa kuesioner yang akan digunakan dalam penelitian ini adalah model semi-open-ended, dimana sebagian kemungkinan jawaban telah disediakan oleh peneliti tetapi responden tetap diberi peluang untuk memberikan jawaban yang berbeda dari yang telah disediakan. selain memberikan jawaban untuk setiap item, mahasiswa juga harus menjelaskan alasan mereka atas pilihan jawaban. jumlah pertanyaan pada kuesioner tersebut sebanyak 20. data yang dikumpulkan melalui kuesioner ini akan ditabulasikan berdasarkan pilihan yang telah disediakan ataupun jawaban lain yang diberikan oleh mahasiswa. persentasi setiap pilihan akan dihitung dan kemudian persentasi tersebut akan dideskripsikan per item oleh peneliti. selain itu peneliti akan mendeskripsikan alasan-alasan yang diberikan mahasiswa untuk setiap item kuesioner. hasil dan pembahasan penelitian yang berjudul reading habit dan reading preferences mahasiswa jurusan teknik mesin 2015/2016 politeknik negeri ujung pandang ini menggunakan kuesioner sebagai page 28 instrument untuk mendapatkan data yang diinginkan oleh peneliti. kuesioner ini berbentuk semiopen ended kuesioner. terdapat 20 nomor pertanyaan dimana setiap pertanyaan telah diberikan pilihan-pilihan tertentu namun tetap diberikan kesempatan bagi mahasiswa untuk memberikan pilihan lain. selain itu mahasiswa yang menjadi sampel penelitian ini harus memberikan alasan terhadap setiap pilihan yang mereka berikan.walaupun ada 5 nomor dari kuesioner tersebut yang tidak memerlukan alasan. pertanyaan-pertanyaan yang terdapat pada kuesioner tersebut dibuat berdasarkan tujuan penelitian yaitu untuk mengetahui reading habit, mengetahui keterampilan membaca yang digunakan oleh mahasiswa dan untuk mengetahui kendala yang dihadapi selama proses membaca. berdasarkan tujuan tersebut maka terdapat beberapa pertanyaan yang berfungsi untuk mencari tahu tentang reading habit, selain itu terdapat beberapa pertanyaan yang bertujuan untuk mencari tahu tentang keterampilan membaca serta beberapa pertanyaan yang dibuat untuk mencari tahu kendala yang dihadapi oleh mahasiswa yang menjadi sampel penelitian ini. pertanyaan nomor 1 hingga nomor 10 adalah pertanyaan yang dibuat untuk mencari tahu reading habit mahasiswa teknik mesin angkatan 2015/2016.sementara pertanyaan nomor 11 hingga 20 adalah pentanyaan yang berfungsi untuk mengetahui keterampilan membaca dan kendala yang dihadapi oleh mahasiswa teknik mesin tahun ajaran 2015/2016.mahasiswa teknik mesin yang menjadi sample dalam penelitian ini adalah mahasiswa program studi d4 teknik manufaktur yang berjumlah 24 orang dan mahasiswa program studi d4 teknik mekatronika yang berjumlah 21 orang. total keseluruhan mahasiswa yang menjadi responden dalam kuesioner ini adalah 45 orang. pembahasan akan memperlihatkan jenis informasi yang ingin diketahui serta hasil kuesioner yang ditunjukkan oleh tabel untuk setiap nomor. peneliti akan membahas pertanyaanpertanyaan yang berkaitan dengan reading habit. aktifitas yang dilakukan diwaktu luang. tabel 1 menunjukkan distribusi pilihan mahasiswa yang menjadi responden kuesioner. terdapat 5 pilihan, 4 pilihan telah ditentukan oleh peneliti dan 1 pilihan diberikan kepada mahasiswa jika menurut mereka pilihan yang disediakan tidak mewakili reading habit mereka. tabel 1 aktifitas yang dilakukan diwaktu luang aktifitas diwaktu jumlah responden persentase page 29 luang membaca buku menonton televisi bermain game berkumpul dengan teman lainnya 9 5 11 11 9 20% 11% 24% 24% 20% berdasarkan tabel 1 maka dapat diketahui bahwa mahasiswa paling banyak menghabiskan waktu luang mereka dengan bermain game (24%) dan berkumpul dengan teman (24%). membaca buku hanya dipilih oleh sekitar 20% mahasiswa, dan menonton televisi adalah kegiatan yang paling jarang dilakukan oleh mahasiswa diwaktu luang mereka, hal ini disebabkan karena sebagian besar mahasiswa politeknik negeri ujung pandang tinggal disebuah rumah kost dimana kamar kost mereka tidak memiliki televisi. aktifitas lain (20%) yang dipilih oleh mahasiswa selain pilihan yang telah disediakan adalah menonton anime, mendengarkan ceramah, tidur, membaca artikel dan membaca novel, berorganisasi dan mengerjakan robot. adapun alasan yang diberikan responden terhadap kegiatan bermain game (24%) sebagian besar mahasiswa menganggap bahwa bermain game adalah hobi mereka, selain itu mereka berpendapat bahwa bermain game jauh lebih mudah dipahami, lebih seru dan dapat menghilang stress setelah menghadapi kuliah yang berat. sementara itu alasan yang diberikan oleh mahasiswa untuk yang memilih berkumpul dengan teman umumnya karena mereka jauh lebih merasa senang saat berkumpul dengan teman.mahasiswa yang memilih kegiatan membaca buku sebagai aktifitas diwaktu luang beralasan bahwa dengan membaca buku mereka dapat menambah wawasan, ilmu pengetahuan, mendapat referensi untuk tugas akademik dan adapula yang berpendapat bahwa membaca buku itu adalah kegiatan yang menyenangkan. masih terkait dengan reading habit, berikut adalah untuk mengetahui tingkat kesukaan mereka terhadap membaca.untuk pertanyaan ini sebagaimana ditunjukkan pada tabel 2 maka dapat diketahui bahwa sekitar 76% responden menyatakan suka membaca dengan alasan dapat menambah wawasan dan mendapatkan pengetahuan yang lebih tentang berbagai hal. terdapat sekitar 11% dari responden yang menyatakan bahwa mereka tidak suka membaca.adapun alasan page 30 yang mereka berikan atas ketidak sukaan mereka membaca yaitu membaca membuat mengantuk danmerupakan hal yang membosankan. tabel 2 tingkat kesukaan terhadap membaca tingkat kesukaan terhadap membaca jumlah responden persentase sangat suka suka tidak suka sangat tidak suka lainnya 2 35 5 0 4 4% 76% 11% 0% 9% pendapat tentang pentingnya membaca, pada pertanyaan tentang apakah menurut mereka membaca itu penting maka hasil kuesioner seperti terlihat pada tabel 3. page 31 tabel 3 pentingnya membaca pendapat tentang pentingnya membaca jumlah responden persentase sangat penting penting tidak terlalu penting tidak penting lainnya 30 15 0 0 0 67% 33% 0% 0% 0% fakta menarik terlihat pada hasil kuesioner untuk pertanyaan apakah menurut anda membaca itu penting. tabel 3 dengan jelas memperlihatkan bahwa sekitar 67% responden berpendapat bahwa membaca itu sangat penting dan sekitar 33% responden berpendapat bahwa membaca itu penting. tidak satupun mahasiswa yang berpendapat bahwa membaca itu tidak terlalu penting dan tidak penting. hal ini menyatakan bahwa walaupun mahasiswa sebagian besar lebih memilih kegiatan lain selain membaca sebagai kegiatan diwaktu luang mereka tapi mereka memiliki kesadaran bahwa membaca itu sangat penting. adapun alasan yang diberikan oleh mahasiswa adalah membaca sangat penting karena dengan membaca mereka dapat menambah pengetahuan, mendapatkan banyak informasi, memperluas wawasan, dan membaca itu penting bagi masa depan mereka. berhubungan dengan waktu membaca, berikut adalah waktu yang digunakan dalam sehari untuk membaca.berdasarkan tabel 4, diketahui bahwa sebagian besar mahasiswa (52%) memberikan pilihan lain antara lain lebih dari 4 jam, kurang dari 1 jam dan tidak tertentu. hanya terdapat sekitar 17% mahasiswa yang membaca selama 1 jam dalam sehari dan sekitar 15% meluangkan waktunya selama 2 jam untuk membaca. hanya sekitar 7% dari responden yang meluangkan waktunya membaca selama 4 jam. page 32 tabel 4 waktu yang digunakan dalam sehari untuk membaca waktu dalam sehari untuk membaca jumlah responden persentase 1 jam 2 jam 3 jam 3 jam lainnya 8 7 4 3 24 17% 15% 9% 7% 52% dalam hal jenis buku yang paling suka dibaca oleh responden dapat dilihat pada tabel 5. tabel 5 jenis buku yang paling suka dibaca jenis buku yang paling suka dibaca jumlah responden persentase fiksi textbook majalah biography lainnya 12 3 4 8 18 27% 7% 9% 18% 40% berdasarkan tabel 5 maka diketahui bahwa sekitar 40% mahasiswa memilih pilihan lain selain yang telah disediakan. pilihan mereka beragam mulai dari al-qur’an, artikel, surat kabar, artikel yang berhubungan dengan program computer, dan komik. pilihan kedua tertinggi adalah fiksi dimana sebanyak 27% mahasiswa memilih fiksi sebagai bacaan yang paling suka mereka baca.adapun alasan memilih fiksi karena mereka berpendapat bahwa fiksi jauh lebih menarik disbanding pilihan lainnya.sementara yang terendah adalah textbook, hanya 7% dari responden yang memilih textbook sebagai jenis buku yang paling suka mereka baca. page 33 dari jenis bahasa pengantar sebuah buku maka terlihat sangat jelas bahwa sekitar 89% responden memilih membaca buku yang berbahasa indonesia disbanding bahasa inggris (7%) dan bahasa korea (0%) serta bahasa jepang (0%). adapun alasan utama mengapa mereka jauh lebih memilih membaca buku dengan pengantar bahasa indonesia karena bahasa tersebut adalah bahasa ibu sehingga jauh lebih mudah dipahami. adapun alasan mahasiswa yang memilih membaca buku dengan bahasa pengantar inggris adalah mereka suka membaca novel berbahasa inggris dan karena sebagian besar artikel dalam bahasa inggris.hal ini dapat dilihat pada tabel 6. tabel 6 jenis bahasa pengantar sebuah buku jenis bahasa pengantar sebuah buku jumlah responden persentase indonesia korea jepang inggris lainnya 40 0 0 3 2 89% 0% 0% 7% 4% masih terkait dengan reading habit, pertanyaan tentang seberapa sering mahasiswa membaca buku berbahasa inggris dapat dilihat hasilnya pada tabel 7. tabel 7 seberapa sering membaca buku berbahasa inggris seberapa sering membaca buku berbahasa inggris jumlah responden persentase sangat sering sering jarang pernah lainnya 2 3 36 3 1 4% 7% 80% 7% 2% jumlah mahasiswa yang memilih jarang membaca buku berbahasa inggris sebanyak 36 orang dari total 45 mahasiswa.hanya sekitar 7% yang sering membaca buku berbahasa inggris. adapun alasan mengapa 80% mahasiswa jarang membaca buku brbahasa inggris karena mereka tidak mengerti, kesulitan mengartikan apa yang dibaca dan kekurangan kosa kata. page 34 pembahasan berikut tentang pertanyaan-pertanyaan yang digunakan untuk mengetahui keterampilan membaca yang digunakan mahasiswa dalam proses membaca. pertanyaan yang berkaitan dengan keterampilan membaca yaitu pertanyaan nomor 13, 14, 15, 16 dan 17. pertanyaan-pertanyaan tersebut berkaitan satu sama lain. mengenai pentingnya keterampilan membaca dalam proses membaca maka hasil kuesioner mahasiswa dapat dilihat pada tabel 8. tabel 8 seberapa penting keterampilan membaca seberapa penting keterampilan membaca jumlah responden persentase sangat penting penting tidak penting sangat tidak penting lainnya 26 19 1 0 0 57% 41% 2% 0% 0% sekitar 57% responden berpendapat bahwa keterampilan membaca sangat penting dalam proses membaca untuk memahami teks atau buku yang dibaca. jumlah kedua tertinggi yaitu sekitar 41% responden berpendapat bahwa keterampilan membaca penting digunakan selama proses membaca. hanya sekitar 2% yang menganggap bahwa keterampilan membaca tidak penting dalam proses membaca. adapun alasan mahasiswa berpendapat bahwa keterampilan membaca sangat penting dan atau penting karena dengan menggunakan keterampilan membaca mereka dapat memahami isi bacaan, dapat mempengaruhi kecepatan membaca dan untuk menghindari kesalahan makna dalam bacaan. masih terkait dengan keterampilan membaca, berikut adalah hasil kuesioner tentang dari mana mereka belajar tentang keterampilan membaca (tabel 9). tabel 9 dari mana pengetahuan tentang keterampilan membaca didapatkan page 35 dari mana pengetahuan tentang keterampilan membaca didapatkan jumlah responden persentase otodidak textbook kelas online lainnya 16 6 18 5 0 36% 13% 40% 11% 0% berdasarkan tabel 8 diketahui bahwa 40% responden mengetahui tentang keterampilan membaca melalui kelas yang berarti pengetahuan tentang hal tersebut disampaikan oleh guru atau dosen mereka. sementara sekitar 36% responden mengetahui tentang keterampilan membaca dengan cara belajar sendiri melalui pengalaman pribadi. pertanyaan berikut terkait dengan keterampilan membaca yang sering digunakan oleh mahasiswa saat membaca teks berbahasa indonesia dan teks berbahasa inggris.perlu diketahui bahwa pada 2 pertanyaan ini mahasiswa dapat memilih lebih dari satu pilihan terkait dengan keterampilan membaca yang sering mereka gunakan saat membaca.berikut tabel 9 dan 10 yang menjelaskan hasil kuesioner tentang keterampilan membaca. page 36 tabel 9 keterampilan membaca yang sering digunakan dalam membaca teks berbahasa indonesia keterampilan membaca yang sering digunakan dalam membaca teks berbahasa indonesia jumlah responden persentase previewing predicting scanning skimming reading intensively retelling summarizing lainnya 12 8 12 7 16 1 1 0 21% 14% 21% 12% 28% 2% 2% 0% tabel 10 keterampilan membaca yang sering digunakan dalam membaca teks berbahasa inggris keterampilan membaca yang sering digunakan dalam membaca teks berbahasa inggris jumlah responden persentase previewing predicting scanning skimming reading intensively retelling summarizing lainnya 8 10 7 8 14 1 3 1 15% 19% 13% 15% 27% 2% 6% 2% hasil kuesioner memperlihatkan bahwa untuk kedua teks, bahasa indonesia dan bahasa inggris, responden memilih reading intensively sebagai keterampilan membaca yang paling sering mereka gunakan dalam membaca yaitu 28% untuk teks berbahasa indonesia dan 27% untuk teks berbahasa inggris. sementara untuk previewing (21%) dan scanning (21%) adalah keterampilan yang juga sering digunakan oleh mahasiswa dalam proses membaca teks berbahasa page 37 inggris. sedangkan untuk predicting adalah keterampilan kedua yang sering digunakan oleh responden dalam membaca teks berbahasa inggris. melihat persamaan penggunaan keterampilan yang sama untuk teks berbahasa indonesia dan inggris maka dapat disimpulkan bahwa mahasiswa cenderung untuk menggunakan metode yang sama dalam membaca teks walaupun menggunakan bahasa yang berbeda. pembahasan berikut terkait dengan kendala atau kesulitan yang umumnya dihadapi oleh responden dalam proses membaca. tabel 11 dan 12 akan memperlihatkan hasil kuesioner terkait dengan kesulitan yang sering dihadapi dalam memahami teks berbahasa indonesia dan teks berbahasa inggris. tabel 11 kesulitan yang sering dihadapi dalam memahami teks berbahasa indonesia kesulitan yang sering dihadapi dalam memahami teks berbahasa indonesia jumlah responden persentase kosa kata ide utama setiap paragraph membuat kesimpulan keterkaitan antar paragraph lainnya 11 11 6 10 7 24% 24% 13% 22% 16% tabel 12 kesulitan yang sering dihadapi dalam memahami teks berbahasa inggris kesulitan yang sering dihadapi dalam memahami teks berbahasa inggris jumlah responden persentase kosa kata pronunciation untuk reading aloud main ideas keterkaitan antar paragraph lainnya 34 5 1 2 3 76% 11% 2% 4% 7% page 38 kesulitan yang paling sering ditemui oleh responden baik itu dalam membaca teks berbahasa indonesia maupun teks berbahasa inggris adalah kosa kata walaupun persentasenya jauh berbeda tapi mereka sama-sama menduduki posisi yang sama dalam hal kesulitan yang paling sering dihadapi. kosa kata menjadi kendala bagi 24% responden dalam membaca teks berbahasa indonesia. jumlah ini sama dengan jumlah responden yang memilih kendala dalam menentukan ide utama setiap paragraph. sementara itu untuk teks berbahasa inggris, sekitar 76% responden memilih kosa kata sebagai kesulitan yang paling sering mereka hadapi dalam membaca teks.kesulitan kedua yang sering ditemui dalam membaca teks berbahasa inggris adalah kendala pronunciation untuk reading aloud (11%).kembali dapat disimpulkan bahwa bahkan dalam membaca teks berbahasa indonesia mahasiswa yang menjadi responden dalam penelitian ini masih menemui kendala dalam hal kosa kata atau perbendaharaan kata.hal ini dapat disebabkan rendahnya reading habit mereka sehingga banyak kosa kata dalam bahasa kita sendiri yang mereka tidak pahami.sementara itu masalah kosa kata masih tetap menjadi masalah utama mahasiswa dalam pembelajaran bahasa inggris. mahasiswa yang memiliki pengetahuan kosa kata yang rendah akan kesulitan dalam pembelajaran bahasa inggris dan juga dalam mengikuti berbagai test bahasa inggris seperti test toefl, toeic maupun ielts. terakhir yang akan dibahas adalah terkait upaya yang dilakukan untuk mengatasi masalah saat membaca sebuah teks. hal ini akan diilustrasikan melalui tabel 13. tabel 13 upaya yang dilakukan untuk mengatasi masalah saat membaca sebuah teks upaya yang dilakukan mengatasi masalah saat membaca sebuah teks jumlah responden persentase membaca lebih dari satu kali membuat catatan tentang ide utama membuat ringkasan mendiskusikan hasil bacaan dengan teman lainnya 30 2 6 7 0 67% 4% 13% 16% 0% page 39 adapun upaya yang paling sering dilakukan oleh responden saat menemui kesulitan membaca teks baik itu teks berbahasa indonesia dan bahasa inggris adalah membaca lebih dari satu kali (67%). dengan cara ini responden merasa dapat lebih memahami isi bacaan yang mereka baca. pilihan kedua tertinggi adalah berdiskusi dengan teman mengenai teks yang baru saja telah dibaca, sekitar 16% responden memilih upaya tersebut. berdasarkan hasil kuesioner maka dapat ditarik kesimpulan bahwa banyak hal yang mempengaruhi kemampuan membaca seorang mahasiswa. beberapa hal yang menyebabkan rendahnya kemampuan membaca adalah reading habit yang buruk, keterampilan membaca yang tidak memadai dan kesulitan-kesulitan lainnya yang paling sering ditemui oleh seorang mahasiswa. mahasiswa program studi d4 teknik manufaktur dan d4 teknik mekatronika pada dasarnya berpendapat bahwa membaca adalah kegiatan yang sangat penting dalam kehidupan mereka.mereka juga menyadari bahwa banyak hal yang dapat mereka dapatkan dengan membaca, misalnya menambah wawasan mereka, menambah pengetahuan baru, serta membantu dalam proses belajar mengajar mereka dikampus. namun kesadaran ini tidak disertai dengan upaya yang cukup keras dari mahasiswa untuk membantu diri mereka sendiri. ini dibuktikan dari hasil kuesioner, mahasiswa lebih memilih bermain games dan berkumpul dengan teman-teman mereka dari pada membaca buku diwaktu luang mereka. selain itu waktu yang digunakan oleh mahasiswa untuk membaca dalam sehari umumnya kurang dari 1 jam walaupun ada beberapa orang yang menghabiskan 4 jam untuk membaca. dalam hubungannya dengan pelajaran bahasa inggris, mahasiswa harus lebih banyak membaca teks berbahasa inggris walaupun berdasarkan hasil penelitian responden jauh lebih memilih membaca teks berbahasa indonesia dari pada membaca teks yang berbahasa inggris. terkait dengan keterampilan membaca yang sering digunakan oleh para responden saat membaca teks berbahasa indonesia dan teks berbahasa inggris adalah reading intensively, predicting dan previewing. sedangkan menegenai kendala yang dihadapi oleh responden penelitian ini paling banyak memilih kosa kata sebagai kendala yang paling sering mereka temui dalam proses membaca naik itu teks berbahasa indonesia maupun teks berbahasa inggris. hingga saat ini hasil yang dicapai adalah peneliti telah membuat kuesioner yang akan diberikan oleh mahasiswa yang menjadi sampel dalam penelitian ini. kuesioner ini sebagaimana disebutkan pada bab 3 berbentuk semi open ended kuesioner dimana sebagian besar page 40 kemungkinan jawaban telah disediakan oleh peneliti tetapi responden tetap diberi peluang untuk memberikan jawaban yang berbeda dari yang telah disediakan. selain itu peneliti pada sebagian besar pertanyaan kuesioner ini memberi bagian alasan dimana mahasiswa yang menjadi sampel penelitian dapat memberikan alasan mereka terhadap pilihan mereka kesimpulan dan saran 1. kesimpulan berdasarkan hasil penelitian maka diketahui bahwa mahasiswa teknik mesin yang menjadi sample pada penelitian ini lebih banyak menghabiskan waktu luang mereka dengan bermain game (24%) dan berkumpul dengan teman-teman (24%).hanya 20% mahasiswa yang membaca buku diwaktu luang mereka.walaupun sebagian besar responden yaitu sebesar 76% mahasiswa menyatakan suka membaca dengan alasan bahwa dengan membaca mereka dapat menambah ilmu pengetahuan.demikian pula mahasiswa berpendapat bahwa membaca sangat penting (63%), namun pada kenyataannya mereka sebagian besar hanya menggunakan waktu mereka kurang dari satu jam (52%) membaca dalam sehari. terkait dengan keterampilan membaca yang digunakan oleh mahasiswa dalam proses membaca maka diketahui bahwa mahasiswa berpendapat bahwa keterampilan membaca sangat penting dalam proses membaca (57%). sementara itu keterampilan yang paling sering digunakan oleh responden untuk teks berbahasa inggris adalah reading intensively (28%), predicting (21%), dan scanning (21%).hal ini hampir serupa dengan untuk teks berbahasa inggris dimana reading intensively (27%) menjadi keterampilan yang paling sering digunakan.kemudian predicting (19%) dan previewing serta skimming yang masing-masing berjumlah 15%. berikutnya tentang kendala yang dihadapi oleh para responden dalam memahami teks berbahasa indonesia maka didapatkan data bahwa kosa kata menjadi kendala utama dalam membaca teks berbahasa inggris yaitu sebesar 24% mahasiswa memilih pilihan tersebut. mengenali ide utama setiap paragraph adalah masalah kedua (24%) yang sering ditemui oleh mahasiswa. sedangkan untuk teks berbahasa inggris sebanyak 76% mahasiswa memilih kosa kata sebagai masalah yang paling sering ditemui dalam proses membaca. hal ini yang pada akhirnya menjadi penghambat utama bagi mahasiswa menguasai bahasa inggris. 2. saran page 41 dari penelitian ini diharapkan didapatkan informasi tentang kebiasaan membaca mahasiswa teknik mesin yang menjadi sample penelitian. informasi tentang kebiasaan membaca ini dapat dijadikan bahan acuan bagi pengajar bahasa inggris di politeknik negeri ujung pandang untuk mengembangkan teknik atau metode pengajaran reading comprehension bagi mahasiswa yang diajar. para pengajar bahasa inggris di politeknik negeri ujung pandang harus lebih sering memberikan materi reading kepada mahasiswa mengingat bahwa dengan memperbanyak membaca teks berbahasa inggris maka kosa kata mereka akan bertambah. selain itu perlu dirancang sebuah model pembelajaran yang berfokus meningkatkan kosa kata mahasiswa. keterampilan membaca juga perlu diperkenalkan lebih jauh kepada mahasiswa hingga mereka dapat menggunakannya dalam proses membaca. page 42 daftar pustaka arthur w. heilman, et al. (1981). principle and practices of teaching. fifth edition. ohio: charles e. merril publishing company. henry guntur, tarigan. (1995). membaca sebagai suatu keterampilan berbahasa. bandung: angkasa bandung. martha dallman, et al. (1982). the teaching of reading. sixth edition. new york: holt rinehart and winston. samrotul, muawanah. (2015). the relationship between students’ reading habit and their reading comprehension. unpublished thesis. subashini annamalai and balakrishnan muniandy. (2014). reading habit and attitude among malaysian polytechnic students. international online journal of educational sciences, issn: 1309-2707 sangkaeo, s. (1999). reading habit promotion in asian libraries. presented at 65 th ifla council and general council and general conference, bangkok, thailand. l shen. (2006). computer technology and college students’ reading habits. chia-nan annual bulletin the particular dialect or language that a person chooses to use on any occasion is called a code 950 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp.950 963 “well; i think…”, the dominant hedges uttered by males in daily communication: a sociolinguistic study nadianto nugroho rizky abadi1* ,lina purwaning hartanti2, slamet setiawan3 * nadianto.18074@mhs.unesa.ac.id 1 fakultas bahasa dan seni, universitas negeri surabaya, indonesia 2 fakultas bahasa dan seni, universitas negeri surabaya, indonesia 3 fakultas bahasa dan seni, universitas negeri surabaya, indonesia received: 2022-04-22 accepted: 2022-06-06 doi: 10.24256/ideas.v10i1.2668 abstract hedges are linguistics features that were previously considered by some researchers as the characterization of women's speech to show hesitation and uncertainty of the speech regarding the character of discussion and the sensitivity of the questions. however, this claim remained debatable by another researcher since the use of hedges cannot be correlated to any specific gender. this study was conducted to reveal the use of hedges that could also be employed by males, the effect given through the employed hedges, and to understand why the hedges are normal in an informal daily conversation by discussing the light topics. the type of this study was qualitative research. the conducted study was supported by the transcription from the recorded online meeting with males native and non-native english speakers. the transcribed recorded online meeting was useful to examine the hedges as the participants' expressions in the discussion. the hedges employed were analyzed using salager-meyer’s, lakoff’s, and coates’ theories. the results of the study showed that males also utilized hedges in an informal discussion, and the most frequent one is verbal filler will. the hedges uttered by both males native and non-native were various such as to give them chance to think and to reduce the impact delivered, also for self-disclosure and appraise someone's idea. the findings also found that the use of hedges by males in casual daily conversation is normal, regarding saving the speaker's name toward the interlocutor when discussing a sensitive topic or answering a sensitive question. keywords: hedges; males; non-native english speaker; native english speaker; daily conversation. http://u.lipi.go.id/1457703302 mailto:youremailaddress@emailservprov.domain mailto:youremailaddress@emailservprov.domain mailto:youremailaddress@emailservprov.domain mailto:youremailaddress@emailservprov.domain mailto:youremailaddress@emailservprov.domain mailto:youremailaddress@emailservprov.domain mailto:youremailaddress@emailservprov.domain mailto:youremailaddress@emailservprov.domain ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 951 introduction hedges are linguistics features that appear as previously believed as commonly used in conversation by females. hedges can represent speakers’ ideas mainly to support the speakers’ utterances to conceal the deficiency of knowledge (kholisoh and setiawan, 2018), lessen the effect of the expressed arguments, to show certainty (lakoff, 1975 as cited in kholisoh and setiawan, 2018) or uncertainty (coates, 2004 as cited in mohadjer and jan, 2015). hedges cannot be separated from gender (wray et al., 1998) since gender becomes a significant to be observed (kholisoh and setiawan, 2018). however, according to lakoff (1975) as quoted from holmes (2013) hedges are believed to characterize women’s speech, since hedges used by women show the hesitations and uncertainty which always related to women (lakoff, 1975 as cited in mohajer and jan, 2015). these findings by lakoff remain debatable since the use of hedges cannot be correlated to a specific gender. holmes (2013) rebranded lakoff’s findings as the ‘powerless forms’ considering that the findings by lakoff were only based on her findings and observations, and in her findings, holmes (1990) challenged lakoff’s claim that females use more hedges to show uncertainty while there are no significant differences of the employed hedges by males and females. furthermore, the use of hedges by the speaker can soften the impact of the utterances toward interlocutors (kholisoh and setiawan, 2018), also in holmes (1984) as cited by mohadjer and jan (2015) hedges have modal meaning intendedly to deliver uncertainty statements and effective meaning to deal with the intention by speaker toward the interlocutors, and according to hübler (1983) as quoted from kholisoh and setiawan (2018) the use of hedges can bring the conversation to become more interesting and acceptable, also the politeness to respect the interlocutor’s name can be delivered well through hedges (mohajer and jan, 2015). on the contrary, hedges are likely used more by the males in casual conversation to show politeness to the interlocutors of the same gender since the tentativeness and uncertainty through the use of hedges cannot be correlated to a particular gender (kholisoh and setiawan, 2018), and the use of hedges by males according to kholisoh and setiawan have more purposes than females’ hedges that lead to the differences of the effects and perceptions of the interlocutors. thus, this study can lead to interesting findings on the hedges used by males in their daily casual conversation which show other purposes of hedges than uncertainty and tentativeness in talking about some particular topics, with various intentions they will deliver. the previous studies on the use of hedges have been done by mohajer and jan (2015); kholisoh and setiawan, (2018); vlasyan (2019) among males has various functions regarding the sensitiveness of the topics. thus, the use of hedges can show the speaker’s regret, save the speaker’s name, save the interlocutor’s name by reducing the sensitiveness of the topics through the hedged opinion, create syani dwi fitriana, slamet setiawan the application of turn-taking strategies on the boyz podcast highlight episode: conversation analysis reflection 952 solidarity between the speaker and the interlocutor, and hedging his opinion with adjusted his tone just in case his argument is false toward the topics given (mohajer and jan, 2015; kholisoh and setiawan, 2018; vlasyan, 2019). the findings automatically reject coates’ (1987) findings that the use of hedges in daily conversation is most likely used not only to save the speaker’s name but also the interlocutor’s name. while in kholisoh and setiawan (2018), hedges have multifunction effects that reject lakoff’s (1975) claims that hedges belong to women. kholisoh and setiawan (2018) found that males use hedges as much as females do such as hedging utterances to show politeness toward interlocutors in a discussion, reduce the tension, and make his arguments become neutral toward sensitive topics. also, the more we use hedges, the more we give impact to the interlocutors and the conversation (kholisoh and setiawan, 2018). the solidarity that comes up through the use of hedges (mohajer and jan, 2015; kholisoh and setiawan, 2018; vlasyan, 2019) in daily conversation can prevent conflict and harmonize the communication between speaker and interlocutor that can make the conversation more effective (vlasyan, 2019) while discussing a sensitive topic in daily conversation. henceforth, this study will also use the theory by lakoff (1975) and the theory provided by coates (1987) to define and to proof the use of hedges by males is as much or more than females and why hedges become normal in males’ daily conversation, also this study will use taxonomy of hedges provided by salagermeyer (1997) to identify hedges with its function and to describe the impact given by the employed hedges by males. thus, the seven types of hedges are namely: modal auxiliary verbs such as could, can, maybe, etc.; modal lexical verbs such as to assume, to argue, to seem, etc.; adjectival, nominal, and adverbial modal phrases such as 1) unlikely, possible, etc. 2) suggestion, claim, etc. 3) apparently, probably, etc.; approximators of degree such as somehow, roughly; introductory phrases such as to our knowledge, i believe, etc.; if clauses such as if anything true, if true, etc.; compound hedges: 1) double degrees such as it would indicate that; it seems like that; etc. 2) treble hedges such as it seems reasonable to assume that. 3) quadruple hedges such as it may appear somewhat speculative that; etc. yet, this study will have both native and non-native english speakers as participants through informal discussion to support the findings of hedges employed by males in daily conversation, and the discussion will be held through online meetings since covid-19 outbreaks also considering the distance between the authors and the participants. furthermore, this study has three research questions namely: 1. what is the purpose of hedges among men? 2. how do hedges affect the conversation among men? 3. why do hedges become normal in daily conversation, especially among men? this study purposed to figure out the aim of the employed hedges among men, ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 953 the second is to reveal how the hedges employed affected the conversation among men, and the last reason this study conducted is to comprehend why the hedges uttered by men are normal in daily conversation. methods this study used qualitative descriptive data research (litosseliti, 2010), and focused on the intention of hedges employed by males in daily conversation discussion. this study also described the functions and the impacts given through the hedges used by males in a detailed description. the findings were categorized by salager-meyer (1997) in categorizing the types of hedges, there were seven types of hedges provided salager-meyer (1997) that were adopted in this study. hence, the first step of the analysis of the results is categorizing the types of hedges employed by both males of non-native and native speakers with salagermeyer’s (1997) taxonomy of hedges and lakoff’s (1975) theory. the reason for adopting the theory is to reveal the kinds of hedges employed by the participants. and then, for checking the validity of the effects of hedges used lakoff’s (1975) theory, and for validating the normalized hedges among men were used coates’ (1987) theory. the data were taken from the discussion through an unstructured interview with the speakers who produced utterances in dialogue (litosseliti, 2010; levelt, 1999) between one non-native and one native speaker. the non-native and native speakers are two friends who know each other when they studied in australia. the setting of this study was held through online meetings such as google meetings or zoom meetings. thus, the consent from participants was prioritized since the meetings which contain interviews were documented as collected data that were transcribed into text. also, the collected data on the use of hedges in utterances delivered by the participants through the transcribed video record was analyzed. the data collection technique in this study was documentation. the instruments used to collect data were a list of topics and a list of questions. the authors used the made topics and a list of questions that are very uncommon and sensitive to talk about to trigger the use of hedges in utterances and also to hold the interviews stay in the context of the topic discussed. then, the documentation was useful for the authors to transcribe the utterances delivered by the participants and to analyze the utterances that contain hedges. the authors transcribed a video that contains hedges in every utterance delivered by males through the recorded meeting. in the analysis of data techniques, the authors categorized the utterances based on the types of hedges employed. then the data was shown through the condensed data taken from the interviews. the condensed data was analyzed through the data display which showed the hedges as words/phrases and the authors briefly explained the findings. last, the authors verified the validity of the syani dwi fitriana, slamet setiawan the application of turn-taking strategies on the boyz podcast highlight episode: conversation analysis reflection 954 found data with the theories provided, and the conclusion was drawn through the verified data (miles, huberman, and saldan a, 2014). results the types of hedges provided by salager-meyer (1997) that were depicted by non-native english male speakers namely: approximator of frequency (often, always), modal auxiliary (maybe, would, could), modal lexical verbs (believe), introductory phrases (i think, i believe) and hedges provided by lakoff (1975) that is well. while the native english speaker employed multiple types of hedges such as modal auxiliary verbs (maybe, would, could), introductory phrase (i think, i mean), lexical hedges (you know), the adjective of probability modal phrase (probably), if clause (if), compound hedges (i would probably) and hedges offered by lakoff (1975) such as well. second, the authors showed the multi-purposes of hedges employed by the participants. the authors applied the theories by kholisoh and setiawan (2018) based on lakoff (1975) and hu bler (1983), and mohajer and jan (2015) based on coates (2004). from the results of the discussion, the non-native english speaker has multiple functions of the employed hedges they are: tentativeness, filler, gaining interlocutor’s approval, certainty, reduced impact delivered, disclosing someone’s idea, and self-disclose. surprisingly, the results of the functions by hedges were various even though the forum was completely informal and the participants’ age was the same. not only that, but the english native speaker was also employing hedges with its multi-function toward the non-native english speaker interlocutor, specifically: tentativeness, filler, certainty, self-disclose, reduced the impact delivered. the native english speaker showed that he employed fewer various functions of hedges than the non-native english speaker when delivering his arguments to the interlocutor. the results of this can be related to the factor of the skills shown between the non-native english speaker and the native english speaker. the differences in the functions of hedges employed by both participants were the result of the background of the speakers. the non-native english speaker tends to use hedges with more various functions than the native english speaker since the non-native english speaker was someone who learns english as their second language supported with learning conditions such as the place where they study english that give them the convenience to speak english (shi, harrison, and henry, 2017). while the native english speaker used fewer functions of hedges in a conversation to exchange the ideas (thornbury and diana, 2006) since he achieved english as his first language, they have learned in the first place (cook, 1999 as cited in dewaele, 2017), that practically and culturally attached to western (holliday, 2005 as cited in jenks and lee, 2019). hence, the hedges that were uttered by the native english speaker showed the native participant’s skill of language skills, since ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 955 he knew how to use the correct linguistics form (liddicoat, 2016). also, the use of hedges carries various functions and the frequency of hedges was based on the supply of knowledge of the speakers to face particular sensitive topics (kholisoh and setiawan, 2018). the results of the kinds and the functions of hedges in this study showed lakoff’s (1975) beliefs were proven wrong, especially about the hedges were commonly used by females in conversation to express their hesitations (kholisoh and setiawan, 2018) in their arguments while discussing some topics that may carry sensitiveness. nevertheless, the use of hedges with their multi-functions by both participants has various intentions. the intentions of the delivered hedges in the participants’ arguments and why those hedges were acceptable in the discussion were shown in the following step in the discussion segment. the last step was to reveal the effect of hedges and to show why the hedges were accepted in daily conversation. this study employed the theory by coates (1987) that dealt with the intention used by the speaker toward the interlocutor through the employed hedges in their arguments when discussing in an informal context such as daily conversations. thus, in answering the three research questions, the authors of this study tends to show the exact purpose, effect, and the reason why the uttered hedges by males in daily conversation were considered normal to use or acceptable for the participants of this study. the results of the discussion were explained briefly supported by the example of hedges used in arguments through the discussion transcribed below. discussion hedges employed by the non-native english speaker the found types and the function of hedges that were uttered by the nonnative english speaker above were discussed in this section. some condensed data transcripts were also included, followed by a brief explanation, and the theories mentioned above were used in discussing hedges. verbal filler (well) the first hedges that were employed by the non-native english participant was well. the non-native uttered filler well frequently from the beginning of the conversation in almost all of his answers such as in this discussion on a topic of friendship. when the non-native english participant was asked about how long the participant’s friendship going, the non-native speaker answered: datum 1 interviewer: how long have you guys known each other? m1: well… yes, we are good friends he often helps me like… (pause) a bunch of times, too many syani dwi fitriana, slamet setiawan the application of turn-taking strategies on the boyz podcast highlight episode: conversation analysis reflection 956 times actually. m2: ……………….. in the conversation above the non-native participant tended to use the verbal filler well to buy himself a second to answer the question. the m1 was so sure that their friendship has already been for so long because a particular thing such as the help from his friend mostly came in handy for himself. also, when they were asked about the closeness of their friendship, m1 tended to use well as the hedged answer “close” to show his tentativeness besides buying him a time to answer the question. hence, the use of this verbal filler showed that the speaker tried to save his name regarding his reputation (voswinkel, 2011) and created solidarity among his friend. in this second conversation, when the participants were asked about how they befriended each other, this verbal filler well was deployed with the same intention by m1. datum 2 interviewer: how do you guys befriend each other? considering you guys are from different countries, how do you guys get along with that? m1: well… we roast each other and then we talk through memes, we are like in the same page so… m2: ……………….. m1 also hedged his answer, but this time he explains how they could be befriended and supported by the word like, to create the solidarity between his friend even the m1 was not sure about the exact reason why did him and his friend befriend each other. the produced hedges have also lessened the impact on m1’s interlocutor as the hearer that accompanies m1 (meyerhoff, 2013) since the outcomes might sensitive to the interlocutor (lakoff, 1975 as cited in kholisoh and setiawan, 2018). the sensitivity of the topic discussed also pushed m1 to deliver more of these hedges (hu bler, 1983 as cited in kholisoh and setiawan, 2018). approximator of frequency (often and always) in this conversation, the m1 hedged his arguments with these hedges to get his interlocutor’s approval. the hedged argument was to show how much help he got from the interlocutor but he was not sure about the detail. datum 3 interviewer: how long have you guys known each other? m1: well… yes, we are good friends he often helps me like… (pause) a bunch of times, too many times actually. m2: *nods* yes, i agree with him. m1 was sure that the interlocutors were helping him for uncountable times so he ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 957 hedged his argument supported by the word like to seek the approval from his interlocutor by mentioning how frequently the interlocutor helped him. the interlocutor approved the m1 argument by nodding and saying that he agreed with m1. then m1 hedged his argument by always describing someone else. m1 showed certainty in his argument through these hedges to tell the interlocutor that one of his friends was such a brat through his actions toward himself in discussing the fights they might have been through between m1 and the interlocutor and how they overcome. datum 4 m2: ………………. m1: we fought like with other people like inside the group. like ben… m2: but ben is like… m1: yeah ben is fine but like i’m fine with him *points m2* but it’s like with one of our friends called alex, he always like… does not think before he talks………one day he will grow up because he is like 19 years old. m1 was so certain that one of his friends was annoying and he hedged when describing specific aspects, which made one of his friends a troublemaker to him and m2. these two hedges often and always were deployed to show the beliefs and experiences toward the past events of m1 that encouraged him to produce hedges based on (hu bler, 1983 as cited in kholisoh and setiawan, 2018). through this conversation, the beliefs by lakoff (1975) that hedges functioned as filler and uncertainty did not appear, since the hedges uttered by m1 showed certainty (coates, 2004 as cited by mohajer and jan, 2015) through his past experiences and his beliefs toward a characteristic of someone. the function of hedges employed by m1 was more varied such as looking for the approval of the interlocutor. modal auxiliary (maybe, would, and could) the first modal auxiliary maybe appears more frequently than any other modal auxiliaries would and could. besides the modal auxiliaries that have more impact in the discussion is maybe by m1 when discussing the chance of cultural shock in his friendship with m2, m1 tended to use maybe with its function as tentativeness as the modal meaning (holmes, 1984 as cited by mohajer and jan, 2015) when describing the cultural shock of m2. henceforth, m1 used maybe to reduce the impact delivered by him in the conversation below when m2 asked about another cultural shock that he have experienced to m1. datum 5 interviewer:................. syani dwi fitriana, slamet setiawan the application of turn-taking strategies on the boyz podcast highlight episode: conversation analysis reflection 958 m1: ahh maybe as i still remember like… you … like the way we eat chinese foods and i still remember like you *mimic his friend* are you doing that? m2: yes, my parents used to do that but now like … they don’t care the intention of the use of hedges maybe by m1 was to explain m2’s cultural shock when the first time m1 and m2 met. m1 told a story about the cultural shock experienced by m2 while eating chinese food. the tentativeness shown through the use maybe supported by the word like multiple times when reminding the aspect of m2’s cultural shock, which also reduced the impact delivered (lakoff, 1975) when describing m2. the output of the use maybe created a shield for m1 just in case his argument was wrong (mohajer and jan, 2015), and the deployed maybe functioned as the harmonization to avoid the conflict (vlasyan, 2019). modal lexical verbs (believe) modal lexical believe were broadly used to hesitate and to evaluate rather than to depict ideas (salager-meyer, 1997). m1 hedged his argument to evaluate and hesitating while disclosing someone’s idea on a covid-19 topic in answering the question that was about the origin of the covid-19 virus portrayed in the conversation below. datum 6 interviewer: do you guys believe that covid was naturally caused by a particular animal or was it genetic manipulation? m1: so, our friend believes that covid was genetical manipulation, and he believes that it does not come from china, but he believes that it comes from america. m2:............. however, the hedges believe became the fewest hedges employed by the participants. it was used to evaluate one of the participants’ friends’ ideas about the origin of the covid-19 virus. m1 explained the theories by his friend with a lot of hesitation when his friend believed that the covid-19 virus was genetic manipulation that came or was created by the americans supported by the employed hedges believe three times. then m1's doubts were proven through his last agreement when m2 said that their friend’s theories were crazy. introductory phrases (i think, i believe) the last hedges delivered by m1 were introductory phrases i think and i believe. m1 uttered i think as a filler that shows his tentativeness toward the topic russiaukraine war, the m1’s doubt in answering the question about the drafting of australian citizens is portrayed clearly in the conversation below. ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 959 datum 7 interviewer: is there any drafting in australia considering the russian-ukraine war? m1: i think scott morrison… uhh… he's planning to send australian troops there… from the news… m2: umm… i’m not sure… i have never been in the army… so yeah i don’t know about sending troops to ukraine… in answering the australian soldier’s drafting question, m1 hedged his argument with i think indicated that the speaker has a lack of knowledge (hu bler, 1983 as cited in kholisoh and setiawan, 2018) about drafting troops supported the pauses and expression uhh and the hedged argument was expressing his most doubt (salagermeyer's, 1997). on the other hand, m1 employed i believe to show self-disclose toward his feeling about one of his friends when discussing his friend’s nature that he felt that one day his annoying friend will change as his friend grows up. he felt that since one of his friends is only 19 years old when made trouble toward m1. hedges employed by the native english speaker from the interview conducted for this study, the native english speaker delivered similar hedges that were employed by the non-native english speaker. the same hedges that were employed by m2 were filler well, the introductory phrase i would, i could, i think, and modal auxiliary verbs maybe, would, and could. however, the other various hedges that were deployed by m2 were lexical hedges you know. lexical hedges (you know) the discussion was about the topic covid-19 virus. m2 employed lexical hedges when he argued about the regulation in china was opposed to australia, especially about the lockdowns which overwhelmed the chinese that their activity was limited during the event in the discussion below. datum 8 interviewer: ........... m1: …………. m2: and you know like in china, shanghai, they be like lockdown the whole city and you cannot go out. lexical hedges you know according to lakoff (1975) were the hedges that functioned as the filler to give time to think for the speakers in their arguments when they have not sure about their arguments. in opposite to that statement, the m2 used the utterance you know as an assertion toward his argument when he argued the syani dwi fitriana, slamet setiawan the application of turn-taking strategies on the boyz podcast highlight episode: conversation analysis reflection 960 lockdowns rule happened in shanghai, china. in addition to that, these hedges were rarely uttered by m2. the adverb modal phrase (probably) in this example taken from the discussion m2 used the hedges probably to show his tentativeness when he was questioned about the person that has no life goals to achieve, he answered that he had never known such a person in his life since that person did not tell him. datum 9 interviewer: and have you guys ever known someone with no life goals? m2: yeah probably but they never tell me. *slow nods* m1: yeah… they never tell me. m2 did deliver the utterance probably in the discussion, he showed tentativeness to answer the question, he believed that he never met a no-life-goals person before but he hedged his opinion that perhaps there were his friends that have no goals but his friends never told him before. these hedges only appeared twice but the other was combined with the introductory phrase hedges. compound hedges (i would probably) in the discussion, the compound hedges appeared only once in an argument. m2 uttered the only compound hedges in his argument to portray the tentativeness to answering the question and to reduce the impact given through his argument. also, these hedges were employed to save his name (mohajer and jan, 2015) for his argument would be countered or wrong. besides that, his utterance deployed with self-disclose function about his desire about the war that happened in ukraine as in this discussion below. datum 10 interviewer: in the russia-ukraine war, who do you guys think the good guy or the bad guy is? m2: so… yeah…uhh… i would… probably say… putin is the bad guy… because he launches the attack… they called “special operation” (mimics the so-called word) ... umm… i don’t think it’s a special operation… i think… it’s a declaration of war… because he thinks he threatened ukraine by joining nato… and it’s totally not the right thing to do… ukraine…like… fighting back and i think it’s like… good. m1: ……………… the use of hedges by m2 showed the m2’s skill as a native english speaker in his arguments by producing the compound hedges. hence, m2 demonstrated his linguistics form skill in his argument as a native speaker (liddicoat, 2016) through the combination of the introductory phrase i would and the adverb modal phrase probably. besides, the tentativeness of the answer toward the topic discussed by m2 ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 961 was supported by hedging his argument with the introductory phrase i think to justify the decision by ukraine to face invasion by russia based on his beliefs. if clause the last hedges uttered by m2 was the if clause. the emergence of these hedges is only to show self-disclosure, the same as m1 uttered when they were asked would they help their friends when one of their friends asked to help them to achieve life goals. they both used the if clause in disclosing their feeling to help their friends and they would help them as far as they could. in addition, the employed hedges in daily conversation were normal, because the uttered hedges in conversation could save interlocutor’s name when the topic discussed was too sensitive. however, the uttered hedges in daily conversation most likely used to save each speakers’ face, especially when each speakers got lack of ideas toward something in the discussed topics. conclusion the contribution of the hedges that are expressed by men participants in conversation in the results and discussions played important roles. in casual daily conversation, the purpose of hedges among males depicted the positive outcomes that through hedges, the participants both native and non-native english speakers have a chance to think about their answers that they hesitate and the others are to assert the answer, disclosing someone’s idea, self-disclosure. in addition, the hedges employed by the non-native speaker were purposed to gain the interlocutor’s approval. both used hedges to reduce the impact given to each other which had the effect to maintain the discussion's harmony. the interesting point of the employed hedges, by both participants, was also affecting the conversation proven by the solidarity they created when their answers were describing each of the participants' sensitive aspects. thus, this finding rejects the lakoff (1975) statement, that hedges as the women’s language features are a manifest of powerless speech that only shows hesitations and uncertainty. not only that, the hedges employed by both native and non-native men were normal. since both participants had the inclination to save their own names when the question for them was too sensitive or they had a lack of knowledge than to save the interlocutor’s name. thus, the belief by coates (1987) that in daily or less formal conversation, the speakers intended to use hedges to save the interlocutor is rejected. the limitation of this study was the lack of comparison of the hedges utilized between men and women, and this study only investigated the use of hedges among males with the reason why the participants used hedges were only based on the theory provided. for the recommendation for the future sociolinguistics study on syani dwi fitriana, slamet setiawan the application of turn-taking strategies on the boyz podcast highlight episode: conversation analysis reflection 962 hedges, we suggest that there must be a comparison between males and females both native and non-native english speakers, in employing hedges in an informal daily conversation to enrich the findings. also, we suggest that the future research on hedges, the next study must check the aspects why the participants employ the hedges in the discussion through an interview session. references coates, j. 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(2011), helm, s.; liehr-gobbers, kerstin; storck, christopher (eds.), "reputation: a sociological view", reputation management, management for professionals, berlin, heidelberg: springer, pp. 31–45, doi:10.1007/978-3-64219266-1_5, isbn 978-3-642-19266-1 vlasyan, g. r. (2019). linguistic hedging in interpersonal communication. the european proceedings of social & behavioural sciences, 617–623. https://doi.org/10.15405/epsbs.2019.08.02.72 wray, et al. (1998). projects in linguistics: a practical guide to researching language (third). appendices appendix 1. transcription provision 1. bold: the bold letters are the hedges employed by th participants in an interview 2. italic letters: the italic letters are the expression or the word uttered by the participants that support the use of hedges in their arguments 3. …: the three dots after the letters are the sign of the pause when the participants give their arguments. 4. ( ): the parentheises are used to show the clearance of an argument by the participants. 5. [ ]: the brackets are employed in the transcriptions to show the expressions by the participants while giving their arguments. 6. italic letters & underline: the italic letters that underlined are the sound of expression showed by the participants. 7. **: the double asterixes are to show the body gesture showed by the participants in the interview session. 8. m1: the ‘m1’ is the non-native speaker participant. 9. m2: the ‘m2’ is the native speaker participant. copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 1, june 2021 pp. investigating the teachers’ perceptions toward the use of l1 in teaching english dodi widia nanda dodiwidiananda@undhari.ac.id universitas dharmas indonesia abstract this study explores the teachers’ perceptions of using the first language (l1) when teaching english. the conceptual work of literature review is applied as the research method. this means previous works were analysed to investigate teachers’ perceptions toward the l1 use in teaching english. the result shows that the l1 can be used in teaching grammar, vocabulary, and giving instructions. teachers are also divided into three positions in perceiving the use of l1 in teaching english, which are the virtual, maximal, and optimal position. therefore, teachers might use this study’s results as the information to use the l1 in classrooms. this may also be beneficial for indonesian educational stakeholders and the government to specifically define the use of l1 in teaching english. keywords: l1; efl; teachers’ perceptions introduction this paper scrutinises english teachers’ perceptions toward the l1 use in teaching english. the question of whether to include and exclude l1 in teaching english has been deemed as the heated issue. both views have been underpinned by robust theoretical frameworks and principles. on the one hand, the exclusion of l1 in teaching english is predominantly supported with the second language acquisition (sla) theory that postulates optimal improvements of target language could be merely attained by having more exposures towards it (krashen, 1987). this theory is reflected in a language learning strategy called an intralingual strategy that solely focuses on employing l2 in classrooms (stern, 1992). on the other hand, contrary to krashen’s idea above, the socio-cultural theory states that learning will be effective when it is applied such scaffolding (vygotsky, 1978). in this sense, l1, in this context bahasa indonesia could be positioned as a valuable scaffolding to foster students’ understanding of the chosen target language, english. it may happen since bahasa indonesia could be utilised to illuminate tough concepts and words that might be challenging to understand by learners in english. this notion is manifested in a cross-lingual strategy that allows l1 in teaching l2 (stern, 1992). moreover, the study about teachers’ perceptions of the application of l1 in teaching english has been under-explored (hlas, 2016; sali, 2014), including in the http://u.lipi.go.id/1457703302 mailto:dodiwidiananda@undhari.ac.id investigating the teachers’ perceptions toward the use of l1 in teaching english indonesian senior high school context. whereas in fact, teachers’ perceptions on the employment of l1 are important to discuss because it crucially affects students’ performance (rubdy, 2007). it happens because teachers know learning environments better than other schools’ elements to formulate classroom languages effectively. accordingly, this study attempts to explore how teachers perceive the use of l1 in teaching english, in which it could be utilised to orientate l1 use in classrooms and to fill in significant gaps on literature. the research focus was also attracted by the researcher’s previous teaching experiences, which informed that the l1 is perceived as a barrier in teaching english. in particular, english should be taught by using the language itself, without the assistance of other languages. this teaching practice is called the monolingual approach, which means only one language is used in classrooms (cheng, 2013). this monolingual approach offers students an intensive exposure to english, which is still supported by some indonesian teachers to such an extent that they have banned the use of the l1 when teaching english (cheng, 2013; zacharias, 2004). however, issues emerge from this monolingual teaching practice when it is employed in indonesian schools. this issue could have been affected by these students’ low proficiency in english or by the researcher’s teaching skills, but the experience still informs the ways in which the l1 can be used as scaffolding when teaching english. for example, bahasa indonesia can be used to explain difficult words and grammatical concepts, which learners may find it complicated and hard to understand when it is explained only in english (hidayati, 2012). therefore, this research focuses on the l1 use in teaching english. method this study is literature study, analysing previous works and theories that are relevant to the issue. the previous references obtained by means of research in the literature study serve as the basic foundation and main tool for the practice of field research. furthermore, bryman (2016) explains that the literature study is a summary of articles from journals, books, and other documents that describe information. moreover, bryman (2016) reveals that a literature study is a method used to collect data or sources from previous studies. therefore, this paper explores a bunch of previous works. it is selected from reputable articles, books, and others. the selected previous studies were critically analysed and evaluated to elicit the information, before it is used to build sound arguments in this work. results the debate about exclusion and inclusion of the l1 the notion of the monolingual approach currently still influences the practice of english language teaching. this principle instructs teachers to use one language, english, in the classroom, without the assistance of other languages, including the l1 (cummins, 2007). this view is reinforced by a large number of english teachers, who still exclude the l1 from their english teaching (cummins, 2007). those teachers believe that it is best to teach english monolingually, using english ideas, vol. 6, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) without the assistance of other languages, such as the l1 (cummins, 2007). teachers are concerned that, if they also employ the l1 when teaching english, students’ acquisition of english might drop, since they would then have little chance to practise english, when they are also taught and asked to use their l1 in classrooms (swain & lapkin, 2000; turnbull, 2001; turnbull & arnett, 2002). furthermore, the monolingual view is underpinned by krashen’s theory of second language acquisition (sla), which asserts that students effectively absorb english when teachers provide significant exposure to the language and opportunities to practise the language, without the presence of their l1 (krashen, 1982, as cited in wu, 2018). thus, if teachers use the l1 in their english classrooms, the quantity of the english spoken would decrease, hampering students’ effective acquisition of the language. the sla theory, which postulates that students can effectively acquire english if they are given significant exposure to the language, merely considers the quantity of the language given to students (krashen, 1982, as cited in wu, 2018). however, the quality aspect of english teaching should be considered as well (horng, hong, chanlin, chang, & chu, 2005). giving students significant exposure to the language is not the only issue, but also involves the ways in which teachers find creative and appropriate ways to help students that are having difficulties in understanding the given learning materials (horng et al., 2005). the l1 can be used as scaffolding in such instances, when students do not understand learning materials provided in english (forman, 2008). consequently, the use of l1 is beneficial because it helps students to master english through a framework of scaffolding (lin, 2015). therefore, the function of the l1 as scaffolding when teaching english is the main theoretical framework of this research, underpinned by vygotsky’s cognitive and sociocultural theory (woolfolk & margetts, 2016). this theoretical framework is explained below. functions of the l1 used by teachers teaching grammar is considered the first function of the l1’s application by teachers as scaffolding when teaching english (al-nofaie, 2010; cheng, 2013; hidayati, 2012; hlas, 2016; shabir, 2017). this is because learners tend to find it difficult to understand grammar points in english (mishra, 2010). this aligns with a study conducted by febrianingrum (2014) in indonesian senior high schools, which found that teachers use the l1 to explain english grammar because learners often make grammar mistakes, due to its complexity. for instance, teachers use bahasa indonesia, the students’ l1, to describe the concept of the gerund as a grammar rule in english by saying “setelah after itu kata kerjanya di gerundkan”, which, in english, means “when the preposition ‘after’ is followed by a verb, the verb should add ‘-ing’, which is called the ‘gerund’”. consequently, using the l1 as scaffolding effectively helps learners understand the complexity of english grammar (sharma, 2006; tang, 2002). moreover, the use of the l1 as scaffolding reduces the complexity of grammar rules, which also relates to the notion of scaffolding that is delineated by mcloughlin and marshall (2000), who assert that scaffolding is utilised to reduce the complexity of grammar in english. investigating the teachers’ perceptions toward the use of l1 in teaching english teaching vocabulary is categorised as the second function of using the l1 as scaffolding in classrooms (cheng, 2013; febrianingrum, 2014; sali, 2014; silvani, 2014). teachers need to use the l1 to provide students with clear explanations of difficult english vocabulary (hidayati, 2012). this is supported by results found by jingxia (2010) in the chinese university context, which reveal that the majority of teachers in the study tend to use chinese as students’ l1 to explain tough english vocabulary. moreover, in the indonesian context, silvani (2014) further explains that the use of bahasa indonesia as the l1 is useful to help teachers explain the meaning of difficult english words by providing repetition. the example of using the l1 as scaffolding in the repetitious form can be seen in a conversation between a teacher and their students (silvani, 2014): teacher: it is ‘hazardous’ for you to go to the concert alone. do you know the meaning of ‘hazardous’? students: what do you mean, sir? we do not understand it. teacher: the meaning is berbahaya in bahasa indonesia. in this conversation, the teacher repeats the meaning of ‘hazardous’ by using the word berbahaya in bahasa indonesia to assist students’ understanding. this use of the l1 to explain difficult english vocabulary through repetition also relates to the notion of point-of-need scaffolding, which is defined as assistance given to students to clarify complicated learning materials by employing repetition to assist their comprehension (sharpe, 2001). giving instructions is the third function of using the l1 to teach english. a study conducted by machaal (2012) in the saudi university context reinforces that giving classroom instructions is believed by teachers as one of the most valuable functions of the application of the l1 when teaching english. this is because giving instructions is crucial in guiding students from the very beginning of the learning process, since it is difficult to clarify given instructions when learners have already misunderstood them (debreli, 2016). the function of using the l1 to give instructions also aligns with the principle of scaffolding, which is used as a valuable resource to help students understand given instructions (woolfolk & margetts, 2016). moreover, jingxia’s (2010) study of chinese universities demonstrates that the majority of teachers use chinese as the l1 to assign students classroom exercises, when students have doubts about instructions given in english. consequently, it is useful to help students to understand given instructions. however, giving classroom instructions in the l1 is also considered an avoidable activity in the efl classroom. for example, in an intermediate school located in jeddah, saudi arabia, teachers avoided using the l1 (arabic) when giving classroom instructions because they want to accustom learners to practising and receiving instructions in english (al-nofaie, 2010). teachers’ perceptions of the l1 use in teaching english macaro (2009) notes that teachers can be categorised into three different groups, in terms of their perceptions of using the l1 when teaching english. the first is the virtual position, where teachers solely use english when teaching the subject, without the assistance of the l1 in classrooms (macaro, 2009). this is because it provides ample opportunities for learners to practise english without ideas, vol. 6, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) being hindered by their l1, which assists them in acquiring english effectively (cook, 2001). this notion is reinforced by a study conducted by manara (2007) in three universities in central java, indonesia, which states that the majority of teachers agree that english must be applied to the fullest extent in classrooms. this is because the maximum use of english is perceived as a valuable opportunity that offers students maximum exposure to english in classrooms, without the emergence of their l1, which helps them to master english (turnbull, 2001). this situation might be affected by krashen’s second language acquisition (sla) theory, which postulates that the more students are exposed to english, the more knowledge of the language they acquire (krashen, 1982, as cited in wu, 2018). thus, learners will more easily understand the given learning materials when teachers deliver them in english. consequently, manara (2007) asserts that the majority of teachers ban the use of the l1 when teaching english because it can significantly dissuade students from using english in classrooms. however, there is also a contrasting view called the maximal position. the second category is the maximal position, which is defined as teachers who perceive the maximal use of the l1 as useful, in order to help students in mastering english, particularly when they have insufficient proficiency in english (macaro, 2009). this is because low proficiency learners of english tend to have difficulties in comprehending english materials, since they lack, for instance, english vocabulary (ahmad, 2009). hence, when students are supported by the employment of the l1 to learn english, there is a possibility that they can absorb english materials effectively (ahmad, 2009). for example, when students do not understand the meaning of certain english words, teachers can help them understand the related vocabulary by illustrating its context using their l1. this could consequently prove useful in terms of supporting their study of english. this second categorisation is outlined in a study conducted by latsanyphone and bouangeune (2009), which focused on teaching english to low proficiency learners at the national university of laos. the study found that teaching english using students’ l1 enhances their understanding of english, including learning new vocabulary items, because illustrating english words using the student’s l1, lao, helps them to understand the meaning of the words clearly (latsanyphone & bouangeune, 2009). moreover, studies including those from al-nofaie (2010), asmari (2014), and debreli (2016) show that efl teachers generally bear positive perceptions toward the l1’s use in teaching english. this is because the employment of the l1 can enhance students’ performance in english (asmari, 2014) because it can lessen learners’ anxiety and increase effective learning environments to learn english (hall & cook, 2012). consequently, it is beneficial to help low proficiency learners to learn english (asmari, 2014). however, this maximal position is also challenged by another view; namely, the optimal position. this is because employing the l1 in classrooms is not the sole issue: it must also be judiciously implemented, for specific reasons, to offer an effective use of the l1 to teach english (cheng, 2013). investigating the teachers’ perceptions toward the use of l1 in teaching english the third teachers’ position, in terms of perceiving the use of the l1 when teaching english, is the optimal position, which argues that the application of the l1 in teaching english is effective when it is only used for specific reasons (macaro, 2009). in other words, the l1 must be judiciously employed by teachers, with regard to specific student contexts, different classroom and course situations. this condition can be seen in studies conducted by al-nofaie (2010), debreli (2016), hidayati (2012), and shabir (2017), all of which reinforce that the majority of teachers perceive that the l1 must be judiciously used, for only specific reasons. these include students’ needs, their language proficiency levels, and the goals of the course or task (manara, 2007). this is because teachers can utilise the potentiality of the l1 and maximise the use of english in the classroom at the same time (cheng, 2013). corcoran (2009) also suggests that the l1 should only be applied to teaching english for particular reasons, such as considering teachers’ english proficiency levels. to some extent, corcoran’s view aligns with a case study conducted by bateman (2008), which focuses on ten teachers’ perceptions of using the l1 and found that teachers’ english proficiency skills influence the use of the l1 in classrooms. this is because it is impossible for teachers to use the target language, english, in the entire class, due to their limited english proficiency skills (wu, 2018). therefore, applying the l1 is also necessary in a situation where teachers’ english proficiency skills are limited. in conclusion, all of these studies above provide valuable insights into the difference between the three positions on using the l1 when teaching english, which are the virtual, maximal, and optimal positions. in the virtual position, teachers argue that english materials should only be taught using the language itself, without the assistance of the l1, because they intend to provide students with significant exposure and opportunities to practise english (macaro, 2009). this view is challenged by the maximal position, in which teachers believe that the l1 must be maximally applied to help students grasp english effectively (macaro, 2009). this means the optimal position proposes teachers only use the l1 for particular reasons, like responding to students’ needs and classroom situations (manara, 2007). conclusion this conceptual work indicates that the l1 can be applied as a valuable resource in teaching english. first, in teaching grammar. this is because students find it difficult to understand grammar points in english. secondly, the l1 can be used in teaching vocabulary in order to assist learners in comprehending certain unfamiliar words. last, giving instruction is also an activity that can be helped by the assistance of l1. teachers are also divided into three positions in perceiving the use of l1 in teaching english, which are the virtual, maximal, and optimal position. 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(2004). teachers’ beliefs about the use of the students’ mother tongue: a survey of tertiary english teachers in indonesia. english australia journal, 22(1), 44-52. retrieved from investigating the teachers’ perceptions toward the use of l1 in teaching english https://search.informit.com.au/documentsummary;dn=489125312133615;res=iel hss perbandingan motivasi belajar bahasa inggris antara mahasiswa jurusan teknik dan non teknik politeknik negeri ujung pandang gusri emiyati ali & irmawati politeknik negeri ujung pandang, makassar abstrak penelitian ini bersifat deskriptif kuantitatif. penelitian ini dilatarbelakangi oleh adanya fenomena yang diamati oleh penulis dimana tingkat kemampuan bahasa inggris mahasiswa jurusan teknik masih terbilang sangat kurang dibandingkan dengan kemampuan bahasa inggris mahasiswa jurusan non teknik di politeknik negeri ujung pandang. adanya perbedaan ini disebabkan oleh sesuatu hal atau suatu faktor yang salah satunya adalah motivasi. penelitian ini akan mengungkap motivasi mahasiswa baik dari jurusan teknik maupun non teknik untuk belajar bahasa inggris. data tentang tingkat motivasi dari mahasiswa diperoleh dengan menyebarkan angket yang berjumlah 50 item kepada responden. hasil analisa data menunjukkan bahwa bahwa sebanyak 48,6% responden dari jurusan teknik memiliki motivasi yang sangat tinggi untuk belajar bahasa inggris, sedangkan dari jurusan non teknik hanya mencapai 42,9%. banyaknya responden dari jurusan non teknik yang memiliki motivasi yang tinggi adalah sebesar 52,4 % sedangkan dari jurusan teknik adalah sebesar 50%. jumlah responden yang memiliki tingkat motivasi yang kurang pada jurusan non teknik bahkan lebih banyak dibandingkan dengan jurusan teknik, dengan jumlah yakni masing-masing 4,7% dan 0,7% namun dalam jumlah jumlah yang kecil.tidak ada responden yang memiliki motivasi yang sangat kurang untuk belajar bahasa inggris dari jurusan non teknik dan terdapat seorang responden yang memiliki motivasi yang sangat kurang pada jurusan teknik. motivasi responden baik dari jurusan teknik maupun jurusan non teknik dipengaruhi oleh faktor internal dan faktor-faktor external seperti faktor pengajar atau dosen bahasa inggris, faktor tujuan akademik dan karir, serta faktor pelajaran bahasa inggris di kelas. kata kunci: motivasi, belajar bahasa inggris pendahuluan dalam perekrutan pegawai, banyak perusahaan yang menjadikan kemampuan bahasaa inggris sebagai salah satu aspek penting yang harus dimiliki oleh calon pegawai. perusahaan-perusahaan tersebut menyeleksi calon pegawai dengan tes bahasa inggris seperti toefl dan toeic, serta mengadakan tes wawancara dengan menggunakan bahasa inggris. begitu pula dengan lulusan politeknik negeri ujung pandang baik dari jurusan teknik maupun non teknik. mereka dituntut untuk mampu berbahasa inggris dengan baik agar dapat bersaing di dunia kerja. namun terdapat sebuah fenomena yang menimbulkan sebuah tanda tanya besar. kemampuan bahasa inggris mahasiswa dari jurusan teknik masih terbilang kurang dibandingkan dengan kemampuan bahasa inggris jurusan non teknik.. adanya perbedaan ini menimbulkan sebuah tanda tanya besar, yakni faktor apa yang menyebabkan kemampuan bahasa inggris mahasiswa teknik berbeda dengan kemampuan bahasa inggris non-teknik. hal inilah yang mendasari penulis untuk mencari tahu penyebab perbedaan tersebut dari segi faktor motivasi. salah satu aspek yang sangat penting dalam mendukung seseorang dalam mempelajari sesuatu hal adalah motivasi. motivasi mempengaruhi seseorang dalam pencapaian sebuah prestasi belajar. seperti yang dikemukakan oleh sugihartono, dkk (2007:78) motivasi belajar memegang peranan yang sangat penting untuk pencapaian prestasi belajar siswa, karena motivasi belajar yang tinggi akan terlihat dari ketekunan yang tidak mudah menyerah meskipun dihadapkan oleh beberapa kendala. mengetahui pentingnya peranan motivasi dalam keberhasilan belajar, maka untuk dapat memiliki kemampuan bahasa inggris yang baik, mahasiswa haruslah memiliki motivasi yang tinggi untuk belajar bahasa inggris. namun, belum diketahui pasti bagaimana tingkat motivasi mahasiswa jurusan teknik dibandingkan dengan motivasi mahasiswa jurusan non teknik untuk belajar bahasa inggris, yang menjadi penyebab perbedaan kemampuan bahasa inggris diantara keduanya. oleh karena itu, perlu diadakan penelitian untuk mengetahui tingkat motivasi mereka dalam belajar bahasa inggris. belajar bahasa inggris yang dimaksud di sini adalah belajar bukan hanya di dalam kelas dengan tenaga pengajar, tapi juga belajar di luar konteks pembelajaran di kelas. hal ini mendorong penulis untuk mengadakan penelitian dengan judul “perbandingan motivasi belajar bahasa inggris antara mahasiswa jurusan teknik dengan jurusan non teknik politeknik negeri ujung pandang”. ada beberapa studi pendahuluan yang telah dilakukan tentang pengaruh motivasi terhadap hasil belajar, yaitu: a. gullam hamdu dan lisa agustina (2011) dengan penelitian yang berjudul pengaruh motivasi belajar siswa terhadap prestasi belajar ipa di sekolah dasar (studi kasus terhadap siswa kelas iv sdn tarumanegara kecamatan tawang kota tasik malaya) menemukan bahwa terdapat pengaruh motivasi belajar terhadap prestasi belajar ipa. b. ma’ratur rafiqah,dkk (2013) dengan penelitian yang berjudul pengaruh motivasi belajar siswa terhadap prestasi belajar siswa, menyimpulkan bahwa terdapat pengaruh motivasi belajar terhadap prestasi belajar siswa siswa-siswi. dari hasil-hasil penelitian di atas dapat ditarik gambaran bahwa motivasi belajar merupakan salah satu faktor yang mempengaruhi hasil belajar. motivasi merupakan faktor penggerak maupun dorongan yang dapat memicu timbulnya rasa semangat dan juga mampu merubah tingkah laku manusia atau individu untuk menuju pada hal yang lebih baik untuk dirinya sendiri. adapun pengertian motivasi menurut makmun (2007: 37) adalah suatu kekuatan (power) atau tenaga (forces) atau daya (energy) atau suatu keadaan yang kompleks (a complex state) dan kesiapsediaan (prepatory set) dalam diri individu (organisme) untuk bergerak (to move, motion, motive) ke arah tujuan tertentu, baik disadari maupun tidak disadari.. berdasarkan pengertian mengenai motivasi di atas dapat disimpulkan bahwa motivasi merupakan suatu dorongan yang dimiliki seseorang untuk melakukan sesuatu, dan juga sebagai pemberi arah dalam tingkah lakunya, salah satunya dorongan seseorang untuk belajar. dalam kaitannya dengan pembelajaran bahasa, motivasi merupakan keseluruhan tujuan atau orientasi pembelajar. gardner dan lambert membedakan motivasi menjadi motivasi instrumental dan motivasi integratif (chaer, 2009). dalam pembelajaran bahasa kedua ada asumsi yang menyatakan bahwa orang yang di dalam dirinya ada keinginan, dorongan, atau tujuan yang ingin dicapai dalam bahasa kedua cenderung akan lebih berhasil dibandingkan dengan orang yang belajar tanpa dilandasi oleh suatu dorongan, tujuan, atau motivasi itu (chaer, 2009: 251). juga dikatakan bahwa pembelajar yang memiliki motivasi integratif memperoleh nilai profisiensi yang lebih baik. selain dikotomi instrumental dan integratif, motivasi juga dibedakan menjadi motivasi intrinsik dan motivasi ekstrinsik yamin (2011: 234). motivasi ekstrinsik merupakan kegiatan belajar yang tumbuh dari dorongan dan kebutuhan seseorang tidak secara mutlak berhubungan dengan kegiatan belajarnya sendiri. motivasi intrinsik merupakan kegiatan belajar dimulai dan diteruskan, berdasarkan penghayatan sesuatu kebutuhan dan dorongan yang secara mutlak berkaitan dengan aktifitas belajar.). pada saat ini banyak mahasiswa yang belajar bukan untuk dapat mengerti pelajaran tersebut tapi hanya untuk mendapat nilai bagus. berdasarkan uaraian di atas, dapat disimpulkan bahwa terdapat beberapa jenis motivasi. ada motivasi yang dipengaruhi oleh faktor luar dan keinginan dalam diri seseorang. kajian tentang motivasi dalam pembelajaran bahasa asing tidak dapat dilepaskan dari kajian yang dilakukan oleh gardner dan lambert ( 1972, 1985, 2005). gardner (1985) mengembangkan suatu alat ukur terhadap motivasi siswa yang mempelajari bahasa asing. alat ukur untuk tujuan ini masih sedikit, oleh karena itulah gardner mengembangkan suatu alat ukur yang disebut dengan the attitude/motivation test battery (amtb). amtb ini difokuskan untuk mengkaji beberapa komponen afektif yang mempengaruhi pembelajaran bahasa kedua atau bahasa asing. dalam penelitian ini, penulis menggunakan the attitude/motivation test battery (amtb) yang dikembangkan oleh gardner tersebut di atas. the attitude/motivation test battery (amtb) ini terdiri atas 50 item kuesioner. tujuan dari penelitian ini adalah untuk mengukur dan membandingkan tingkat motivasi mahasiswa jurusan teknik dan non teknik politeknik negeri ujung pandang untuk belajar bahasa inggris serta untuk mengetahui faktor-faktor yang mempengaruhi motivasi mereka dalam belajar bahasa inggris. penelitian ini diharapkan dapat menjadi bahan informasi bagi tenaga pengajar bahasa inggris di jurusan teknik maupun non teknik politeknik negeri ujung pandang tentang tingkat motivasi mahasiswa untuk belajar bahasa inggris dan faktor-faktor yang mempengaruhi motivasi tersebut metode penelitian penelitian ini dilaksanakan di politeknik negeri ujung pandang, dengan waktu penelitian mulai dari april sampai september 2016. variabel dalam penelitian ini adalah motivasi mahasiswa mempelajari bahasa inggris. yang dimaksud motivasi di sini adalah pendorong seseorang untuk mempelajari bahasa inggris. motivasi mempelajari bahasa inggris yang diukur pada penelitian ini adalah orientasi integratif yakni dorongan mempelajari bahasa inggris yang timbul dari dalam diri sendiri, orientasi instrumental yakni dorongan mempelajari bahasa inggris untuk tujuan akademik dan karir, perilaku terhadap pengajar, dan perilaku terhadap mata kuliah. jenis penelitian yang digunakan dalam penelitian ini adalah deskriptif kuantitatif komparatif. penelitian ini menggunakan analisis deskriptif untuk menganalisa data yang dikumpulkan melalui kuesioner. pendekatan yang digunakan adalah pendekatan kuantitatif, yakni penelitian yang analalisisnya lebih fokus pada data-data numerikal (angka) yang diolah dengan menggunakan metode statistika (azwar:2011). dengan demikian, penelitian ini akan menjelaskan keadaan dari objek yang diteliti dan kemudian menganalisis kebenarannya berdasarkan data yang diperoleh. tahapan-tahapan dalam penelitian ini adalah sebagai berikut: 1. mempersiapkan kuesioner yang akan diisi oleh responden. 2. membagikan kuesioner kepada responden. pembagian kuesioner dilakukan dalam waktu beberapa hari. 3. mengumpulkan kuesioner dan kemudian mengolah data yang diperoleh. populasi dari penelitian ini adalah mahasiswa jurusan teknik dan non teknik politeknik negeri ujung pandang. jumlah mahasiswa aktif politeknik negeri ujung pandang tahun 2013 dan 2014 untuk jurusan teknik adalah 1357 dan untuk jurusan non teknik adalah 421. teknik pengambilan sampel yang digunakan dalam penelitian ini adalah teknik sampel acak yakni sampel akan diambil secara acak pada masing-masing kelompok, jurusan teknik dan non teknik. menurut l.r gay (1976) untuk riset deskriptif jumlah sampel 10 % dari populasi, sehingga jumlah sampel untuk kelompok jurusan teknik adalah 135,7 dibulatkan menjadi 136 responden dan untuk kelompok non teknik adalah 42,1 dibulatkan menjadi 42 responden. data dikumpulkan melalui pemberian quesioner kepada responden. data yang dikumpulkan melalui kuesioner ditabulasikan. persentasi setiap item dihitung begitu pula dengan skor setiap responden. data yang diperoleh dari kuesioner ditabulasi dan dianalisa dalam bentuk nilai persentasi. jenis skala yang digunakan dalam penelitian ini adalah skala likert. setiap item berisikan 4 pilihan yakni sangat setuju, setuju, kurang setuju, tidak setuju, yang secara berurutan bernilai 4,3,2,1. instrument yang digunakan dalam penelitian ini adalah angket yang berisikan 50 item. 50 item ini beracuan pada attitude/motivation test battery (amtb) yang dikembangkan oleh gardner (1985) untuk mengukur motivasi belajar bahasa asing. amtb ini difokuskan untuk mengkaji beberapa komponen afektif yang mempengaruhi pembelajaran bahasa kedua atau bahasa asing. angket ini berisikan 50 item yang direspon atau dijawab oleh responden. hasil dan pembahasan hasil penelitian data tentang tingkat motivasi mahasiswa jurusan teknik dan non teknik politeknik negeri ujung pandang untuk belajar bahasa inggris dikumpulkan melalui angket atau kuesioner. kuesioner ini terdiri atas 50 item yang diadaptasi dari amtb (attitude motivation test batteray) yang didisain oleh r.c.gardner dimana tiap item terdiri dari 4 pilihan. tahap pertama yang dilakukan untuk mengolah angket yang terkumpul adalah memberikan scoring terhadap jawaban yang diberikan oleh responden dengan ketentuan sebagai berikut: 1. untuk jawaban alternatif ss (sangat setuju) dengan nilai 4 2. untuk jawaban alternatif s (setuju) dengan nilai 3 3. untuk jawaban alternatif ks (kurang setuju) dengan nilai 2 4. untuk jawaban alternatif ts (tidak setuju) dengan nilai 1 adapun hasil kuesioner yang diberikan pada responden dari jurusan non teknik dan teknik dijabarkan sebagai berikut: berdasarkan data kuantitatif, hasil penelitian menunjukkan hasil sebagai berikut: 1) bahwa sebanyak 42,9% responden dari jurusan non teknik politeknik negeri ujung pandang memiliki motivasi yang sangat tinggi untuk belajar bahasa inggris. 2) bahwa sebanyak 52,4% responden dari jurusan non teknik politeknik negeri ujung pandang memiliki motivasi yang tinggi untuk belajar bahasa inggris. 3) bahwa 4,7% responden jurusan non teknik politeknik negeri ujung pandang memiliki motivasi yang rendah untuk belajar bahasa inggris. 4) bahwa 0% atau tidak ada responden jurusan non teknik politeknik negeri ujung pandang memiliki motivasi yang sangat rendah untuk belajar bahasa inggris. berdasarkan tabel tersebut, maka dapat diperoleh data hasil sebagai berikut: 1) sebanyak 48,6% responden dari jurusan teknik politeknik negeri ujung pandang memiliki motivasi yang sangat tinggi untuk belajar bahasa inggris. 2) sebanyak 50% responden dari jurusan teknik politeknik negeri ujung pandang memiliki motivasi yang tinggi untuk belajar bahasa inggris. 3) sebanyak 0,7% responden jurusan non teknik politeknik negeri ujung pandang memiliki motivasi yang rendah untuk belajar bahasa inggris. 4) sebanyak 0,7% responden dari jurusan politeknik negeri ujung pandang memiliki motivasi sangat rendah untuk belajar bahasa inggris. dari hasil penelitian dapat dilihat bahwa sebagian besar atau sebanyak 48,6% mahasiswa dari jurusan teknik memiliki motivasi yang sangat tinggi untuk belajar bahasa inggris. sedangkan hanya sebanyak 42,9% mahasiswa dari jurusan non teknik politeknik negeri ujung pandang memiliki motivasi yang sangat tinggi untuk belajar bahasa inggris. ini menunjukkan bahwa lebih banyak mahasiswa teknik yang memiliki motivasi yang sangat tinggi dibandingkan dengan mahasiswa non teknik. adapun responden yang memiliki motivasi yang tinggi untuk belajar bahasa inggris dari jurusan non teknik mencapai 52,4 % dan dari jurusan teknik adalah sebanyak 50%. mayoritas mahasiswa jurusan non teknik memiliki motivasi yang tinggi untuk belajar bahasa inggris. jumlah responden yang memiliki tingkat motivasi yang kurang pada jurusan non teknik bahkan lebih banyak dibandingkan dengan jurusan teknik, dengan jumlah yakni masing-masing 4,7% dan 0,7%. tidak ada satupun dari responden baik dari jurusan non teknik dan hanya ada seorang resoponden dari jurusan teknik yang memiliki motivasi yang sangat kurang untuk belajar bahasa inggris. ini merupakan kabar gembira bagi politeknik negeri ujung pandang sendiri, khususnya bagi para staf pengajar bahasa inggris. perbandingan tingkat motivasi antara jurusan teknik dan non teknik di atas ditunjukkan dengan diagram batang berikut: gambar 1 perbandingan tingkat motivasi mahasiswa jurusan teknik dan non teknik diagram di atas dengan jelas menunjukkan bahwa prosentase atau jumlah responden jurusan teknik yang memiliki motivasi sangat tinggi lebih besar dibandingkan dengan jurusan non teknik. sedangkan untuk motivasi yang tinggi, prosentase dari responden non teknik lebih besar dibandingkan dengan jurusan teknik, namun dengan selisih yang tidak banyak. terlihat jelas juga bahwa jumlah responden dari jurusan non teknik yang memiliki motivasi yang kurang untuk belajar bahasa inggris lebih besar dibandingkan dengan jurusan teknik. tidak ada responden dari jurusan non teknik yang memiliki motivasi yang sangat kurang untuk belajar bahasa inggris. sedangkan dari jurusan teknik, terdapat responden yang memiliki motivasi yang sangat kurang untuk belajar bahasa inggris, namun dengan prosentase yang sangat kecil. terdapat beberapa faktor yang mempengaruhi motivasi responden untuk belajar bahasa inggris. ini ditunjukkan oleh jawaban mereka pada kuesioner. faktor-faktor tersebut antara lain: 1. motivasi berasal dari faktor internal motivasi ini terbentuk karena kesadaran diri atas pemahaman betapa pentingnya belajar untuk mengembangkan dirinya dan bekal untuk menjalani kehidupan. hasil penelian menunjukkan bahwa dari sekitar 135 (99%) responden dari jurusan teknik dan 97,6% dari jurusan non teknik yang menganggap bahwa belajar bahasa inggris sangatlah hebat. sebanyak 96,6% responden teknik dan 94,3% sari non teknik yang menganggap bahwa belajar bahasa inggris adalah penting karena dapat bergaul dengan orang-orang yang berbahasa inggris. sebanyak 83% responden jurusan teknik dan 95,3% dari jurusan non teknik memiliki kemauan kuat untuk mengetahui seluruh aspek bahasa inggris. sebanyak 94% responden jurusan teknik dan 100% dari jurusan non teknik menganggap bahwa belajar bahasa inggris sangatlah menyenangkan. 96% responden dari jurusan teknik dan 97,6% dari jurusan non teknik yang berusaha untuk mengerti semua bahasa inggris yang mereka lihat dan mereka dengar. selain itu, dari 136 responden, terdapat 94% responden dari jurusan teknik dan 97,6% dari jurusan non teknik yang memandang bahwa pandai berbahasa inggris adalah sebuah tujuan penting dalam hidup mereka, 86% responden dari jurusan teknik yang menyukai bahasa inggris, 93,8% yang menganggap bahwa belajar bahasa inggris adalah penting karena dapat bertemu dan mengenal banyak orang, 95,4% yang menganggap bahwa belajar bahasa inggris itu penting karena membuat mereka lebih berpendidikan. tabel 3 di atas juga menunjukkan bahwa dari 136 responden, 98,3% yang berharap mempunyai banyak teman penutur asli bahasa inggris, 97,7% yang menganggap bahwa belajar bahasa inggris adalah penting karena akan membuat mereka mengerti dan menghargai bahasa inggris lebih baik, 97% yang berencana belajar bahasa inggris sebanyak mungkin, 99% ingin mengenal lebih banyak penutur asli bahasa inggris, 98% yang menganggap bahwa belajar bahasa inggris adalah adalah penting karena akan dapat berinteraksi dengan mudah dengan penutur bahasa inggris, 97% yang ingin belajar bahasa inggris sebanyak mungkin, 94% yang menganggap bahwa belajar bahasa inggris adalah penting karena orang lain akan menghargai mereka jika dapat berbahasa inggris, dan 97% yang berharap bisa lancar berbahasa inggris. data di atas menunjukkan bahwa hampir seluruh responden dari jurusan teknik maupun non teknik termotivasi dari faktor internal untuk belajar bahasa inggris, seperti merasa bahwa belajar bahasa inggris sangatlah hebat, merasa bahwa bahasa inggris adalah penting untuk dapat bergaul dengan banyak orang terutama penutur bahasa inggris, merasa bahwa pandai berbahasa inggris adalah salah satu tujuan penting hidup mereka, menganggap bahwa belajar bahasa inggris sangatlah menyenangkan, dan lain sebagainya. 2. motivasi belajar dari faktor eksternal motivasi belajar dari faktor eksternal, yaitu dapat berupa rangsangan dari orang lain, atau lingkungan sekitarnya yang dapat memengaruhi psikologis orang yang bersangkutan. faktor-faktor ekternal ini antara lain, faktor tujuan akademik dan karir, faktor pengajar atau guru di kelas, dan faktor pelajaran bahasa inggris di kelas. berikut adalah gambaran motivasi mahasiswa jurusan teknik politeknik negeri ujung pandang untuk belajar bahasa inggris yang didorong oleh faktorfaktor eksternal tersebut. a. faktor pengajar atau dosen pernyataan-pernyataan di kuesioner yang menggambarkan motivasi mahasiswa untuk belajar bahasa inggris karena faktor penagajar atau dosen adalah: 3. saya ingin masuk ke kelas karena dosen bahasa inggris saya sangat baik 12. menurut saya, dosen bahasa inggris saya bagus dalam pengajaran 31. dosen bahasa inggris saya memiliki gaya mengajar yang menarik dan dinamis. 35. ketika saya mempunyai masalah pemahaman dalam kelas bahasa inggris, saya selalu meminta tolong/penjelasan ke dosen saya. 40. dosen bahasa inggris saya adalah sebuah sumber inspirasi yang bagus buat saya. 48. saya sungguh menyukai dosen bahasa inggris saya. berikut adalah data tentang pilihan responden terhadap pernyataan-pernyataan tersebut. tabel di atas menunjukkan bahwa sebanyak 92,3% responden dari jurusan teknik dan 90,5% dari jurusan non teknik yang ingin masuk ke kelas karena dosen bahasa inggris mereka sangat baik dan hanya sedikit responden yang tidak sependapat dengan hal tersebut. selain itu, 98,7% responden teknik dan 92,9% dari jurusan non teknik melihat bahwa dosen bahasa inggris mereka bagus dalam pengajaran dan memiliki gaya yang menarik dan dinamis. dari tabel di atas, dapat pula dilihat bahwa sebanyak 97% responden teknik dan 97,7% responden non teknik merasa nyaman untuk meminta tolong atau meminta penjelasan ketika mempunyai masalah pemahaman dalam kelas bahasa inggris dan sebanyak 89,7% pula responden yang melihat dosen bahasa inggris sebagai sumber inspirasi yang bagus buat mereka. hampir semua responden baik dari jurusan teknik maupun non teknik yang sungguh menyukai dosen bahasa inggris mereka. dari hasil analisa data yang disajikan di atas, dapat dilihat dengan jelas bahwa jumlah responden jurusan teknik yang memiliki motivasi sangat tinggi untuk belajar bahasa inggris lebih besar dibandingkan dengan jurusan non teknik. sedangkan untuk motivasi yang tinggi, prosentase dari responden non teknik lebih besar dibandingkan dengan jurusan teknik, namun dengan selisih yang tidak banyak. terlihat jelas juga bahwa jumlah responden dari jurusan non teknik yang memiliki motivasi yang kurang untuk belajar bahasa inggris lebih besar dibandingkan dengan jurusan teknik. tidak ada responden dari jurusan non teknik yang memiliki motivasi yang sangat kurang untuk belajar bahasa inggris. sedangkan dari jurusan teknik, terdapat responden yang memiliki motivasi yang sangat kurang untuk belajar bahasa inggris, namun dengan prosentase yang sangat kecil. pilihan jawaban repsonden terhadap pernyataan-pernyataan di kuesioner menggambarkan faktor-faktor yang mempengaruhi motivasi mereka untuk belajar bahasa inggris. sebagian besar dari mereka baik jurusan teknik maupun non teknik termotivasi dari faktor internal untuk belajar bahasa inggris. ini ditunjukkan oleh jawaban mereka yang hampir semua menyukai bahasa inggris dan memandang bahwa mempelajari bahasa inggris itu sangatlah hebat dan menyenangkan. selain itu, sebagian besar dari mereka menganggap bahwa mempelajari bahasa inggris itu penting untuk dapat bergaul dengan orang-orang berbahasa inggris termasuk agar tidak merasa grogi saat berbicara dengan seorang turis. sebagian besar mahasiswa juga beranggapan bahwa mempelajari bahasa inggris itu penting agar dapat bertemu dan mengenal banyak orang dan agar dapat berinteraksi dengan mudah dengan penutur bahasa inggris. pandai berbahasa inggris membuat mereka merasa lebih berpendidikan dan merasa lebih dihargai. sebagian besar dari mahasiswa baik teknik maupun non teknik memiliki kemauan kuat untuk mengetahui seluruh aspek bahasa inggris dan berusaha untuk mengerti semua bahasa inggris yang mereka dengar dan mereka lihat. mereka ingin dan berencana belajar bahasa inggris sebanyak mungkin dan berharap agar dapat pandai dan lancar berbahasa inggris. sebagian besar dari mereka memandang bahwa bahasa inggris adalah sebuah program penting di sekolah ataupun di institusi. selain termotivasi dari faktor internal untuk belajar bahasa inggris, hasil analisa data juga menunjukkan bahwa sebagian besar mahasiswa baik teknik maupun non teknik termotivasi untuk belajar bahasa inggris untuk tujuan akademik dan karir mereka. mereka belajar bahasa inggris tentunya untuk mendapat nilai yang bagus. mereka juga belajar bahasa inggris untuk dapat membaca dan mengerti isi majalah, koran dan buku teks berbahasa inggris. selain itu, sebagian besar mahasiswa teknik maupun non teknik belajar bahasa inggris karena memandang bahwa bahasa inggris itu penting untuk mendapatkan pekerjaan dan demi karir mereka kelak. selain untuk tujuan akademik dan karir, tingginya motivasi mahasiswa untuk belajar bahasa inggris disebabkan oleh tanggapan positif mereka terhadap dosen bahasa inggris. hasil analisa data menunjukkan bahwa hampir semua mahasiswa ingin masuk dan mengikuti kelas bahasa inggris karena berpendapat bahwa dosen bahasa inggris mereka sangat baik. sebagian besar responden baik dari teknik maupun non teknik memandang bahwa dosen bahasa inggris mereka bagus dalam pengajaran dan memiliki gaya mengajar yang menarik dan dinamis. mereka merasa nyaman untuk meminta penjelasan saat mereka mempunyai masalah pemahaman dalam kelas. mereka menyukai dosen bahasa inggris mereka. selain termotivasi oleh faktor dosen bahasa inggris mereka, mahasiswa juga termotivasi karena memiliki pandangan positif terhadap kelas bahasa inggris itu sendiri. hasil analisa data menunjukkan bahwa sebagian besar mahasiswa baik teknik maupun non teknik berpendapat bahwa kelas bahasa inggris tidak menyia-nyiakan waktu mereka. sebagian besar dari mereka memperhatikan umpan balik yang mereka terima di kelas bahasa inggris. hampir semua mahasiswa tersebut merasa sungguh menyukai dan menikmati kelas bahasa inggris. kesimpulan dan saran dari hasil penelitian di atas, diperoleh hasil bahwa: a. sebagian besar responden dari jurusan teknik maupun non teknik memiliki motivasi tinggi dan bahkan sangat tinggi untuk belajar bahasa inggris. sebanyak 48,6% responden dari jurusan teknik dan sebanyak 42,9 responden dari jurusan non teknik politeknik negeri ujung pandang yang memiliki motivasi yang sangat tinggi untuk belajar bahasa inggris. b. sebanyak 52,4% responden dari jurusan non teknik politeknik negeri ujung pandang dan hanya sebanyak 50% respoden dari jurusan teknik yang memiliki motivasi yang tinggi untuk belajar bahasa inggris. c. jumlah responden yang memiliki tingkat motivasi yang kurang pada jurusan non teknik bahkan lebih banyak dibandingkan dengan jurusan teknik, dengan jumlah yakni masing-masing 4,7% dan 0,7% naum dalam jumlah jumlah yang kecil d. sebanyak 0% atau tidak ada responden jurusan non teknik politeknik negeri ujung pandang memiliki motivasi yang sangat rendah untuk belajar bahasa inggris, sedangkan untuk jurusan teknik terdapat seorang responden yang memiliki motivasi yang sangat rendah untuk belajar bahasa inggris. e. motivasi responden baik dari jurusan teknik maupun jurusan non teknik dipengaruhi oleh faktor internal dan faktor-faktor external seperti faktor pengajar atau dosen bahasa inggris, faktor tujuan akademik dan karir, serta faktor pelajaran bahasa inggris di kelas. para peneliti khususnya peneliti pemula / dosen pemula masih membutuhkan bimbingan tentang pembuatan proposal penelitian yang baik sehingga perlu adanya pelatihan penulisan proposal penelitian oleh unit penelitian baik dari dikti maupun dari unit penelitian internal institusi seperti uppm politeknik negeri negeri ujung pandang. daftar pustaka agus, suprijono. 2009. cooperative learning teori dan aplikasi paikem. yogyakarta: pustaka pelajar azwar, s. (2010). penyusunan skala psikologi. yogyakarta: pustaka pelajar. chaer, abdul. (2009). psikolinguistik: kajian teoretik. jakarta: pt. rineka cipta. dimyati, dan mudjiono. 2009. belajar dan pembelajaran. jakarta : pt. rineka cipta djali. 2009. psikologi pendidikan. jakarta: bumi aksara djamarah, syaiful bachri. (20008). psikologi belajar edisi2. jakarta: pt. rineka cipta javascript:void(0) gardner, r. c. 1985. the attitude motivation test battery: tehcnical report 1.university of western ontario: london gay, l.r. 1976. educational research. columbus, ohio: charles e. merrill publishing company. hamdu, gullam. pengaruh motivasi belajar siswa terhadap pestasi belajar ipa di sekolah dasar (studi kasus terhadap siswa kelas iv sdn tarumanagara kecamatan tawang kota tasikmalaya) http://jurnal.upi.edu/penelitian-pendidikan/author/ghullam-hamdu. diakses pada tgl. 27-1-2015 hamzah, b. uno. 2008. teori motivasi dan pengukurannya analisis di bidang pendidikan. jakarta: bumi aksara hamalik, oemar. 2004. psikologi belajar dan mengajar. bandung: sinar baru algesindo. ma’ratur, rafiqah. pengaruh motivasi belajar siswa terhadap prestasi belajar siswa.(online)(http://jurnal.fkip.unila.ac.id/index.php/alib/article/view/1 661. diakses pada tgl. 27-1-2015) makmun, abin syamsuddin. 2007. psikologi kependidikan: perangkat sistem pengajaran modul. bandung: pt remaja rosdakarya. purwanto, ngalim. 2003. psikologi pendidikan. bandung : remaja rosda karya setiawan, nugraha. rumus slovin (besar sampel penelitian) (online)(http://www.statistikian.com/2012/08/rumus-slovin-besar-sampelpenelitian.html. diakses pada tgl. 27-1-2015.) sugihartono, dkk. 2007. psikologi pendidikan.yogyakarta: uny press. sugiono. 2012. metode penelitian kuantitatif, kualitatif dan r & d. bandung: cv. alfabeta sukmadinata, n. s. 2011. metode penelitian pendidikan. cetakan ke 7. bandung : remaja rosdakarya. sudjana, nana. 2005. penilaian hasil proses belajar mengajar. bandung: pt remaja rosdakarya yamin, martinis. 2010. kiat membelajarkan siswa. jakarta: gaung persada press. http://jurnal.upi.edu/penelitian-pendidikan/author/ghullam-hamdu http://jurnal.fkip.unila.ac.id/index.php/alib/article/view/1661 http://jurnal.fkip.unila.ac.id/index.php/alib/article/view/1661 http://jurnal.fkip.unila.ac.id/index.php/alib/article/view/1661 http://www.statistikian.com/2012/08/rumus-slovin-besar-sampel-penelitian.html http://www.statistikian.com/2012/08/rumus-slovin-besar-sampel-penelitian.html the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2020 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 8, number 2, december 2020 pp. 398 – 409 the refusal speech act in me before you movie rianda anggraini1 , ambalegin2 pb161210062@upbatam.ac.id 1,2 faculty of social and humanities, putera batam university, batam, indonesia received: 06 september 2020 accepted: 29 november 2020 doi: 10.24256/ideas.v8i2.1565 abstract this study aimed at identifying the strategies in refusal in me before you. this movie was adapted by the novel and the writer’s name is jojo moyes. refusal has two types, they are indirect and direct refusal. indirect refusal is mostly used because it can decrease the negative effect (fta) of refusal itself. the strategies of indirect refusal are found alternative, reason and explanation, request for aditional information, apology or regret, repetition of part previous discourse, and posponement. the study applied an observational method and non-participatory technique by sudaryanto. then, this study applied pragmatics method to analyze the data. the finding showed that there were 5 utterances that contained request for additional information and this strategy was mostly used by the characters in this movie. keywords: pragmatics; refusal; strategies introduction teacher saw the student who wanted to borrow a pen to her friend, but her friend refused to borrow it by saying “enggak lah!” with a wrinkle face. they argued each other and it caused the negative effect for their relationship. actually, when people want to refuse, it can be done by politely. from that phenomena, this study is really interesting to be done. it can develope the knowledge for the readers that to refuse in the form of request, offer, suggestion, and statement, it can be accomplished by the strategies where it can decrease the negative effect of refusal itself (tuncer and turhan, 2019; mengesha and padmanabhan, 2019). the request which is not accomplished due to some reasons or decline is known as a refusal. félix-brasdefer (2008) explained that refusal belongs to the category of commissives because the speaker commits the refuser to perform an action. one of mailto:pb161210062@upbatam.ac.id ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 399 the example that contained the utterance of refusal was found in this movie, it was shown below: josie : lou will get another job. she has a lot of potential. mrclark : there are no jobs, josie, i should know. look, i'm just sayin'. ( 04:19) mr clark was worried about his daughter, louisa. he made a statement that was refused by josie as his wife. the utterance recognized as direct refusal.refusal speech act was done by many researchers all over the world. al-mahrooqi and al-aghbari (2016) discussed the article this to find out how the students refuse in different situation and whether their responses were appropriate according to culture and correct according to the language among omani efl students. müge and delena (2010) analyzed this study to figure out to what extent english learners at tobb university of economics and technology prepatory school in ankara, turkey can perform strategies of three specific speech acts: requests, refusals, and complaints. the focus of this study is about the strategies were found in the me before you. this research is crucial to be done because refusal always happens in the real life and to make the readers have a good understanding about refusal and the strategies to refuse. method this study applies qualitative descriptive method. it means the data in the form utterances and phenomena occurs in daily life. the data were collected by watching the movie, reading the script of the movie, and taking a note sudaryanto (2015). the technique of collecting data was non-participatory and it also applied pragmatics identity method birner (2013) to analyze the data. result there were 12 utterances that indicated indirect refusal and its strategy and 1 utterance was found for direct refusal. 1. alternative is applied to suggest alternatives or possibilities. the data was found: “there is no chance of jay-z? 2. reason and explanation provides excuse and explanation to refuse. the data were found: “i’m still having nightmares about those giblest”, “it turns out hot wax is not my friend” 3. request for additional information means the refuser asks for the information which is not previously mentioned. the data were found: “do we have to discuss it again?”, “is this how anyone like to dress?”, “ and you thought a drive would be good for me? a breath of fresh air.” “did rianda anggraini & ambalegin the refusal speech act in ”me before you” movie 400 you find a good quad support group i could join? quads-r-us? the tin wheel club?”, “what, what about thomas?”. 4. apology and regret are expressed by the refuser for some offences. the data was found: “ i’m sorry, we can only serve premier badge holders” 5. repetition of part of previous discourse means the refuser repeats the previous discourse of the speaker. the data was found: “the scarf ? why? 6. postponement means the refuser puts off the suggestion, offer, invitation, and statement. the data was found: “ i will bear that in mind, thank you.” there were 3 utterances that contained indirect refusal and they had no strategies. 7. “uuhh, ahhh, no.” 8. “no i can’t, i can’t and it’s gonna be too deep. i can’t.” 9. “no.” literature review pragmatics according to birner (2013) pragmatics may be roughly defined as the study of language use in context. in other word, pragmatic is the process of learning the language and it needs context to analyze the language or the utterance. can be caught that context is really crucial in pragmatic. pragmatics relates to the speaker, how the speaker arranges what is going to be uttered by the speaker and what is meant by the speaker. can be explained that pragmatics also the study about meaning in language. speech acts speech acts are the actions done by the hearer that purposed by the interlocutor. yule (2010)&song et al., (2019) the term speech act to describe actions such as “requesting,” “commanding,” “questioning” or “informing.” refusal félix-brasdefer (2008)refusal belongs to the category commisives because the speaker commits the refuser to perform an action. the forms of refusal are examined refuse to suggestion, offer, statement, inviation, request, and a variety situation. the refusal strategies can be various. the gender, level of education, social class, and age of the interlocutor can influence the strategies of refusal. types of refusal according to félix-brasdefer (2008) there are three classifications of refusal. the first is direct refusal, second is indirect refusal and the last is adjuncts to refusal. below the explanation as the following: ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 401 direct refusals gudykunst and ting-toomey as cited in félix-brasdefer (2008) the direct verbal style refers to verbal message that embody and invoke speaker’s true intention in terms of their wants, needs and desires in the discourse process. on the other hand, direct refusal means people express the refusal clearly. they deliver their true intention includes what their wants, needs and desire when they get offer, invitation, suggestion and so on. usually, the word “no” is recognized as direct refusal or negation of a proposition, félix-brasdefer (2008). the example:“you know what, i can’t go”félix-brasdefer (2008) indirect refusals leech as cited in félix-brasdefer (2008), on the indirectness scale “illocutions are ordered with respect to the path (in terms of means –ends analysis) connecting the illocutionary act to its illocutionary goal. gudykunst and ting-toomey stated as cited in félix-brasdefer(2008), the indirect verbal style “refers to verbal message that camouflage and conceal speaker’s true intention in terms of their wants, needs, and goal in the discourse situation. on the other hand, indirect refusal means people avoid refusing in a clear way. they tend to hide their true intentions in terms of their wants, needs and goal. indirect refusal has 12 strategies. below the explanation as the following: mitigated refusal the mitigated refusal means people use the strategy to mitigate the refusal itself. basically, when people refuse a proposition by someone directly, it gives the negative effect. to decrease the negative effect of the refusal itself, this strategy can be used. example of the strategy is “unfortunately i won’t able to attend your farewell party.”kinantikayang (2018). félix-brasdefer (2008) conveyed that mitigated refusals are expressions which are internally modified by hedges that reduce the negative effect. the refuser gives such as mental state predicates e.g“to think, to believe” , adverbs “unfortunately” or degree modifiers “a little, somewhat”. reason or explanation félix-brasdefer (2008) defined when this strategy is used, the respondent indirectly refuses an invitation, request, or suggestion by providing excuses, accounts, or explanation. this strategy can soften the bad effect of refusal itself, because the refuser gives an excuse or explanation why she or he cannot conduct what the interlocutor needs to perform. the example is “ i have an exam”ghazanfari, bonyadi, and malekzadeh(2012) an indefinite reply rianda anggraini & ambalegin the refusal speech act in ”me before you” movie 402 félix-brasdefer (2008) defined that by using an indefinite reply to refuse an invitation, request, and suggestion, the speaker’s intentional message remains vague, uncertain, and undecided. in addition, an indefinite reply often shows uncertainty on the part of the refuser and the outcome of the interaction is left open or indefinite. on the other hand, an indefinite reply is a strategy that can be used if refuser cannot assure or cannot give a clear decision whether he or she can attend the invitation, accept the suggestion and conduct the request. as shown in example is “ i really wanna do that” félix-brasdefer (2008). apology/regret leech as cited in félix-brasdefer (2008), express regret for some offence committed by s[peaker] against the h[earer]and there is no implication that s[peaker] has benefited from the offence.on the other hand, when the refuser uses this strategy to decline the proposition, there will be no implication of refusal itself. this strategy is appropriate to be used because it delivers good manner to a person who gets refused in terms of invitation, suggestion or request. the example is “ what can i say forgive me i am so ashamed” bella (2011). an alternative félix-brasdefer (2008) defined that the respondent uses this strategy to suggest alternative or possibilities in order to negotiate face with the interlocutor and arrive at a mutual agreement. when refusing an invitation, a request, or a suggestion. an alternative is a strategy used to give another optional thing to the interlocutor when the hearer actually does not agree with the request, suggestion or invitation offered. the example is “maybe i will try to come later” bella (2011). a postponement félix-brasdefer (2008) stated that when postponing a refusal, the speaker does not want to explicitly make a commitment and therefore, puts off an invitation, a request, and a suggestion. on the other hand, this strategy is an act to put off the invitation, a request and a suggestion. the example is “ i tried” allami (2010). repetition of previous discourse. félix-brasdefer(2008) defined that when the strategy employed, the speaker repeats a portion of previous discourse mentioned in the interlocutor’s invitation, request, or suggestion. on the other hand, repetition of previous discourse means the refuser repeats the words that have been said by the interlocutor where actually it is as a strategy to refuse the proposition. as usual, this strategy is used by the refuser to think which excuses will be delivered to the interlocutor. can be ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 403 seen in the example is “what? next friday?” félix-brasdefer (2008). request for additional information. félix-brasdefer (2008) and park & oh, (2019) defined that, this strategy is used to ask for the information not previously mentioned in the addressee’s invitation, request, or suggestion and shows interest in both the interlocutor and his/her proposition. can be understood, this strategy is used by the refuser to ask the detail related with the invitation, suggestion or request. it is considered as a verbal avoidance as stated félix-brasdefer (2008)and alrefaee (2019) because it puts off the response from the negation itself. the example is “what time is the party?” kinantikayang (2018) context there are different kinds of context. one kind is described as linguistic context, also known as co-text (yule, 2020). the co-text of a word is the set of other words used in the same phrase or sentence. the surrounding co-text has a strong effect on what we think the word probably means (kaharuddin, 2020). the word bank as a homonym a single form with more than one meaning. if the word bank is used in a sentence together with words like steep, or overgrown we have no problem deciding which type of bank is meant. discussion indirect refusal in daily life, people tend to use indirect refusal to refuse something. indirect refusal is more polite to be uttered in the various situations or it can decrease negative impact of refusal itself. as in the theories above, indirect refusal includes the strategies as the following: data 1 patrick: think what you want to do. estate agent, maybe shop assistant, catering. louisa : do we have to discuss it again? in the first data, patrick was louisa’s boyfriend. he suggested louisa to get another job because louisa got fire by her boss. it belongs to indirect refusal, because louisa refused indirectly to talk about job. louisa used an alternative strategy. it is categorized as alternative strategy. data 2 sayeed : in the last two weeks, we tried the chicken processing factory. louisa : i’m still having nightmares about those giblest in this conversation, sayeed was the worker in the job center and louisa came to rianda anggraini & ambalegin the refusal speech act in ”me before you” movie 404 him to ask the job and louisa refused the job. the type of this utterance is indirect refusal because when sayeed offered the job louisa refused indirectly. this utterance is recognized as reason/explanation strategy. she gave the reason why she refused to work at the chicken processing factory. data 3 sayeed : we tried beautician. louisa : it turns out hot wax is not my friend in the third data, sayeed offered her to work at the beautician. she refused it again indirectly. she told the reason why she could not work there. it is recognized as reason/explanation strategy. data 4 louisa: is this how anyone like to dress? jossie : it served me very well louisa : in 1983 in this conversation, louisa got the new job and her mom dressed her based on the taste of her mom. louisa refused indirectly to wear it. she used alternative strategy by asking, where actually she wanted to wear another dress. then her mom said that dress really helped to get the job, and then louisa refused it again by saying in 1983 which the dress really helped to get the job when in 1983 not in nowadays. data 5 louisa : so i thought we could go out this afternoon. will : where do you have in mind? louisa : well, i was told you have a car that was adapted for wheelchairs. will : and you thought a drive would be good for me? a breath fresh air. in this conversation, louisa was a paid professional. she was employed by will’s mom. in this situation, will was paralyzed because he got an accident and will used wheelchair. louisa suggested him to go out with the car that was adapted for wheelchair. this strategy is request for additional information where will asked whether a drive is good for him which that question indicated will refused louisa’s suggestion. data 6 louisa : well, i could get you your computer? will : did you find a good quad support group i could join?‘quads-r-us?the 'tin wheels' club? in this conversation, the situation was still the same with above. louisa still tried to cheer up will, and she tried to offer other thing. louisa wanted to take ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 405 will’s computer in order to make will did notget bored but will still. the type of refusal is indirect refusal which used a request for additional information. here, will gave a question again. actually will did not want to be bothered by anyone and will made a deal with louisa that louisa could not be chatty around him. data 7 louisa : we want a table for three please. waitress : of course, if i could see your badges. louisa : sorry? waitress : this restaurant is for premier badge holder. louisa : oh well we, we’ve got the pink badges. waitress: i’m sorry we can only serve premier badge holders. in this conversation louisa went to restaurant at the horse racing with will and nathan.louisa did not have premier badges so louisa could not eat in that restaurant. it can be seen from the utterance; the strategy is apology/regret. data 8 will : a wind concerto? louisa : i’ve been assured it doesn’t involve farting. will : there's no chance of jay-z? louisa : sadly, his tickets had just sold out. in this conversation, louisa invited will to go a wind concerto, but it seemed will did not want to go and he just asked about another concert. it used an alternative strategy to refuse it, because he just offered to see another concert instead of attending a wind concerto. data 9 katrina: look! i’m thinking of going back to college. someone’s dropped business study and they can take me back. louisa: what? what about thomas? in this conversation, katrina and louisa were in the bedroom. katrina was louisa’s sister. in the bedroom, they shared each other about everything. then katrina said that she wanted to go back to college to louisa while louisa worried about katrina’s son names thomas. from what louisa uttered, she refuses indirectly if katrina wanted to go back to college. she used request for additional information strategy because she asked about thomas where actually she wanted to get additional information how about thomas if katrina went back to college. data 10 rianda anggraini & ambalegin the refusal speech act in ”me before you” movie 406 will : lose the scarf ! louisa : the scarf ? why? will: if you are going to wear a dress like that, you have to wear it with confidence. in this conversation, will and louisa would go to classical music concert. louisa wore the red dress and the scarf on her neck to cover her breast. will asked louisa to take it off the scarf. louisa indirectly refuses to take the scarf off. louisa repeated the previous discourse the scarf ?. it is known as the repetition of part of previous discourse strategy. data 11 patrick: there is swedish study that says you can train your muscles. louisa: patrick! patrick: what? i’m just tryna.. louisa: yeah, don’t! will: i will bear that in mind. thank you. in the conversation, louisa celebrated her birthday party. she invited will and patrick to eat dinner in her house. when they ate dinner, patrick was actually jealous toward will because louise fed will. then, patrick told to will that will could recover by training his muscles. in that situation, louisa was actually upset to patrick. patrick was not supposed to say that to will. then, will responded what patrick said. it is recognized as indirect refusal where will actually put off to what patrick suggested. direct refusal in daily activity, people also tend to use direct refusal to decline a proposition. usually people use direct refusal to people who have same status or toward people who have lower status. generally, when people use direct refusal can give negative effect to the interlocutor or can affect the relationship between the speaker and listener. here are the data of indirect refusal done by the cast in the me before you. data 12 patrick: run with me babe! c’mon. louisa: uhhh… ahhh..no. in this conversation, the situation was louisa met patrick in the stadium. patrick askedher to run with him. she refuseddirectly what patrick proposed. considering patrick was louisa’sboyfriend, where they had the same status so louisa refused him directly. data 13 ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 407 patrick: what is this lou?! your job, it takes priority over everything these days. louisa: patrick, this is important, okay? trust me. patrick: it’s norway. it’s mean to be our holiday. louisa: i just can’t in this conversation, the situation was louisa approached patrick when patrick did his exercise. at first louisa and patrick had a plan to go to norway. louisa came to patrick to say that she could not come along with patrick because she had a trip with will and it was considered as a work for her. here, patrick got mad to her and patrick forced louisa to come along with him. she still insisted that she could not go.it is recognized as direct refusal and it caused her relationship with patrick becoming chaos because they had made a plan and suddenly louisa had a trip with will. data 14 will: just do it louisa: no i can’t, i can’t and it’s gonna be too deep. i can’t. will: you can, you can do anything. in this conversation, the situation was when they were in the harbor. will requested louisa to try a scuba diving. she kept saying she could not do it, she refused what will requested directly. in case will had higher status than louisa where will was actually louisa’s boss so she could not refuse what will requested directly. in this situation, will and louisa actually fell in love each other, so it did not mind for louisa to refuse will directly. data 15 louisa: sorry i’m being chatty again and you need to rest will: no. the situation when they were in bedroom. will was sick and louisa took care of him. here, actually louisa asked will about what happened with him and why he could be paralyzed. then, she realized that she broke the deal that she could not be chatty around will. she said sorry and she suggested will to rest. will refused directly what louisa suggested. conclusion refusal often causes the negative effect (fta) toward the relationship between people in society. in this study, there were two types of refusal, they were indirect and direct refusal. in this movie, the characters mostly used indirect refusal to refuse an offer, suggestion, invitation, and request. this type of refusal was chosen because it can soften the refusal itself. moreover, indirect refusal has twelve rianda anggraini & ambalegin the refusal speech act in ”me before you” movie 408 strategies that can be used to refuse politely. the researchers found only six strategies were applied by the characters. they were alternative, reason and explanation, request for additional information, apology and regret, repetition of part of previous discourse, and postponement. references alrefaee, y., alghamdi, n. a., & almansoob, n. (2019). a sociolinguistic study of the realization of refusals among yemeni efl learners. international journal of english linguistics, 9(6). al-mahrooqi, rahma &. al-aghbari k. (2016). “refusal strategies among omani efl students.” 10. journal of pragmatics allami, h &. naeimi a. (2010). “a cross-linguistic study of refusals: an analysis of pragmatic competence development in iranian efl learners.” journal of pragmatics. bella, s. (2011). “mitigation and politeness in greek invitation refusals : effects of length of residence in the target community and intensity of interaction on non-native speakers ’ performance §.” journal of pragmatics 43(6):1718–40. birner, betty j. (2013). introduction to pragmatics. oxford: blackwell. félix-brasdefer, j. césar. (2008). politeness in mexico and united states. amsterdam: john benjamins publishing co. ghazanfari, mohammad, alireza bonyadi, and shirin malekzadeh. (2012). “investigating cross-linguistic differences in refusal speech act among native persian and english speakers.” international journal of research studies in language learning 2(3):49–63. kaharuddin, a. (2020). the speech act of complaint: socio-cultural competence used by native speakers of english and indonesian. international journal of psychosocial rehabilitation, 24(06). kinanti k, citra. (2018). refusal strategies performed by speakers of different ages. lexicon 3(2):125–36. masruddin, m. (2018). lessons in old man and the sea. ideas: journal on english language teaching and learning, linguistics and literature, 1(1). doi:https://doi.org/10.24256/ideas.v1i1.126. mengesha, l. g., & padmanabhan, l. (2019). introduction to performing refusal/refusing to perform. women & performance: a journal of feminist theory, 29(1), 1-8. müge, z. (2010). “evaluation of four coursebooks in terms of three speech acts : requests , refusals and complaints.” 9:692–97. park, y. l., & oh, s. y. (2019). korean efl learners’ refusals to requests and their perceptions. english teaching , 74(4), 75-103. song, j., chen, b., jiang, k., yang, m., & xiao, x. (2019). the software system implementation of speech command recognizer under intensive background nosie. in iop conference series: materials science and engineering (vol. 563, no. 5, p. 052090). iop publishing. https://doi.org/10.24256/ideas.v1i1.126 ideas, vol. 8, no. 2, december 2020 issn 2338-4778 (print) issn 2548-4192 (online) 409 sudaryanto. 2015. metode dan aneka teknik analisis bahasa. duta wacana university press. tuncer, h., & turhan, b. (2019). refusal strategies of turkish pre-service teachers of english: a focus on gender and status of interlocutor. journal of language and linguistic studies, 15(1), 01-19. yule, g. (2010). the study of language. fourth. new york: cambridge university press. the particular dialect or language that a person chooses to use on any occasion is called a code ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 1, june 2021 pp. 112 – 120 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo using customized hangaroo game for vocabulary teaching at smpn 1 bosso citra widyastuti*1, amalia yahya2, magfirah thayyib3 *citrawidyastuti44@gmail.com 123 tarbiyah and teacher training faculty, institut agama islam negeri palopo, indonesia received: 31 october 2020 accepted: 21 november 2020 doi: 10.24256/ideas.v8i2.1660 abstract using game is one of the most fashionable techniques in teaching vocabulary. this research aims to find out whether the customized hangaroo game is effective to improve the students’ vocabulary in the eighth grade of smpn 1 bosso. hangaroo game is customized to be a non-digital/offline game to meet the needs of english vocabulary teaching in that class. this research applied pre-experimental method with pre-test, treatment, and post-test design. the instrument of this research was an objective vocabulary test. the treatment of teaching vocabulary using customized hangaroo game was conducted in five meetings. the data from the tests were analyzed using quantitative procedures including statistical analysis using spss 22. the results show that using customized hangaroo game is effective in improving the students’ vocabulary mastery at the eighth grade of smpn 1 bosso. the students’ mean score the pre-test was 36.4783 (poor) while in post-test was 51.6957 (fair). from the t-test of the students’ vocabulary, p value was smaller than α (0.00<0.05). the customized hangaroo game could interest and motivate the students in learning vocabulary. it can help the students to develop their spelling and pronunciation. it can also facilitate the students to cooperate in group and share to class. keywords: customized hangaroo game; teaching; vocabulary introduction vocabulary is the words used to communicate in a language. richards & renandya (2002) stated that vocabulary is a core component of language proficiency and provides much of the basis for how well learners speak, listen, and write. it means that the first thing we have to learn in english is vocabulary since it 109 http://u.lipi.go.id/1457703302 citra widyastuti, amalia yahya, magfirah thayyib using customized hangaroo game for vocabulary teaching at smpn 1 bosso can make the language learning is easier and it will be useful for the process of achieving language teaching objectives. considering the important of learning english vocabulary, the teacher should choose an appropriate technique which is suitable for teaching vocabulary. a teacher needs various instructional media and technique that will be able to help the students in learning english vocabulary. according to harmer (1988), the techniques of teaching vocabulary which can be applied in classroom are using realia, showing the pictures, using mime, enumerating a word, associating words, giving explanation or definition, using translation, and using game. there have been copious researches on particular technique of teaching vocabulary. some of them are: teaching vocabulary through outdoor program for junior high school students (masruddin, 2016); practical strategies to teach vocabulary through games in efl beginner classes of secondary schools (egounleti, 2018); using electronic games on teaching english vocabulary for kindergarten students (alnatour & hijazi, 2018); teaching english vocabulary through think talk write method at junior high school (yahya, 2019); and teaching vocabulary by using computer online-games for young learners class (arintia & fitriati, 2017). the techniques are generally chosen based on the students’ needs and problems in leaning vocabulary. as well, the techniques chosen should be suitable to the teaching and learning situation like the classroom condition or the availability of the learning facility/support. based on the pre-research observation at smpn 1 bosso, there are some problems on the students’ vocabulary found in the eighth grade. the teacher said that the students still have low ability in learning english, especially in mastering vocabulary. they do not have many vocabularies. another problem is the lack of media that can be used to attract student’ interest in learning vocabulary. the teacher teaches vocabulary with drilling list which sometimes makes the students bored. the students’ feelings in the process of learning influence their achievement. therefore, the researchers offer to use game as one common technique to attract the students to follow the learning and help them to improve their vocabulary. kim (1995) listed several advantages of games in the classroom including motivating and challenging, language practice in the various skills, encourage students to interact and communicate and create a meaningful context for language use. in this research locus, namely the eighth grade of smpn 1 bosso, the game offered is the one that can be adjusted or customized to the teaching and learning situation in the class. the adjustment of a game to a specific learning condition is occasionally done in vocabulary teaching. lestiyanawati (2017) modified ‘hide and seek’ traditional game to teach vocabulary for early childhood students while mohamed (2018) used customized board games for vocabulary learning. the game chosen to be applied and adjusted for vocabulary teaching in this research is hangaroo game. prasetiawati (2012) stated that hangaroo game is a digital game just like hangman – guess the hidden phrase to complete a level. the name of 110 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) hangaroo comes from the word kangaroo because this game uses kangaroo as the main figure. if a player of hangaroo game fails to guess the hidden phrase/word, the hanged kangaroo will be displayed on screen. hangaroo game is a game that orders the user to fulfill the empty square with the alphabet letters that will be a word based on the clue (retno, 2013). many researchers have applied hangaroo game in teaching-learning process. some of them are: jannah (2014) who used hangaroo game for teaching vocabulary at sd betengan demak in the subject matter of public place; kartika (2015) who implemented hangaroo game to improve students’ accounting learning activity in social class at sman 1 pengasih; faliyanti & sari (2018) who used hangaroo game for vocabulary instruction. hangaroo game is fun, interesting, and worth to be played by all ages. it can also develop the players’ linguistic skills, especially for spelling and pronunciation (prasetiawati, 2012). moreover, hangaroo game can be used for the learning by doing some modifications that appropriate with the conditions of the class. hangaroo is a game with endless possibilities. one player may think of a word, and the other tries to guess it by suggesting letters. the other popular way to play hangaroo game offline is to draw blank letters for the chosen word on a paper or the blackboard and let the players guess the letters. susanti (2014) explained the procedure in which the teacher draws some blank boxes in the board and gives simple clues. the teacher asks the alphabet and the students who have the alphabet might put the alphabet in the blank box that was pointed by the teacher. nikiria (2015) shared a different way to play hangaroo game which consists of clues and blank forms. the clues will help the students to answer and the blank forms have been designed appropriately with the number of letters based on the answer because one box consists of one letter. there is a blank form in a piece of papers as many as words which can be decided. for the case of this research, hangaroo game is customized to be a manual group game, not digital one, because it is used in non-computerized english classroom. then, this research is conducted using the customized hangaroo game in teaching vocabulary at the eighth grade of smpn 1 bosso. it aims to find out whether the customized hangaroo game is effective to improve the students’ vocabulary in that grade/class. the vocabulary taught to the students is emphasized on the noun, adverb, and adjective. this research significance is to give a practical effect for the teachers and the students of smpn 1 bosso − to attempt a technique for vocabulary instruction that is suitable to the teaching and learning situation in the school. this research also gives one alternative way of playing hangaroo game that is the customized hangaroo game for non-computerized english classroom. it then becomes the novelty of this research. method this research applied pre-experimental method with pre-test, treatment, and post-test design. the population was the eighth grade students of smpn 1 bosso, 111 citra widyastuti, amalia yahya, magfirah thayyib using customized hangaroo game for vocabulary teaching at smpn 1 bosso walenrang utara district, luwu regency, sulawesi selatan province. the eighth grade of the school has one class only with 23 students. the sampling technique was total sampling thus the number of the sample was 23 students consisting of 14 male and 9 female students. the instrument of this research was vocabulary test administered in pre-test and post-test. the form of the test was objective test which consists of jumbled letters, sentence completion, true or false, and multiple choices. the total number of test was 30 items. the pre-test was done before the treatment. the students were asked to answer the vocabulary test individually. after giving pre-test, the treatment of teaching vocabulary using customized hangaroo game was conducted in five meetings. the preparation steps done before the treatment are: (a) the teacher takes the vocabulary material based on the sub-topic of the lesson that will be studied in the class, (b) the teacher decides the words that will be guessed by the students, (c) the teacher makes the clues for the chosen words, (d) the teacher makes the blank forms in a piece of papers as many as words which are decided and gives the clues about the word. in every meeting of the treatment, the teacher firstly explained the material related to the topic before applying the customized hangaroo game in teaching vocabulary. different topic was given in every meeting of the treatment. the topics which given consecutively were (a) describing people, (b) things in the classroom, (c) transportations, (d) animals, and (e) public places. after the treatment, the post-test was given to the students. the vocabulary test in post-test was in the same level as in the pre-test. the steps of the customized hangaroo game applied on treatment in every meeting are: (a) the teacher divides students in some groups; one group consists of four or five students according to the conditions in the classroom, (b) the teacher gives the clues about the word and gives 20 minutes to answer the questions and tells students to discuss together before they answer, (c) every group can start hangaroo game by filling the blank form with letters forming words as the answers from the clues related to the questions provided, (d) after the students finish filling the blank form, the teacher then asks them to write their guesses on the white board one by one for each group, (e) if the students can guess correctly, they get the point; if they cannot guess correctly, they do not get the point; for each incorrect guess the teacher draws the hanged kangaroo on the white board, (f) the points are accumulated in group, (g) the group which gets the higher points is the winner, (h) at last, the teacher reads the words and is followed by the students to pronounce it. the data were analyzed using a number of quantitative procedures namely: (1) scoring the result of the students’ pre-test and post-test; each of the students’ correct answer got 1 and the wrong answer got 0, (2) converting the raw scores to a set of core maximum of 100, (3) converting the score of the students into values, (4) classifying the score of the students into ‘very good’ (81-100); good (61-80); fair (41-60); poor (21-40); very poor (0-20), (5) calculating the mean score, standard deviation, frequency table and test between vocabulary achievement of 112 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) the pre-experimental by using spss 22 for windows evaluation. results from the classification of the students’ vocabulary score in pre-test, there were none of the students (0%) who obtained very good. there were 3 students (13.0%) who obtained good. there were 7 students (30.4%) who obtained each of fair and poor classification. there were 6 students (26.1%) who obtained very poor. based on the data, it can be said that the students who obtained very poor and poor were more than the students who obtained fair and good scores in the pre-test. it indicated that students’ vocabulary mastery was still low before the treatment. in the pre-test, the highest score of students was 67.00 (good) and the lowest score was 7.00 (very poor). the mean score of students’ vocabulary mastery in pre-test was 36.4783 which categorized as poor. the standard deviation error was 18.90856. the classification of the students’ vocabulary score in post-test shows that there were none of the students (0%) who obtained very good. there were 5 students (21.7%) who obtained good. there were 13 students (30.4%) who obtained fair. there were 5 students (21.7%) who obtained poor. and, there was none student (0%) who obtained very poor. the highest score of students was 80.00 (good) and the lowest score was 23.00 (poor). while the mean score of students’ vocabulary in pre-test was 51.6957 which categorized as fair. the standard deviation error was 13.89714. based on the mean score of the students’ pre-test and post-test also the standard deviation of pre-test and post-test was, there is an improvement of students’ vocabulary mastery using customized hangaroo game. the mean score of the students’ vocabulary had increased from poor category in pre-test to fair category in post-test. then, paired sample t-test was used to know the significance of the difference between the results of students’ mean score in pre-test and posttest. the result of statistical analysis for level of significance 0,05 with degree of freedom (df) = n-1, where n = 23, df = 22. the probability value was smaller than alpha (α) 0.00<0.05. it means there was a significant difference of the students’ score before and after using customized hangaroo game in teaching vocabulary. therefore, it can be said that customized hangaroo game can increase the students’ vocabulary mastery of the students at the eighth grade of smpn 1 bosso. discussion in the case of this research, the customized hangaroo game could interest the students in learning vocabulary. normally, hangaroo game is a digital/online game but in this research it was played manual/offline. the customized hangaroo game is adapted from digital to manual with some different procedures. the teacher divides the students into groups and each group is be given a piece of paper. it contains the blank forms as many as words which are decided and the clues about the words. the students are given 20 minutes to answer the questions. after the students finish to fill the blank forms, the teacher then asks the students to write 113 citra widyastuti, amalia yahya, magfirah thayyib using customized hangaroo game for vocabulary teaching at smpn 1 bosso their guesses on the whiteboard. if the students guess correctly, they get the point and if the students cannot guess correctly they do not get the point and the teacher draws the hanged kangaroo on the whiteboard. through the treatment conducted in this research, it is found that the customized hangaroo game could make the students motivated to learn vocabulary. they enjoyed and they were enthusiastic to guess the word. the students even asked to be given a topic according to their wish. toward the given topic which is about adjective in describing people, the students found it easier to be guessed. though, sometimes they did not find the word in the dictionary because there is limitation of words in their dictionary. in addition, the students felt it easier to remember the vocabularies because in learning vocabulary using the customized hangaroo game, they have gone through more creative thinking to guess the words. it is evidenced that the customized hangaroo game could help the students to learn vocabulary. to apply the customized hangaroo game in the classroom, a dictionary is needed for each student. it will be difficult for the students to guess the words if they do not use a dictionary. for further discussion, from the pre-test and post-test of this research, 3 students are taken as the representation of all students in the class. they are coded as student a, b, and c. student a answered 15 questions correctly in pre-test and 24 questions correctly in post-test. student b answered 6 questions correctly in pre-test and 17 questions correctly in post-test. and student c only answered 2 questions correctly in pre-test and 14 questions correctly in post-test. the three students mostly answered correctly the questions about noun in pre-test. compared to the post-test, the students have an improvement in which they did not only answer questions correctly about noun but they also answered questions correctly about adjective and adverb. noun is indeed easier than adjective and adverb to be identified by the students. the implementation of thr customized hangaroo game in this research made the students enjoy learning vocabulary. in fact, teaching vocabulary using the customized hangaroo game at smpn 1 bosso caused the students got improvement in their vocabulary score. the mean score of students’ vocabulary in pre-test was 36.4783 (poor) while the mean score of students’ vocabulary in pre-test was 51.6957 (fair). based on the result of paired sample t-test, there was a significant improvement of the students’ score from pre-test to post-test. therefore, it could be stated the customized hangaroo game in teaching vocabulary have solved the students’ vocabulary problem and improved the students’ vocabulary mastery at the eighth grade of smpn 1 bosso. the results of this research confirm the theories and previous research findings provided in the introduction. using game is one of beneficial techniques in teaching vocabulary. games, when used appropriately in secondary schools level yielded positive impacts on efl beginners’ skills abilities and also vocabulary mastery (egounleti, 2018). game can attract the students’ attention to new english vocabulary while playing; for online game, the availability of computer and internet 114 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) connection need to be considered first (arintia & fitriati, 2017). that is why the hangaroo game which is digital-online game is customized to offline mode in this research considering the english classroom/learning at smpn 1 bosso is noncomputerized. the modification of a game is to deal with the need of allowing the students to learn english in an enjoyable process (lestiyanawati, 2017). the customized board games did result in increased motivation and enjoyment of vocabulary practice (mohamed, 2018). the key features of hangaroo game that should be maintained whenever it is customized or modified according to learning need/situation are guessing the words by filling the letters in blank boxes or spaces, having the clues of the words, and having the display or picture of the hanged kangaroo if the words cannot be guess correctly. in this customized hangaroo game, the teacher draws a simple hanged kangaroo on the whiteboard. the teacher can actually provide a printed picture of hanged kangaroo in the form of card (or with handled stick). the hanged kangaroo is one of the interesting features of hangaroo game. hangaroo game can be used as a media to make teaching english vocabulary more interesting (rahmawati, 2015). in the customized hangaroo game applied in this research, the step of guessing the words specifically filling the blank boxes in group and writing the words in the whiteboard in front of the class help the students to improve their spelling. the last step of the customized hangaroo game applied on treatment in every meeting is that the teacher read the words and was followed by the students to pronounce it. hangaroo game can really develop the students spelling and pronunciation (prasetiawati, 2012). in similar quite statement, teaching using hangaroo game gives positive effect on the students’ achievement (jannah, 2014). it can stimulate them to focus and be more active in learning. what is more, the customized hangaroo game in the process of learning through this research treatment used grouping system and needed good cooperation among the students so they can improve their vocabulary. implementing hangaroo game, the students are asked to be more active in solving the questions from the teacher (kartika, 2015). they do discussion with their own group. clever students will explain to less-clever students about the material. here, the teacher is the facilitator to guide the students in solving the problem. teacher becomes less dominant in the learning and the students’ activities are increased. the students feel enjoy and comfortable with the learning so they do not feel ashamed to share their opinion in the class. the students work in group first to guess the words and they then share the answers to whole class. in using hangaroo game, the students do not only learn and receive information from the teacher but also learn from other students (faliyanti & sari, 2018). besides the positive result and implication of this research, there were some problems found in using of the customized hangaroo game in the class. first, the students still had difficulties in answer the question about vocabulary (noun, adverb, and adjective) because they did not understand the meaning of the words. 115 citra widyastuti, amalia yahya, magfirah thayyib using customized hangaroo game for vocabulary teaching at smpn 1 bosso to know the meaning of the words, the teacher needed to teach new words to students using other technique and media that are effective and interesting. second, there were only few students who had a dictionary − only 5 from 23 students. it made the treatment process in the classroom less effective. the students had difficulties in knowing the meaning of a word. then, it took time for them to find the word in dictionary. third, there was a problem with classroom management, few students were noisy and disturbed other friends. a teacher certainly needs to have the right strategy for dealing with such students if they are noisy in the classroom such as asking them to re-explain the material presented by the teacher. conclusion based on the results and discussion, it can be concluded that using customized hangaroo game is effective in improving the students’ vocabulary mastery at the eighth grade of smpn 1 bosso. it could be proven by the significant difference between the students’ mean score in pre-test and posttest. the students’ mean score in the pre-test was 36.4783 (poor) and the students’ mean score in post-test was 51.6957 (fair). it can also be seen from the t-test of the students’ vocabulary achievement that was smaller than α = (0.00<0.05). the customized hangaroo game could interest and motivate the students in learning vocabulary. it can help the students to develop their spelling and pronunciation. it can also facilitate the students to cooperate in group and share to class. there are some suggestions which can be proposed according to the discussion of the research. it is proposed for the teacher that hangaroo game can be applied, customized and modified in teaching vocabulary based on the learning needs and classroom situation. the teacher can re-design the hangaroo game interestingly and innovatively to make the students more interest in learning. for example, the teacher may customize a hangaroo game with different rules and employ various themes or topic. the teacher can ask beginner students to have their own dictionary to make it easier in knowing the meaning the words guessed in hangaroo game. when the hangaroo game is played manually or offline, the teacher should consider the classroom management that the students can really learn individually, in group, or as a class. it is to handle the students from being noisy and disturbing friends while the game is playing. the teacher should create an easy-displayed card/picture of hanged kangaroo. the teacher can also use another icon of local cattle instead of kangaroo. finally, it is suggested for the next researchers that they can refer to the result and implication of this study to have another perspective in exploring further use of hangaroo game which is favorable in teaching-learning and flexible to be modified. hangaroo game can be used not only for english teacher but also for teachers of another subject. references 116 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) juliarta, i. (2020). verb phrase and its translations found in the novel “budha, a story of enlightenment”. ideas: journal on english language teaching and learning, linguistics and literature, 8(2), 505-518. doi:https://doi.org/10.24256/ideas.v8i2.1520 litta, l., & budiarty, a. (2020). creating comfortable classroom by vak learning styles: planning for early childhood to interest in learning english. ideas: journal on english language teaching and learning, linguistics and literature, 8(2), 492504. doi:https://doi.org/10.24256/ideas.v8i2.1659 alnatour, a. s. & hijazi, d. a. (2018). the impact of using electronic games on teaching english vocabulary for kindergarten students. us-china foreign language, 16(4), 193-205. arintia, l. & fitriati, r. (2017). teaching vocabulary by using computer onlinegames for young learners class. national seminar proceeding, state university of malang, 343-348. egounleti, p. m., (2018). practical strategies to teach vocabulary through games in efl beginner classes: the case study of some secondary schools in abomey region. international journal of education and research, 6(12), 37-54. faliyanti, e. & sari, e. p. (2018). the influence of using hangaroo game towards students' vocabulary mastery. intensive journal, 1(1), 9-16. harmer, j. (1988). the practice of english language teaching. british: longman. jannah, l. (2014). using hangaroo game for teaching vocabulary (thesis). walisongo state institute for islamic studies, semarang, indonesia. kartika, r. (2015). the implementation of hangaroo game in improving student’s accounting learning activity class xii social program 2 sman 1 pengasih (thesis). yogyakarta state university, yogyakarta, indonesia. kim, l. s. (1995). creative games for the language class. forum journal, 33(1), 3539. lestiyanawati, r. (2017). modifying ‘hide and seek’ traditional game to teach vocabulary for early childhood students. edulingua, 4(2), 101-108. masruddin. (2016). english outdoor class at remote area school. ideas, 4(2), 88-116. mohamed, a. p. (2018). the use of customized board games for vocabulary learning. language teaching research quarterly, 7, 65-72. nikiria. (2015). the effectiveness of hangaroo game for teaching vocabulary (thesis). muhammadiyah university, purwokerto, indonesia. prasetiawati, n. (2012). teaching vocabulary using hangaroo game in the fourth grade students of elementary school. script: english department journal, 1(1), 1-20. rahmawati, n. (2015). the use of hangaroo game to teach vocabulary mastery for the fifth grade students of sdn 2 raguklampitan jepara (thesis). muria kudus university, indonesia. richards, j. c. & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. new york: cambridge university press. 117 https://doi.org/10.24256/ideas.v8i2.1520 https://doi.org/10.24256/ideas.v8i2.1659 citra widyastuti, amalia yahya, magfirah thayyib using customized hangaroo game for vocabulary teaching at smpn 1 bosso retno, e. s. (2013). implementasi model pembelajaran kooperatif tipe permainan hangaroo untuk meningkatkan aktivitas belajar akuntansi kelas x ak 3 smk ypkk 2 sleman (thesis). universitas negeri yogyakarta, yogyakarta, indonesia. susanti, y. (2014). using communicative games to improve the quality of english teaching and learning process of grade v students of sdn mandapa ii majalengka (thesis). yogyakarta state university, yogyakarta, indonesia. yahya, a. (2019). teaching english vocabulary through think talk write method. ideas, 7(1), 154-163. 118 improving students’ writing skill by using picture at the twelfth year students of sma pesantren modern datok sulaiman putra palopo masruddin kurnia abstract the objective of this study to find out the effectiveness of using picture in improving students writing skill at the twelfth year of sma pesantren modern datok sulaiman putra palopo. the result of this research is expected: 1) for teacher: the media will be more helpful for all teacher in teaching and learning process for improving student’s writing skill. 2) for students: by using picture, the students will be easy to write and improve their writing skill. 3) for the next researcher as reference. this study applied quasi-experimental method. the population of this research was the students of the twelfth year of sma pesantren modern datok sulaiman palopo. the sample was taken by using purposive sampling. the number of sample was 10 students of xii ipa and 10 students of xii ips. the result of this research shows it is effective to use picture in teaching writing. the result of the data analysis shows that by using picture can improve the students’ writing skills. key words: writing skill, pictures. introduction english has main function, for example as an international language. it is very important to every person because of that english is used in big country in the world, for example in america and england. besides, it also is world language and person needs to study hardly to be master english. if they have understood about english they will not face difficulty to speak with foreigner. however learn about english, there are four integrated skills in english that should be mastered such as productive skills for example speaking and writing and receptive skills for example listening and reading and every skill has its own function. one of four skills in english is writing. writing in english mainly connected with idea, because student cannot write a good composition without idea. before writing, important to compose idea and think about theme to write. besides, it also is needed to form good composition. sometimes ideas can arise spontaneously find out them. writing skill is considered as the most difficult language skill involves the ability or master for grammar, vocabulary, and spelling. in addition, necessary skill or logical way of thinking skill mix words into meaning full sentences. other then coherent sentence structure, clear content and punctuations also important in the english language as with other language skills, listening, speaking and reading) (suyanto,1997: 68). finding idea is not easy to find out for writing composition. special for learners, they always face difficult to find out idea. they do not know how to find idea in order to produce a good composition of writing. they are only able to produce not more than two paragraphs in writing. it is as a result of their lack of idea and even cannot find idea. it becomes a problem in writing skill when students are difficult to get idea. writing is not easy to learn because it is very complex. the complexities in writing for example could be obstructing to a child education if they are not write well. however in reality, teaching writing sometimes make students feel bored because they learn only about structure and grammar, and then they are not express their idea. in teaching english, there some technique should be used by teacher, so that english learning process can be successful. one of the techniques is the use of media. media is used to deliver messages, stimulate brain, feelings and desire of the students also becomes a creative learning process. one of media is picture .the writer use picture as media in teaching english because picture as instructional media can explain information idea and soon without using verbal language but gives more impression. based on the assumption above, the writer believed that picture in important to be used in teaching, so the writer interest to conduct the title “improving students writing skill by using picture at the twelfth year of sma pesantren modern datok sulaiman palopo. a. the concept of writing 1. definition of writing writing is one of skill in language which needs special attention. it means that try to put ideas on the paper. if someone tries to express his ideals on the paper or write something, he much have skill about it. writing is one of the four basic language skills that has increasing significance for english ‘licence’ degree students as it represents the main medium the use to do assigments in the different subject areas and answer examination questions. steven roger fischer state that “writing is a method of representing language in visual form. writing systems use sets of symbols to represent the sounds of speech and may also have symbols for such things as punctuation and numerals”.1 there another statement according oxford learner’s pocket dictionary third edition page 502 state that writing is activity of writing.2 it is some of opinion about writing. writing is the representation of language in a textual medium through the use of a set of signs or symbols (known as a writing system). it is distinguished from illustration, such as cave drawing and painting, and non-symbolic preservation of language via non-textual media, such as magnetic tape audio.3 according on the explanation some expert above, it can be seen that writing is activity state mind, opinion, and idea on the writing form. so writer can write whatever in his brain to the paper. then can produce a good composition. 1http:// www.omniglot.com/ writing /definition.htm, accessed on october 23rd 2014 at 09.36 a. m. 2oxford learner’s pocket dictionary third edition, university press, p. 502. 3http: //www.answers.com/topic/writing, accessed on december 17th 2012. http://www.answers.com/topic/language http://www.answers.com/topic/writing http://www.answers.com/topic/magnetic-tape-sound-recording http://www.answers.com/topic/painting http://www.answers.com/topic/cave-painting http://www.answers.com/topic/illustration http://www.answers.com/topic/writing-system-1 http://www.answers.com/topic/media-arts http://www.answers.com/topic/text-literary-theory 2. components of writing there are five components of writing namely: content, organization, vocabulary, language use (grammar), and mechanic. a. content the content of writing should be clear to a reader. so that the reader can understand message conveyed and gain information from it. there are at last think that can be measured in connecting with component, the composition should contain one central purpose only, should be developed. b. organization in organization of writing concert with the way he writes arrange and organization the ideas or the message in the writing the purpose of organizing materials. in writing involves coherence order of importance, general of which happened from the beginning to the end. c. vocabulary the effective use the words will always result good writing both specific and technical writing, the dictionary is very considerable. vocabulary is one of component in writing. we can express ideas deal with vocabulary. vocabulary is all the words that a person knows or uses, all the words in a language, list of their meaning especially in book for learning a foreign language.4 vocabulary is one of the component of writing to express ideas, we always deal with to compose what they are going to say, because she/he feels difficult to choose what appropriate will help the writers to compose the writing and also make readers easy to understand. d. language use (grammar) language use in writing description and other from writing involves correct language and point of grammar. an adequate grammar should be one that capable of producing grammar. we should not be able to do anything more than litter separate items of language function. and also grammar can help students improve the use of formal language. e. mechanics there are two parts of mechanic in writing, namely function and capitalization. function important as the way to clarify meaning. in english writing capital latter have to participation first they used to distinguish between particular and thing second, it used adjective, act. this aspect is very important since it leads reader to understanding or recognize immediately what the writer means to express definitely.5 4oxford university press. oxford learner’s pocket dictionary, (new york; 2003), p. 482. 5heaton, writing english language test, (new york language: 1998), p. 148. 3. the importance of writing the researcher has found some references of the importance of the writing activities states, there are a lots the reason why the writing is very important, as follows: 1) writing help us to organize our ideas, we can arrange them into the coherent form. 2) writing down ideas allows us to distance ourselves when we write the topic. 3) writing is a tool of discovery, we stimulate our though process by act of writing into information and image who have our unconscious mind. 4) writing can generate new ideas by helping us to make connecting and relationship.6 1. steps in planning a writing course and training teachers of writing according on the methodology in language teaching an anthology of current practice, state that steps planning a writing course and training teachers of writing are: ascertaining goals and institutional constraints, deciding on theoritical principles, planning content, weighing the elemnets, drawing up a syllabus, selecting materials, preparing activities and roles, choosing types and methods of feedback, evaluating the 6suriani banna, teaching simple past tense at the tenth year students of pmds putri through writing personal experience, (unpublished thesis s1: stain palopo; 2011), p. 26-27. course, reflecting the teacher’s experience.7 there are six tips for writing an effective teaching statement, the tips are write a teaching statement, write it yourself, target your teaching philosophy to the institution and position where you are applying, consider what classes you would like to teach, and recognize that you might be asked to teach classes that are out of your “comfort zone”, participate in workshops and courses for faculty candidates, keep it focused and short between one and two pages is appropriate8. according on the explanation some expert above, it can be understood that steps in planning a writing course and training teachers of writing is provide material in writing, practice before teaching writing, do teaching writing, and then do reflection about teachers of writing. especially about teachers of writing we must be ready before do teachers of writing because the result can be as we hope. so, preparation is important thing in teachers of writing. 2. process writing according on the methodology in language teaching an anthology of current practice, state that process writing are planning (pre-writing), such as drafting, responding, revising, editing, evaluating. after pre7jack c., richards and willy renandya, methodology in language teaching an anthology of current practice (united state of america: 2002), p. 306. 8http://portal.acs.org/portal/acs/corg/content? _nfpb=true&_pagelabel=pp_articlemain&node_id=1001&content_id=cnbp_030366&use_sec=true&sec_ur l_var=region1&__uuid=3c64b79b-7405-4825-a4c5-010172d40449, accessed on september 7th 2014 at 13.32 p. m. writing there is post writing, such as implementing process writing. here some pointers which teachers may like to take note of when implementing process writing, for example teacher modelling, relating process to product, working with in institutional constarints, catering to diverse student needs, exploiting the use of computers in process writing9 gardner and johnson describe the stages of the writing process, the stages are prewriting, rough draft, reread, share with a peer revision, revise, editing, final draft, publishing.10 3. there are also five stages of the writing process, are : before writing we have to know the stage in writing such us: planning, drafting, and revising. step 1: prewriting a. think :decide on a topic or one picture to write about b. brainstorm ideas about the subject, c. list places where you can research information, d. do your research. step 2: drafting write: a. put the information you researched into your own words, 9ibid., p.315. 10h ttp://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk11-1.htm, accessed on october 7th 2014 at 13. 27 p. m. http://www.ncrel.org/sdrs/areas/issues/methods/instrctn/in5lk11-1.htm b. write sentences and paragraphs even if they are not perfect, c. read what you have written and judge if it says what you mean, d. show it to others and ask for suggestions. step 3: revising make it better: a. read what you have written again b. think about what others said about it, c. rearrange words or sentences, d. take out or add parts, e. replace overused or unclear words, f. read your writing aloud to be sure it flows smoothly. step 4: proofreading make it correct: a. be sure all sentences are complete, b. correct spelling, capitalization, and punctuation, c. change words that are not used correctly, d. have someone check your work, e. recopy it correctly and neatly. step 5: publishing share the finished product: a. read your writing aloud to a group, b. create a book of your work, c. send a copy to a friend or relative, d. put your writing on display, e. illustrate, perform, or set your creation to music, f. congratulate yourself on a job well done.11 according on the explanation some expert above, it can be understood that there are three important parts about process so that we can write a good composition, such as teacher give explanation about writing, teacher give exersize about writing, teacher correct about result of students’ writing. researcher also state that improving students’ writing skill can be determined by teacher. because if the way of teacher in teach is good, the result of students’ writing skill will be good. on the contrary if the way of teacher in teach is not good, the result of students’ writing skill will be not good. c. the concept of paragraph 1. definition of paragraph the paragraph is usually a series of sentence that develop one topic12 according to frank chaplen, “a good paragraph is the paragraph that to enable the reader can comprehend unity of thought in writing”. a paragraph also can be a good paragraph whenever the controlling idea in a paragraph can be wholly developed and described clearly. 11http://lewis.cpsb.org/faculty_pages/stacey.blanchard/the%20five%20steps%20of%20the%20 writing%20process.htm, accessed on january 7th 2014 at 13.26 p.m. 12 george e., wishon and julia m. burk, let’s write english, (new york: litton educational publishing international, 1980), p. 369. http://lewis.cpsb.org/faculty_pages/stacey.blanchard/the%20five%20steps%20of%20the%20 a paragraph is a part of unit in writing. one of the central components of an essay or a paper is the paragraph. some people think that a paragraph is ideally five sentences put together, or a paragraph has a topic sentence. but the essential definition of a paragraph according to lunsford and connors is "it is a group of sentences or a single sentence that forms a unit”. based on some statements of paragraph above, it can be concluded that a paragraph is a series of related sentences that has only one topic and the topic supported by some sentences that relate to the topic. 2. structure of paragraph the structure of paragraph her involved in two types as follow: a. deductive the deductive structure places the controlling idea for the near beginning and the near beginning and the topic of paragraph is the first few sentences and provides some background information or makes general statement. b. inductive the inductive paragraph structure begins with evidence reason leading to the statement of the writer claim of the end of paragraph. the main conclusion is the most important parts of reasoning and usually comes at the end of a paragraph. 3. kinds of paragraph file:///f:%5cparagraph%20development%202.htm#lunsford 1)descriptive paragraph, state something with accurate and detail so that reader of composition can fell same sensation with writer, when we talk about descriptive paragraph, there are some opinion about descriptive paragraph .george e. wishon and julia m. burks state that descriptive paragraph gives sense impressions the feel, sound, taste, smell, and look of things.13 m.solahudin according in his state that descriptive paragraph explain about something when reader like see, hear or feel its event.14 according oxford learner’s pocket dictionary third edition pages 117 state that descriptive is statement of what.15 kenneth bare has opinion in writing descriptive paragraph state that descriptive paragraph are often used to descriptive what a person looks and acts like. read this example descriptive paragraph, notice how descriptive paragraphs are arranged by putting together all the sentence about same thing.16 example of a descriptive paragraph: 13ibid., p. 128. 14m. solahudin, kiat – kiat cepat belajar writing, (yogyakarta: diva press, 2009), p.172. 15oxford learner’s pocket dictionary third edition, university press , p.117. 16h ttp://esl.about.com/od/writingabcs/a/writing_descriptive _paragraph htm), accessed on november 23rd 2014 at .10.30 am. http://esl.about.com/od/writingabcs/a/writing_descriptive%20_paragraph%20htm i am forty years old, rather tall and i have blue eyes and short black hair. i wear casual clothes as i teach students in a relaxed atmosphere. i enjoy my job because i get to meet and help so many different people from all over the world. during my spare time, i like playing tennis which i play at least three times a week. i also love listening to classical music and i must admit that i spend a lot of money on buying new cds! i live in a pretty seaside town on the italian coast. i enjoy eating great italian food and laughing with the likable people who live here.17 according on the explanation some expert above, it can be understood that descriptive paragraph is tell about characteristic of something, whether human, animal, etc. for example we written descriptive paragraph about our school. we write characteristic of school, such as the building, the court, the class, and how many class in the school. the key of descriptive paragraph is characteristic of something. 2)analytical paragraph, state something exactly, 3)persuasive paragraph, paragraph that invite reader to make action.18 d. the concept of media 1. definition of media association for education and communicative technology (aect) defines media that is all the form of utilized to process of information channeling. while educational association (nea) defines that media is an art of things which can be manipulated, seen, listened and van read with instrument which is use 17http:// esl.about.com/ od/writingabcs/ a writing _descriptive _ paragraphs .htm), accessed on november 23rd2014 at 10.30 a.m. 18andika, pratiwi and gartika rahmasari, how to write in english correctly, (bekasi: laskar aksara, 2012), p. 90. appropriately in teaching learning process, so it can influence the effectiveness of instructional program.19 2. the function of media at first the media only server as tool in teaching and learning activities that in the form of facilities that can provide a visual experience to students in order to encourage motivation to learn ,clarify and simplify ,the complex an abstract concept become more simple ,concrete and easily understood.20 e. the concept of picture 1. definition of picture picture is a visual tool that effective because it can be describe something that can be explained to be more concrete and realistic.21 picture is media able to distribute student imagination to pour their ideas in oral test and writing form.22 and then stated that picture can be board drawing magazine, picture and any other non technical visual representation, picture can be used to explain the meaning of vocabulary items, teacher can drew things on the 19asnawir dan basyiruddin usman, media pembelajaran, (cet. 1; jakarta: ciputat pers, 2002), p.11. 20azhar arsyad, media pembelajaran (jakarta: grafindo persada, 2007). p. 21. 21asnawir dan basyiruddin usman, media pembelajaran, op. cit., p.42. 22https: google can /search? output:search and media+ gambar + hastuti, accessed on 28th of august 2015, 14.00 p. m. board or bring in picture just as easily as hats, coats, walking, animals and soon.23 2. the reason of using picture picture is important to use in teaching writing. especially in teaching writing .can motivate and make clear when the students see the picture.24 use picture can help teacher to get instructional aims, because picture as media that very easy and available to use in teaching learning process. it means that to make high value in learning with picture, the students experience and their understanding is larger clear and it is not easy to forget and more concrete in memorizing and the association for the students.25 picture can be found where because it can describe what message of the picture or what is the picture mean automatically, when the students see it, they will guess well. because they can show the picture, so, with picture the student understanding is well and enjoyable when they are studying.26 3. the advantages of using picture states that picture provide as share experience for students in class as a common based that leads to variety of language 23rahma bulan , the effectiveness of using picture in teaching vocabulary at sdn 9 .(unpublished thesis s1: stain palopo; 2007), p. 79. 24ahmad rohani , media pembelajaran, (jakarta: rineka cipta, 1997), p.76. 25ahmad rohani, media instructional edukatif, (cet. 1; jakarta: rineka cipta, 1997), p. 76. 26arief s., sadirman, all media pendidikan, (cet. iv; jakarta: raja grafindo persada ,1996), p. 29. activities .state that advantage of using picture as a media in instructional process to delivery about information ,idea and without using much verbal language, but more give impression. the other advantages of using picture namely: 1) picture as stimulate students in learning 2) the characteristic is picture is concrete. so it is more realistic in showing the important problem than verbal language. 3) picture can limit time and room. 4) make clear a problem 5) picture can explain what we see. 6) pictures are cheap and available. 7) picture can attract the student attention to guess the meaning of unfamiliar word.27 4. the kinds of picture there are two kinds of picture as follow: a. silent picture 1) picture is the most common media used, the image is common language that can be understood and enjoy where. 2) sachets is a simple picture or a rough draft the describe main parts with no detail. 3) diagram as a simple drawing the use line and symbol, diagrams or schematic depicting the structure of the object. 4) graphs is a simple image using dots, line or pictures 5) poster, poster is not only important to convey certain impression, but also capable also to influence and motivate the behavior of people we see it. 6) map basically the map server to present the data location. b. moving picture 1) film film is a huge media capability in helping the learning process. 2) television, in addition to film, television is the medium that conveys message of learning in the audio visual elements, accompanied by motion. 27ibid. 3) video, as an audio – visual media featuring motion, message can be presented fact (events/ important events news) as well as fictional as the story can be informative, educational or instructional.28 5. using picture media in writing description composition learning in process learning, media has role in developing quality learning. presence media not only help teacher in convey about material but also give additional score in learning activity. this used also for all kinds of media. include picture media, it used by teacher like flat picture in paper sheet. picture is expression something, there are expression in the fact not only write message that implicit in the picture. it is important to ask in the word or sentence. 1. the steps used by students in writing description composition using picture. a. the student picture that pay attention carefully about the picture that given by teacher. b. the student determine topic appropriate with the picture. c. the student makes design description. d. the student write main sentence in every picture. e. the students improving the supporting sentence to produce a paragraph.29 picture also used as tools that help write activity and picture can help to give inspiration to students.30 28azhar arsyad, media pembelajaran, (jakarta: grafindo persada, 2007), p. 3. 29risky septio aji, upaya meningkatkan keterampilan menulis karangan deskripsi dengan menggunakan gambar, accessed on 29th of august 2015. 30nurul inayah, peningkatan kemampuan deskripsi dengan menggunakan media gambar, accessed on 29th of august 2015. according on the explanation some expert above, it can be seen that write using picture is very important for learning because it is really help to make a good composition especially for students in writing using picture help to give inspiration to produce a paragraph. besides that picture also make into the activity of learning, how to arrange and write description that easy to understand. interest for students is needed existence media of learning as tools that can help to activity of learning process. media of learning able to use in learning writing a description is one of picture media. a. 1. the method of research in this research, the researcher used quasi experimental method. quasi experimental was the research to find out the related of cause effect of the reality, where the difficult change control or not, the grouping randomly will make difficult and etc.31 it will be a non equivalent control group design. it aims for giving description about the improving students writing skill by using picture at the twelfth years students of sma pesantren modern datok sulaiman putra palopo. thus, in interpreting to, the researcher used two ways: 1. by comparing to (t-obtained) to t table. from df=18, the level of significance 5% with df = 18, got 2.03 and the level of significance 1% with df = 18, got 2.72. it can be seen that 2.03≤ 7.41 ≥ 2.72. it meant that the null hypothesis (ho) was rejected, while the alternative hypothesis (ha) was accepted. 2. by orienting number of significance. if probability > 0.05, null hypothesis (ho) is accepted. if probability <0.05, alternative hypothesis (ha) is accepted. because the significance was 0.000<0.05, thus the alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. based on the interpreting, the researcher can conclude that there was difference for students in experimental class after implementing by using picture technique with the control class. 31masyuhuri, zainuddin, metodologi penelitian pendidikan pendekatan praktis dan aplikatif, (cet, iii; malang : pt refika aditama, 2011), p. 43. a. conclusions 1. based on the score of to (t-obtained) and gathered from spss 21, it shows that to higher than ttable. the findings of to was 2.72 while the level of significance of 5% was 2.03 and the level of significance 1% was 1,8. it showed that 2.03≤ 7.41 ≥ 2.72. it is the orienting number of significance shows the significance was 0.000<0.05, thus the alternative hypothesis (ha) was accepted and null hypothesis (ho) was rejected. therefore the researcher can conclude that ha accepted and ho was rejected. in the other word , there was significant difference of writing skill after being taught by implementing picture for experimental class and without picture for con troll class, it means that the implementation of use picture can improve students’ english writing skill at the twelfth year of sma pesantren modern datok sulaiman palopo. 2. having analyzed the result of students’ interest toward the technique applied by the researcher in this research, the data shows that many students chose positive choices in all the statements, it shows that the students give positive responses to this technique. based on the data, the researcher concluded that the students at the twelfth year of sma pesantren modern datok sulaiman palopo are interested in learning writing by using picture. b. suggestions successful in teaching does not depend on lesson program only but more important how the teacher present the lesson and using various method to manage the class more lively and enjoyable. the method also helps the teacher and giving much opportunity for students to be active in teaching learning process. regarding to the teaching writing skill by using picture, the researcher give some suggestion for teacher and students as follows: 1. for teachers, they need to implement picture, so that the teaching and learning process become more enjoyable, fun and interesting. the enjoyment ought to be the foremost aims which hopefully will have good effects to the students. teaching writing using picture motivated students to writing more and it improved student’s writing skill. the researcher suggests the teacher to try using picture because it encourages students to write. 2. for students, they should still be more active and write more in class or other place having applied this media, because students have many vocabularies that can make them express easier their ideas that are comprehensible and the students who will apply this media have to know much about the topic so they can give much information about the topic. 3. for next researcher who wants to develop this research in the future by using this media, this media can be applied not only writing skill but also in speaking skill. bibliography aji, risky, septio,upaya meningkatkan keterampilan menulis karangan deskripsi dengan menggunakan gambar, accessed on 29th of august 2015. akbar, muhammad, improving students’ writing skill through pair interview at the elevent year students of sman 2 palopo (unpublished thesis s1 stain palopo). 2008. arzyad, azhar, media pembelajaran, jakarta: grafindo persada, 2007. banna, suryani, teaching simple past tense through writing personal experience at the tenth year students of pmds putri, (unpublished thesis s1 stain palopo). 2011. bulan. rahma, the effectiveness of using picture in teaching vocabulary at sdn 91 walenrang. (unpublished thesis s1 stain palopo). 2007. cohen, louis, research methods in education, london: taylor and francis library, 2005. heaton, jb,. writing english languange test, new york language, 1998. inayah, nurul, peningkatan kemampuan deskripsi dengan menggunakan media gambar, yogyakarta: 2015 jack, richards and willy a., renandya, methodology in language teaching and anthology of current practice, united state of amerika: 2002 pratiwi andika, and rahmasari gartika. how to write in english correctly: lascar aksara, bekasi: 2012. roger, steven, ficsher what is writing, http: //www. omniglot. com/writing definition. htm, 2014. . rohani, ahmad, media pembelajaran, cet.1; jakarta: rineka cipta, 1997. robert, rachel, http://collaborative writing activities.elt-resourceful.htm, accessed on 10th september), 2013. sadirman, arief. s., all media pendidikan, cet.iv; jakarta: raja grapindo,1996. solahudin, m.,.kiat – kiat cepat belajar writing, yogyakarta: diva press, 2009. sugiyono, metode penelitian kuantitatif kualitatif dan r&d, bandung: alfabeta, 2010. usman, basyiruddin dan asnawir, media pembelajaran. cet.1; jakarta: ciputat, 2002. wishon, george and julia, m.,.burk, lets write english.litton educational publishing international, new york: 1980. zainuddin, masyuhuri, mehodologi penelitian pendidikan pendekatan.praktis dan aplikatif. ed.iii; malang: refika, aditman, 2011. http:// www. ncrl org/sdrs/areas/issues/methods/instructn/in 5lk1 11.htm. http:/www. answer.com/topic /writing accessed on desember 17th 2002. http: about. com/writing_descriptive _paragraphs the particular dialect or language that a person chooses to use on any occasion is called a code 402 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp.402 414 lecturer’s online instructional strategies in english speaking class during covid-19 pandemic period nirmala sudarti nur1, baso jabu nur2, syarifuddin dollah3 1,nirmalasudarti36@gmail.com, 2,basojabu@unm.ac.id, 3,syarifuddindollah@gmail.com 1,2,3 english education program, graduate program of state university of makassar, received: 2022-05-12 accepted: 2022-06-05 doi: 10.24256/ideas.v10i1.2689 abstract the study aimed to find out the types of online instructional strategies, lecturer’s perception, how to conduct online speaking class, the impact of online instructional strategies on students speaking activity and lecturer’s online instructional strategies implementation. the research was conducted through qualitative research with descriptive analysis at iain palopo. the result revealed that direct instruction, indirect instruction, addie model and mahmood’s strategy were the types of online instructional strategies were applied in english speaking class, meanwhile, lecturer’s perception were classified into three aspects: place of origin of the students, poverty issues, and students’ attitude toward online learning. to conduct english speaking class lecturer utilized online learning platform. the findings revealed there were seven students faced technical problems on online learning, and it was contrasting with other thirteen students. poverty issues, internet connectivity, neglected area, limitation time, lack of infrastructural development and lack of students’ motivation were technical problems which impacted online learning on english speaking class at iain palopo. keywords: lectures’ online instructional strategies; students; speaking class http://u.lipi.go.id/1457703302 mailto:nirmalasudarti36@gmail.com mailto:basojabu@unm.ac.id mailto:syarifuddindollah@gmail.com ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 403 introduction corona virus termed as covid-19 was declared as pandemic by who officially on march 2020 (who, 2020). covid-19 is a severe acute respiratory syndrome and is a type of virus. educational institute’s closures occurred due to this pandemic. it has estimated that 107 countries implemented educational institute’s closures. it is roughly said to be affecting 862 million people around the globe. this is approximately calculated as half of the world students population (viner, r., russell, s., croker, h., packer, j., 2020). moreover, 29 countries closed their educational institutes a week before the official announcement (unesco, 2020b). educational institute’s closures were immediately considered after this pandemic. in past, it was assumed that minimizing social contacts can reduce influenza outbreaks (jackson, c., vynnycky, e., mangtani, 2016). the spread of covid-19 across the world , as march 13, 61 countries in africa, asia, europe, the middle east, north america, and south america have announced or implemented school and university closures and most of universities have enforced localized closures (unesco, 2020a). the widespread of covid-19 virus one year ago, influencing the education and all of its components in indonesia. in indonesia, universities are moving from traditional face-to-face education to online education. most of the higher education institutes exclusively universities are moving toward online education. students are getting education online by sitting in front of their computer screens at their home. before covid-19 virus attacked indonesia, teaching and learning process was conducted through face-to-face meeting in the classroom. it means that lecturer and students meet together in the classroom at the same time to teach and learn. however, during pandemic period, most of the school and universities in indonesia conduct teaching and learning through online that students learn from home and do not meet lecturer face to face in the classroom, but teaching and learning process conducted distantly using online learning platforms such as zoom meeting, google classroom, edmodo, etc. mahmood (mahmood, 2021) with her research entitle “instructional strategies for online teaching in covid-19 pandemic”. this research explored different instructional strategies that could help in implementing online teaching in higher education. the methods would help in designing successful online study sessions. the study formulated different notions for online education in developing countries. it included maintaining slow voice and practicing vocal functions by lectures. furthermore, sharing resources before the class would help in creating interactive online classes. these strategies played fundamental role in enhancing students learning. the study suggested that higher education commission should make nirmala sudarti, baso jabu, syarifuddin dollah lecturer’s online instructional strategies in english speaking class during covid-19 pandemic period at iain palopo, south sulawesi 404 collaborative with telecommunication industries. there were multiple factors that help in enhancing remote learning. these factors included getting feedback from students, offering flexible teaching and assessment policies, recording online lectures and getting support from teaching assistants were also vital features. these instructional strategies would serve as an excellent tool in running online classes. bao (bao, 2020) under the title “covid-19 and online teaching in higher education ; a case study of peking university”. this research focused on a case of peking university’s online education. there were six specific instructional strategies were presented to summarize current online teaching experiences. the study concludes with five high-impact principles for online education: high relevance between online instructional design and student learning, effective delivery on online instructional information, adequate support provided faculty and teaching assistants to students, high-quality participation to improve the breadth and depth of student’s learning, and contingency plan to deal with unexpected incidents of online education platforms. dollah, s (sakkir, dollah, & ahmad, 2021) with their research entitled “elearning in covid-19 situation: students’ perception”. this research aimed to investigate students’ perception on the use of e-learning during covid-19 pandemic era and the factors affecting the use of e-learning in the classroom. this research found that form students’ perceptions indicated the most of the students showed the negative perception about e-learning in efl classroom during covid-19 pandemic era. there were numerous factors influenced students’ perception about the use of e-learning during covid-19 pandemic era, they were the signal and network connection, limit of quota and expensive, lack of lecturers’ methods, lack of students; motivation, limitation of time and lack of interaction. in speaking class, students must be able to develop their communicative skill and must speak the foreign language as much as possible. however, learning to speak english through online is complicated to do because numerous problems can happen during the online class. the problems can be encountered during online class such as poor internet service, no communication device, and poor knowledge on how to use the application or software to embrace the learning process (apriliana, 2020). therefore, exploring how lecturer conducts speaking class during pandemic period is urgent. during pandemic period, lecturer teaches speaking in different method. thus, lecturer must have strategies to create online learning as effective as possible, and lecturers must have a good teaching method, including good instructional strategies in order to facilitate students to have better learning experience and to avoid from the failure in achieving the objectives of the learning. instructional strategies defined as any type of learning technique a lecturer uses to help students learn or gain a better understanding of the course material the instructional ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 405 activities contains activities required for students to achieve meaningful understanding, retention, application, and practice with feedback (smaldino, sharon e., 2012). they allow lecturers to make the learning experience more fun and practical and can also encourage students to take more of an active role in their education. according to hirumi (hirumi, 2013) instructional strategies are comprehensive sets of instructional events intentionally designed to promote learning and facilitate the achievement of specified learning objectives. meanwhile, according to dick (dick, w., carey, l., carey, j, 2014) instructional activities are overall plan of instructional activities to achieve an instructional goal. it includes sequence of objectives, learning activities, student grouping, media and delivery system. it typically includes pre-instructional activities, content presentation, learner participation assessment and follow-through activities. saskatchewan education (saskatchewan, 1991) classified instructional strategies into five categories. these types include: direct instruction, interactive instruction, independent/ individual study, experiential instruction, and indirect instruction. based on the explanation above, it is urgent to explore the type of instructional strategy that lecturer applies in english speaking class and whether the instructional strategies used by lecturer in the university effective to improving students speaking skill during pandemic period. this research is under the root of applied linguistics. applied linguistics is an interdisciplinary field that identifies, investigates, and offers solutions to real-world problems related to language. this research focuses on finding out lecturer’s online institutional strategies in english speaking class during covid-19 pandemic period. it uses observation checklist and interview to obtain deep information about online instructional strategies during pandemic period. this research focuses on analyzing lecturer’s online instructional strategies in english speaking class during online learning. it focuses on five major research questions namely: the types of online instructional strategies applied by lecturer, lecturer’s perception on online instructional strategies, the way lecturer conducts online learning, the impact of lecturer’s online instructional strategies on students’ speaking activity and the impact of online learning on lecturer’s online instructional strategies implementation in english speaking class. method nirmala sudarti, baso jabu, syarifuddin dollah lecturer’s online instructional strategies in english speaking class during covid-19 pandemic period at iain palopo, south sulawesi 406 this research investigated lecturer’s online instructional strategies in english speaking class during covid-19 pandemic period. the population of the research was the 1rdsemester students of iain palopo in english department, academic year of 2021/2022. to select a representative sample out of this population, the researcher invited 20 students and a lecturer of english-speaking. the research was conducted in a month to observe the process of english-speaking class during online learning. to get depth explanation, the researcher interviewed sample. observation and interview were applied to collect the data there were three major operational to prevent a bias interpretation toward the terms that used in this research: lecturer’s online instructional strategies are the techniques that lecturer applies to help students become independent in online learning. speaking is an interactive process of constructing meaning that involves producing, receiving and processing the information during discussion and debate activity in english speaking class. online learning is learning process that conducted through online learning platform such as zoom meeting, google classroom, edmodo, whatsapp, etc. the research applied qualitative research with descriptive analysis. the researcher analyzed data based on miles, huberman and saldana (miles, 2014). there are four steps in qualitative data analysis, namely data collection, data reduction, data model/data display, qualification/ verification conclusion. findings and discussion lecturer applied direct instruction, indirect instruction, addie model, and mahmood’s strategy. direct instruction assigned lecturer as all resources for students in the class (saskatchewan, 1991). as the resource of the knowledge, lecturer presented the materials in the class. the first material was selfintroduction. by utilized online learning platform lecturer set the goals of the material presented by lecturer. the goals, students could practice one of the function of speaking, it was speaking as interaction (brown, g. yule, 1999) where students could introduce their self, could exchange greeting, and could engage in small conversation. then, lecturer explained self-introduction and requested students to practice how they introduce their self, when all students had introduced their self then lecturer gave corrections. the steps were conducted by lecturer, it was supported by arends (arends, 2021) stated that there are five steps in direct instruction, they are set the goals, explanation/ demonstrate, practice guide, feedback and practice. lecturer applied indirect instruction aimed to raise student curiosity, and to build students confidence in speaking english because the prime goals of learning language are able to speak. indirect instruction was one of the appropriate instructions that could be applied in online platform, it was supported by saskatchewan education (saskatchewan, 1991), stated that indirect instruction ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 407 is a kind of believe that the learning is more meaningful when students can seek and discover the knowledge. for example: debate, panels, brainstorming, group investigation, etc. addie model purposed for students to be to be engaged by the elearning contents to be extents that students get to understand things that they did not comprehend before (alonso, lópez, manrique, & viñes, 2005), addie model made the students ready to practice and to act to perform new activities. there are five step of addie model: analysis, design, development, implementation and evaluation (qulgley, 2019). in the analysis phase, lecturer tried to find out students’ characteristics, and clarified problems face by the students and set the goals of the teaching and learning process. the design phase, learning objectives, assessments instruments, exercises, contents, subject matter analysis, lesson, planning dan media selection had been prepared by lecturer. further, in the development phase lecturer assembled the content that was created in the design phase. during in the implementation phase, a procedure for training was developed, and the evaluation consisted of two part; formative and summative. based on lecturer’s analysis of addie model, lecturer found that there were few students came from neglected area and faced poverty issues. further, lecturer determined another strategy to cover these students, so these students were not lack behind. based on lecturer’s interview, the researcher could see that the lecturer recorded the explanation in zoom meeting and then shared it into wa group. it aimed to cover students from remote area and faced poverty issues. this recording will be beneficial for students who missed or did not understand any part of the lecturer’s explanation (mahmood, 2021). lecturer perception were investigated in terms of three aspects: place of origin of the students, poverty issues and students’ attitude toward online learning. first group was place of origin of the students, source found that few students came from neglected area and lack of infrastructural development where this area did not have basic equipment needed for online learning (mahmood, 2021). students who came from neglected area had inaccessible internet connectivity that they face technical problems during online learning. these areas were lack of infrastructural development that influenced online learning because students who came from neglected area faced technical problems during online learning such as infrastructural neglected area and internet connectivity. students who came from neglected area were arduous to access online learning platform therefore with the result that students were infrequently to join the class by utilized online learning platform during online learning therefore that they left behind. it was contrasting with students who came from recognized area, students had stable internet connectivity therefore they did not face technical problem. nirmala sudarti, baso jabu, syarifuddin dollah lecturer’s online instructional strategies in english speaking class during covid-19 pandemic period at iain palopo, south sulawesi 408 second, poverty issues faced by the students who came from inaccessible area and accessible area. based on students’ interview found that few students who faced poverty issues couldn’t provide quota every day and some of them didn’t have personal computer or smartphone, they must share their smartphone with their sister, brother or parents. further, poverty issues faced by the students was one of technical problem faced by students during online learning, it certainly influenced students during online learning. third, students’ attitude toward online learning, students were divided into two kinds, students were enthusiastic during online learning and students were unpassionate during online learning. students were enthusiastic during online learning were the students that their point of view of online learning were same with offline learning where online learning platform was a tool and media to facilitate them to join in online learning and most of the students were enthusiastic were the students did not face technical problems such as infrastructural neglected area, internet connectivity and poverty issues. whereas unpassionate students were students who were not enthusiastic about learning online and had poor quality work or late assignment (rahayu & wirza, 2020). unpassionate students also were students who were lack of motivation during online learning, it might be caused of infrastructural neglected area, poverty issues and students had another activity during online learning such work etc. furthermore, whatsapp group application had numerous benefits to cover all the students who live in inaccessible and accessible internet connectivity area before conduct online learning through appropriate online learning platform such as zoom meeting and google classroom. students were agree that using whatsapp is easy and straightforward (rahayu & wirza, 2020), whatsapp could be an alternative application to cover all students where faced technical problems or did not face technical problems during online learning. meanwhile, lecturer had positive perception about online instructional strategies but had negative perception about online learning, because online instructional strategies assisted lecturer to deliver the material and to manage the class during online learning but because of technical problems faced by the students during online learning, it was caused negative perception from lecture. lecturer conduct online learning by using online learning platform such as zoom meeting and google classroom, these online learning platforms could enable lecturer to reach out the students more efficiently and effectively through chat group, video settings, also document sharing. second, there were few students faced technical problems such as poverty issues, internet connectivity and remote area. this case caused lecturer to find an online learning platform which could cover all the students’ problems. lecturer chose wa (whatsapp) as backup platform to resolve these issues without causing any learning delays for student in online learning (mahmood, 2021). wa (whatsapp) is one of the best and most popular ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 409 apps all over the world, when people who have smartphone will definitely have whatsapp installed. moreover by using wa (whatsapp) user can send images, videos, documents and wa (whatsapp) doesn’t spend much internet quota, riyaz (riyaz, 2020), that was the reason the using of wa (whatsapp) as backup plans for the students faced technical problems on online learning. online classes were completely different from the traditional class. in traditional class, in traditional face to face education, lecturer could have more control over student’s behavior during teaching and learning process whereas online classes was different, online leaning utilized a technology as a tools that is used to facilitate the learning process for various students, including efl classes (sakkir et al., 2021). by using technology, lecturer could utilize online learning platform. lecturer could determine appropriate online learning platform to conduct online learning. occasionally, lecturer before starting the class, lecturer analyzed the goals would be achieved after the class, lecturer discussed to the students about the goals would be reached on online learning, these activities to determine an assessments instruments, exercises, contents, subject matter analysis, lesson, planning and media selection, then lecturer developed and implemented in the class and the last activities was evaluation, lecturer always evaluated students before class finished (addie model). based on analysis of the students’ interview and observation during online learning, there were thirteen students could increase their speaking activity with the activities during online learning. these students did not face technical problems on online learning with the activities during the class therefore students could receive the material from lecturer and then practice it in the online class, the instruction was explained by lecturer, when students could receive the material therefore students did not misunderstanding with lecturer’s instruction and could do the assignment better than a few students who lived in neglected area which faced technical problems such as internet connectivity, faced poverty issues and lack of infrastructural development like smartphone or personal computer to access the online learning platform (mahmood, 2020). that few students did not have basic equipment needed for online learning influenced their improvement their speaking skill. nunan (nunan, 2003) stated that speaking consist of producing systematic verbal utterances to convey meaning. therefore, it can be concluded that speaking is a skill to pronounce words in order to convey or express the intent, ideas, thoughts, and feelings are conceived and developed in accordance with the needs of what is conveyed the listener that can be understood by the listener. therefore, nirmala sudarti, baso jabu, syarifuddin dollah lecturer’s online instructional strategies in english speaking class during covid-19 pandemic period at iain palopo, south sulawesi 410 based on observation and interview could be known that lecturer gave other treatments for these few students who lived in neglected area and faced technical problems on online learning platform. during activities in the online learning, lecturer recorded the explanation and all activities in online learning platform and then shared it into group wa. it aimed students who couldn’t join in online learning platform could watch the video record. this recording will be beneficial for students who missed or did not understand any part of the lecturer’s explanation (mahmood, 2021). based on lecturer interview, however lecturer utilized a backup planning to cover these few students but the fact, it was hard to these few students to improve their speaking skill because they could not feel the environment like other students felt on online learning, these students couldn’t build their confidence to speak their idea and to express their opinion, although they could memorize vocabularies well. during online learning, there were technical problems faced by the students: neglected area, internet connectivity, and poverty issues influenced students’ improvement on speaking. lecturer had implemented four online instructional strategies: direct instruction, indirect instruction, addie model, and mahmood’s strategy. in the first meeting lecturer applied direct instruction in the online class by utilized google classroom application. lecturer applied direct instruction to present the material with topic “introduction” to the students. first, lecturer set the stage for learning, it was the opening of the class. it was intended to engage students, to obtain students’ attention and purposed to active their prior knowledge about the topic. second, present the material, lecturer was a source of knowledge therefore lecturer used clear explanation about the material and organized the material step – by – step how to introduce and to ask information or to give response from interlocutors therefore students could absorb the new material. lecturer applied direct instruction therefore the presentation of the material was implemented through a lecturer and a demonstration. third, lecturer guided students to practice the concept together, in this part, guided practiced was conducted by the lecture, the purpose was to guide initial practice, to correct mistakes, to provide sufficient practice therefore students could work independently. fourth, lecturer gave feedback and correctives, it was the important phase in the guided practice where the students had to understand everything in this phase. fifth, independent practice, after lecturer and students finished guided practice and received the right feedback, the next step was independent practice, in this phase students were ready to apply the new learning material on their own. in independent practice, lecturer gave the students the repetition to integrated the new information with their previous knowledge. sixth, evaluation, in evaluation was purposed to make sure that the students understood the material and can practice the material in their daily life. and then lecturer ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 411 instructed the students individually to make video record and shared into whatsapp group application as assignment. additionally, lecturer applied indirect instruction during online learning. in this strategy lecturer instructed to all students to seek and to discover the knowledges by themselves because lecturer believe learning was more meaningful when students could seek and discover the knowledge (saskatchewan, 1991). three days before class was started, lecturer gave information regarding activity would students do in the online class, the information announced by lecturer in whatsapp group application. lecturer instructed to the students to divide students into five groups, students was let to choose their group member. after students reported to lecturer that all the students had have a group and then lecturer gave a topic, every group had different topic. the topics were juvenile delinquency, violence against women, online learning, covid-19 virus, and early age marriage. every group was free to choose their topic. lecturer gave opportunity during three days to seek and to discover the information about the topic and then, lecturer instructed the students to record their presentation. an hour before class was begun, lecturer instructed to the students to submit their video presentation into whatsapp group application. when online class was begun, lecturer enquired to every group to present their material and enquired another group to give responses about the first group material and presentation. during the discussion presenter and audience interacted each other about the topic. in two meetings that conducted by the lecturer through google classroom, lecturer realized only few students joined in the online learning platform during online learning, therefore, lecturer could not maximize the teaching and learning process because of the problems then lecturer applied addie model, where addie model had five steps, namely analysis, design, development, implementation and evaluation (qulgley, 2019). because of not all of the students joined the online learning. therefore, lecturer came to decision to seek information about the students and to re-plan the strategies to be applied in the next meeting. lecturer dug the information with several questions to the students, for example what is the audience and their characteristics? in this analysis phase, lecturer found some technical problems faced by the students such as, internet connectivity, infrastructural neglected area, poverty issues and lack of students’ motivation. based on result of analysis phase, lecturer constructed the design. lecturer explained simple past and instructed every student to create a sentence in a simple past tense, when all the students had read their sentence and lecturer thought all students understood about simple past and then lecturer showed a storyboard slide. the storyboard slide was purposed to explain about lecturer’s unforgettable nirmala sudarti, baso jabu, syarifuddin dollah lecturer’s online instructional strategies in english speaking class during covid-19 pandemic period at iain palopo, south sulawesi 412 experience by using simple past tense. after lecturer finished to demonstrate the storyboard slide, the next phase lecturer gave evaluation to all students about the use of simple past tense and the last assignment gave to the students was retelling students’ unforgettable experience. during several meeting on online learning, lecturer found technical problems faced by the students such as internet connectivity, infrastructural neglected area, limitation of time, poverty issues and lack of students’ motivation. the technical problems faced by the students had caused separate problems during online learning. lecturer found that few students faced technical problems, it caused lecturer to provide backup application as a media to interact with all the students through whatsapp group application. by utilized whatsapp group application where whatsapp application could be an alternative tool for lecturer to teach, to share material, to communicate to the students, to check students’ presence, to give assignments, to do examination and to give feedback (rahayu & wirza, 2020), whatsapp group application as a backup plan could resolve the technical problem faced by the students without caused any learning delayed for the students (mahmood, 2021). because of these problems, lecturer applied backup plan application to cover all the students. at first, whatsapp group application was purposed to collect students’ assignment, when lecturer realized that few of students were difficult to access online learning platform therefore lecturer changed the purpose of whatsapp group application to become backup plan application. where lecturer could share the information or material, lecturer could share video record about the material would be present on the online learning. lecturer and students could have interaction (lecturer gave feedback) in whatsapp group application. based on analysis of lecturer interview could be seen that online learning by utilized certain online learning platform had impacted the process of teaching and learning. lecturer couldn’t maximize online learning because there were a few students couldn’t download online learning application because of signal connectivity in their area was low. students’ assessment and students’ feedback was limited by time and internet connectivity, certain online learning platform had a limiting time that cause lecturer need to set numerous times the meeting, therefore students needed to re-join the meeting. online learning by using online learning platform had highfix cost and there were few students faced poverty issues therefore students couldn’t access the online learning platform (james, 2002). these were technical problems that students faced during online learning: network connectivity, infrastructural neglected areas, poverty issues, limitation time and lack of students’ motivation. however, lecturer had a backup planning to cover these students but the result of their capability to speak to present their idea and to communicate to another classmate was low. ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 413 conclusion the data analysis indicated that lecturer applied direct instruction, indirect instruction, addie model, and mahmood’s strategy by using online learning platform such as zoom meeting and google classroom and whatsapp (wa) group application as a backup application. lecturer’s perception on online instructional strategies to conduct online speaking class were classified into three aspects: place of origin of the students, poverty issues and students’ attitude toward online learning. few students faced technical problems that caused lecturer had negative perception about online learning. while online instructional strategies assisted lecturer to manage the class and to deliver the material during online learning therefore with the result that lecturer had positive perception about online instructional strategies. furthermore, there were thirteen students could increase their speaking activity with the activities during online learning, while seven students were arduous to increase their speaking activity because of technical problems faced by the students during online learning. meanwhile, lecturer could not maximize online learning because there were a few students cannot download online learning application because of signal connectivity in their area was low. students’ assessment and students’ feedback was limited by time and internet connectivity, certain online learning platform has a limiting time that caused lecturer set numerous times the meeting and students needed to re-join the meeting. online learning by using online learning platform has highfix cost and there were few students faced poverty issues, therefore students couldn’t access the online learning platform. there were technical problems faced by students during online learning: internet connectivity, poverty issues, neglected area, limitation time, lack of infrastructural development and lack of students’ motivation. references alonso, f., lópez, g., manrique, d., & viñes, j. m. 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(2013). a framework for the design of online competency-based education to promote students engagement. jackson, c., vynnycky, e., mangtani, p. (2016). the relationship between school holiday and transmission of influenza in england and wales. american journal of epidemiology, 80. james, g. (2002). advantages and disadvatages online learning. mahmood, s. (2021). instructional strategies for online teaching in covid-19 pandemic. human behavior and emerging technologies, 3(1), 199–203. https://doi.org/10.1002/hbe2.218 miles, h. s. (2014). qualitative data analysis: a method sourcebook (3rd ed.). california: sage publication, ins. nunan, d. (2003). caroline linse, david nunan practical english language teaching_ pelt young learners-english as a second language (2005).pdf. new york: mcgraw hill contemporary. qulgley, e. (2019). the 5 steps of addie process. retrieved from learnupon blog website: https://www.learnupon.com/blog/addie-5-steps/ rahayu, r. p., & wirza, y. (2020). teachers’ perception of online learning during pandemic covid-19. jurnal penelitian pendidikan, 20(3), 392–406. https://doi.org/10.17509/jpp.v20i3.29226 riyaz. (2020). top 27 whatsapp advantages and disadvantages in our life. sakkir, g., dollah, s., & ahmad, j. (2021). e-learning in covid-19 situation: students’ perception. eduline: journal of education and learning innovation, 1(1), 9– 15. https://doi.org/10.35877/454ri.eduline378 saskatchewan, e. (1991). instructional approaches; a framework for professional practice. regina sk: saskatchewan education. smaldino, sharon e., e. a. (2012). sharon e._ heinich, robert_ russell, james d. smaldino instructional technology and media for learning (2004).pdf. pearson education, inc. unesco. (2020a). education emergencies: school closures. unesco. (2020b). education from disruption to recovery. viner, r., russell, s., croker, h., packer, j., e. a. (2020). school closures and management practices during corona virus outbreaks including covid-19: a rapid systematic review. journal of distance education. who. (2020). world health organization. the particular dialect or language that a person chooses to use on any occasion is called a code copyright © 2020 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo 221 ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 8, number 1, june 2020 pp. 321 – 331 an analysis of flouting maxim in ruby spark movie lasiana*1, zia hisni mubarak2 lasiana07081995@gmail.com * english department, putera batam university received: 19 may 2020 accepted: 17 june 2020 doi: 10.24256/ideas.v8i1.1348 abstract this article describes the study of pragmatics in a specific domain of flouting maxim found in ruby spark movie. the aim of this study is to find out the type of flouting maxim found in the utterances between the characters in the movie. the theory used in this research was grice (1972). in this research, the researcher applies the qualitative descriptive method. the method of collecting data is observation. the steps are watching the ruby spark movie during their conversation. the result is there are four types of flouting maxims found in the movie. eight data for flouting quantity, one for maxim of quality, and four for maxim of relevant and three for maxim of manner. and the most dominant flouting appear is maxim of quantity because they wanted to give additional information. keywords: flouting maxim, maxim, pragmatics introduction humans are social beings and usually talk with others. with doing conversation, it gives information and also getting information by speaking contextually. context is one of the key to get the cooperative principle in doing conversation. according to (mugheri, ayaz, qureshi, & mugheri, 2018) the context has to be conducted by a speaker and a listener to avoid misunderstanding of what they are communicating. interaction can be built when both speaker and listener have a cooperative principle in doing conversation. cooperative means that the speaker knows in each utterance that speaker said. cooperative principle also provides how to have a cooperative conversation by designating conversational maxim. it is also sometimes named grice's or gricean maxims. (fukumura & van gompel, 2017) grice’s maxims make the fundamental assumption that language comprehension is led by a default expectation that an utterance should be optimally informative. so it can be said maxims related to the success of a http://u.lipi.go.id/1457703302 lasiana, zia hisni mubarak an analysis of flouting maxim in ruby spark movie 222 conversation depends on the various speaker' approach to the interaction. in this situation, there are still people who disobeying the rule with do not contribute to the conversation and they do not give the appropriate answer. whereas the people should participate in a conversation such as telling the truth, being relevant, and trying to be as clear as they can in order to make the conversation run smoothly. when people obey the maxim, this can be called as observed maxim. beside of observed maxim, there is also nonobserved maxim. non observed maxim is if someone do not obey the maxim and make the conversation do not run well. one of nonobserved maxim is flouting maxim. according to cutting (2002) flouting happens when a speaker fails to observe a maxim in which they have intention. when flouting is working, it may be to effectively communicate a message. it can be concluded that in doing conversation, knowing the context and how to respond to the utterances are needed. people should know what kind of flouting maxim that they flouted. flouting maxim that people breaking up have relation to the types of flouting maxim itself. grice (1972) stated that the flouting maxims consist of four maxims. they are flouting maxim of quantity, quality, relation, and manner. each of them covers one aspect of linguistics and describes the different types with showing disrespect to the maxim. disrespecting this maxim, these four flouting maxims are also important to know, they are also indicative of voicing the speech of people impolitely and speaking rude words. for example, if people give too much information and additional information that is not needed or overwhelm information, it can harm the sense of the individual that is not the right form of what they are talking about because sometimes the speaker wants the right answer in their conversation. "people can refuse to follow a maxim because they are unable to speak clearly, for example, or because they intentionally choose to lie and cover up something" (thomas, 1995 p. 64) they are some researchers that have the similar and continuing analyze about flouting maxim. the first study about flouting maxim was done by affifatusholilah (2016). the title is about flouting maxim by sherlock holmes and dr. watson in tv series of sherlock season 1. the aims of this paper are to describe types of maxims that are flouted and how the maxims are flouted by sherlock holmes and dr. watson season 1. they analyzed the utterances which are constructed in crime drama television series in sherlock tv series season 1. to support their research, they use the grice’s theory. the result of this research, they found kinds of maxims are flouted in the sherlock tv series season 1 and also concluded that the speakers in the movie flouted maxim of relation by saying something irrelevant with the question to hide the truth, said something too informative and ambiguity. importantly, the study should investigate in depth the forms of flouting maxims. grice said flouting quantity rule means not saying enough, say too much. the flouting maxim of quality implies that they are not telling the truth and that is not true information. the flouting of relevant implies that people don't say the relevant response based on what's required. and the last is the flouting maxim of ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 223 manner means people do not give the brief, clear, and ambiguous. through this theory the researcher gives example. grace: do you have time for watching movie tomorrow? boy: i have classes all day and i also join the extra-curricular. in this example, boy flouted the maxim of quantity because giving too much information, rather than providing a yes or no answer. the reason of flouting this maxim is because boy actually does not want to watch movie but he avoids saying the truth and refusing directly. some writings, such as novel, short story, and also movie script can be found based on the examples above flouting maxim. the researcher used movie as his source, ruby spark is one of the movie that has a interesting plot and topic and it has been a best seller in 2012. based on the case and the phenomena in the movie, so the researcher was interested in taking this subject to learn more and telling people about the important principles of cooperation. cooperative principle is the basic principle in pragmatics in which people are strived to make their conversation as cooperative as possible, in line with the purpose of the conversation. yule (2010) stated that his principle results from the common assumption about communication as a cooperative effort. in this principle, there are four sub-principles called maxims which provide more detailed principles of conversational cooperation. maxim flouting, maxim flouting is intentionally breaking the maxims in order to convey hidden meanings and lead the listener to find out the implied meaning from the maxim flouting. this form of non-observance of maxims is explained further in the next review. grice (1972) stated that the types of maxim flouting are divided into the same number of the maxims of cooperative principle. therefore, there are four types of maxim flouting; they are quantity maxim flouting, quality maxim flouting, relevance maxim flouting, and manner maxim flouting. quantity of maxim flouting, quantity maximum flouting means that a conversation speakers fail to meet the cooperative principle maximum quantity. this involves whether the speakers are not as informative as possible, as or more informative than required. quality of maxim flouting, when the speaker disregards this concept, it does not represent what she / he believes to achieve the highest quality; a theory that allows the speaker to make a real contribution, that does not say what is supposed to be false and does not say what the speaker lacks sufficient evidence for. relevance maxim flouting, relevance maxim flouting means that the speakers of a conversation fail to be relevant in communicating. speakers are usually being irrelevant in flouting maxim of relevance. however, being irrelevant does not purely mean that the speakers do not want to be relevant. sometimes, speakers are being irrelevant because they want to hide something or to say something to others indirectly. for example bert: do vegetarians eat hamburgers? ernie: do chickens have lips? from the example, ernie is being irrelevant in this conversation. ernie should give a' yes' or' no' response, as expected. since the answer was obvious, however, lasiana, zia hisni mubarak an analysis of flouting maxim in ruby spark movie 224 ernie flouts maximum relevance to emphasize her' no' response. here, by being insignificant, ernie flouts maxim of relevance and is effective in conveying its unstated significance. manner maxim flouting, to be clear in saying things is what all speakers try to do. however, in some occasion, ambiguity indeed happens whether the speaker intends to make it or not. then, maxim of manner is not fulfilled as the result. there are some researchers that had conducted this research by some related to the topic. the first one is from zebua (2017) they analyze the violation and flouting of quantity maxims, relevance, and manner by male and female participants in the ellen degeneres talk show. according to them, the flouting of maxim happens when individual intentionally do not apply the maxims in order to persuade their listeners to derive the hidden meaning behind what they said. the data is taken from six episodes in the newest edition in 2016 from ellen talk show. the result reveals that the male mostly uses the flouting maxim. this research is different because they also examined the violation in the talk show. the second was done by yuliasri (2014) who has a title the shift of grice’s maxim flouting in indonesian translation of the donald duck comics. she examined that the flouting maxim could result in humor. the data was taken from the donald duck comics. this study reveal that 34.79 % of translated humorous utterances in the donald duck comics. the most dominant flouting maxim that appears is the maxim of manner method in collecting data, the researcher used observation method. based on sudaryanto (1993) he states that observation method is a technique to get information about human behavior by watched and recorded without any direct contact. because of that the researcher used observation method because watching the movie. in this research, the researcher used non participatory technique to collect the data because there is no one involve. there are some procedures which the researcher will do in collecting the data. 1. the first, the researcher downloaded the movie 2. second, open the ruby spark movie. 3. third, watching the movie. 4. classifying the data in the movie based on grice’s theory. in analyzing the data, the researcher applied theory from grice’s theory. the theory is applied by using method of sudaryanto (1993) by using pragmatics identity method. pragmatics identity method is method that based on contextual situation. 1. classifying the data into types flouting maxim based on grice’s theory from the ruby spark movie”. 2. analyzing the types of flouting maxim based on grice’s theory. 3. the data were described to answer those categories based on research ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 225 question. after doing analysis, the next step is presenting the result analysis. the researcher used informal method which informal method refers to the process of presenting the outcome analysis with words. the result was presented by using words and sentences and to make the readers easily understand. results and discussion after analyzing the utterances in ruby spark movie by zoe kazan, the study found that there are four types of flouting maxim that used among the characters in the movie. they are flouting maxim of quantity, flouting maxim of quality, flouting maxim of relevance, and flouting maxim of manner. there is also the variety of reasons found in the utterances. flouting maxim of quantity data 1: dr. rosenthal: are you sure? calvin: yes i’m sure!!!! she’s a mother product of my imagination dr. rosental is private doctor for calvin and his family. because calvin has problem with his imagination. this conversation is the data of flouting maxim quantity. it can be seen when dr. rosental asked “are you sure?” but he answered with the long answer. he flouted this maxim of quantity because he wanted to explain more about her feeling that it might not be possible. data 2: calvin: wait wait wait. you can see her? ruby: she can see me, i can see her. did you this conversation is the data of flouting maxim of quantity. ruby was flouting this maxim because she was providing more information that is needed. it could be seen when ruby answered calvin’s question with too little details. she offers “she can see me, i can see her, did you think?” which actually could be answered a simple and follow the rule like “yes, i can.” data 3: mort: so did you go to art school? ruby: um, not formally, no. i just kind of picked things up along the way. this conversation happens when ruby came to calvin’s parent house. this conversation is the data from flouting of maxim quantity. it can be said that she gave the long information and she made her contribution more than is required with saying “um, not formally, no. i just kind of picked things up along the way.” data 4: lasiana, zia hisni mubarak an analysis of flouting maxim in ruby spark movie 226 mort: don’t you like it? gertrude: of course he does. it’s a great chair! this situation happened when mort wanted to give the chair for calvin and ruby. this conversation is the data of flouting maxim quantity. it can be seen from the gertrude’s utterance that he was overload answering mort’s question. he answered with “of course he does. it’s a great chair!.” the reason why gertrude flouted this maxim because he wanted to explain more about the reason, so the hearer will understand that the chair was the great chair. data 5: ruby: he was golfer? * gertrude: jack tried many, many things. it was hard for him...to see things come so easily for calvin. he couldn’t understand. a great gift can be a burden in its own right. it can be lonely. this situation happened when ruby was asking about her husband and thought that he was a golfer. gertrude answered it with the long answer and explanation. from that situation, gertrude was flouting maxim of quantity. it can be seen when gertrude was answering with the long answer “jack tried many, many things. it was hard for him...to see things come so easily for calvin. he couldn’t understand. a great gift can be a burden in its own right. it can be lonely.” which is actually unnecessary. gertrude actually just had to answer yes or no to fulfill the maxim of quantity. data 6: cyrus: what are you doing? you have to talk to adam and mandi. calvin: who? cyrus: adam and mandi. the producers who want to take over your option? check your messages. this is one of flouting maxim of quantity. cyrus replied it and explained who calvin must to see. maxim of quantity is fulfilled when someone obeys with giving the information that is only needed. but if someone does not obey it, it means that they flout maxim of quantity. in this case, cyrus flouted maxim of quantity. it is proven when calvin asked “who?” and cyrus answered with giving additional answer rather that “no.” she gave the long answer “adam and mandi. the producers who want to take over your option? check your messages.” data 7: girl: is he scottish? calvin: i named him for f. scott fitzgerald. this is one of flouting maxim of quantity. calvin replied it and explained who ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 227 scottish is. maxim of quantity is fulfilled when someone obeys with giving the information that is only needed. but if someone does not obey it, it means that they flout maxim of quantity. in this case, calvin flouted maxim of quantity. it is proven when girl asked “is it scottish?” and calvin answered with giving additional answer rather that “no.” data 8: ruby: would you have been mad if i was wearing my bikini? calvin: you weren’t wearing your bikini. do you know how it looked? my agent was there. my ex was there! this is one of flouting maxim of quantity. calvin replied it and explained why ruby cannot use bikini. maxim of quantity is fulfilled when someone obeys with giving the information that is only needed. but if someone does not obey it, it means that they flout maxim of quantity. in this case, calvin flouted maxim of quantity. it is proven when ruby asked “would you have been mad if i was wearing my bikini?” and calvin answered with giving additional answer rather that “no.” he gave the long answer “you weren’t wearing your bikini. do you know how it looked? my agent was there. my ex was there!” flouting maxim of quality data 1: harry: golf tomorrow? calvin: i’m seeing cyrus. (he softens.) maybe friday. the conversation happened when harry asked about calvin to have golf. calvin answered it with doubt. this data can be categorized as flouting maxim of quality. when the speaker disregards this principle, it did not reflect what they believed to achieve the highest quality; a maxim that allows the speaker to make a contribution that is real, that doesn't say what is assumed to be false and does not say what the speaker lacks sufficient proof for. so calvin did not convince that he could play golf tomorrow. data 2: ruby: i’m sorry. everything’s been so up and down recently. it’s like my internal compass is just...gone. maybe i should talk to someone. you used to see someone, right? calvin: dr. rosenthal. ruby: maybe you should go back. the conversation happened when calvin might think he was crazy because his dream girl became a real one. he asked maybe he could meet doctor. calvin answered it with doubt. this data can be categorized as flouting maxim of quality. lasiana, zia hisni mubarak an analysis of flouting maxim in ruby spark movie 228 when the speaker disregards this principle, it did not reflect what they believed to achieve the highest quality; a maxim that allows the speaker to make a contribution that is real, that doesn't say what is assumed to be false and does not say what the speaker lacks sufficient proof for. so calvin did not convince that he would come or not to the doctor flouting maxim of relevant data 1: calvin: who’s that? harry: you tell me... this conversation happened when calvin saw something strange in his house and he asked who that was. this conversation is the data of flouting maxim relevant. if the speakers of a conversation failed to be relevant in communicating, they will flout maxim of relevant. it can be seen from harry’s utterance that he gave unnecessary additional information; harry flouted the maxims of relevance by giving unnecessary additional information to the topic being talked about. data 2: ruby: were you disappointed? when you got to know me? * calvin: how can you ask that? from the utterance above, it happened when calvin and ruby were talking about their first meeting. when ruby asked calvin, calvin did not answer the question directly to the point. this could happen if people did not want to say directly, they flouted maxim of relevant by saying “how can you ask that?” calvin decided not to answer the conversation topic. that is why he flouted maxim of relevant. data 3: calvin: hi, where are you? ruby: yeah, um, a bunch of people from class decided to go out. from the utterance above, it happened when calvin and ruby were not together because of any problem. when calvin asked ruby, ruby did not answer the question directly to the point. this could happened if people did not want to say directly, they flouted maxim of relevant by saying “yeah, um, a bunch of people from class decided to go out” ruby decided not to answer the conversation topic. that is why she flouted maxim of relevant. data 4: calvin: can you not feed scotty off the table? it’ll upset his stomach. * ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 229 mort: don’t worry! dogs love human food. this conversation happened when calvin told mort not to feed his dog. this conversation is the data of flouting maxim relevant. if speakers of a conversation failed to be relevant in communicating. it can be seen from mort’s utterance that he gave unnecessary additional information; mort flouted the maxims of relevance by giving unnecessary additional information to the topic being talked about. flouting maxim of manner data 1: ruby: calvin! i forgot to tell you. your mom’s going to teach me how to bake a pie. she says we can pick the berries straight from the garden. (getting in bed) isn’t that cool? calvin? calvin: she didn’t used to be like this. this situation happened when ruby asked to calvin that his mom taught her to cook. when ruby asked “isn’t that cool?” calvin replied “she didn’t used to be like this.” here, ruby has flouted maxim of manner with saying “she didn’t used to be like this.” this sentence can be said that is ambiguous. the reason why calvin flouted this maxim is to get attention, sometimes people use identical word in one situation to get attention from others. data 2: harry: you’re so beautiful. isn’t she the most beautiful girl? susie: okay, time for bed. come on, crazy. this conversation happened when harry asked susie about his new girlfriend whether she was beautiful or not. but susie did not answer directly towards to the question. this conversation is one of flouting maxim of manner, which did not give the relevance answer based on the question that had been talked about. she preferred to answer “okay, time for bed. come on, crazy.” the reason is she did not want to talk about this matter again. data 3: mandy: who would you want to play charlie? adam: that’s the question, right? this situation happened when mandy asked to charlie in reunited school. when mandy asked “who would you want to play charlie?” adam replied “that’s the question, right?” here, adam has flouted maxim of manner with saying “that’s the question, right?” this sentence can be said that is ambiguous. the reason why adam flouted this maxim is to get attention sometimes people use identical word lasiana, zia hisni mubarak an analysis of flouting maxim in ruby spark movie 230 in one situation to get attention from others. after analyzing the data, the research found some findings. there are 4 types of flouting maxim found related to the flouting that they had flouted in ruby spark movie by zoe kazan during their conversation the movie itself. the researcher also found the data take from the movie. from the result of the data in the table above, total of the utterances which contain flouting maxims are 11 utterances. the data can be classified as 4 types, they are flouting maxim of quantity 8 data, and flouting maxim of quality only 2 data, flouting maxim of relevant 4 data, and the last is flouting maxim of manner 3 data. the most dominant appear is flouting maxim of quantity which has 8 data. the reason is because all the character wanted to show their explanation regarding to the plot. to make the answer more detail and easy to be understood. conclusion from all the research analysis and finding above, it is important to know whether they flouted the maxim and why they did that. this article can classify the type of flouting maxim in ruby spark movie. the finding reveals that the characters like to obey the cooperative principle unconsciously but others still understood what they talked about. as a result of this research, it contains flouting maxim of quantity, quality, relevant, and manner. after all the data research found and the conclusion was made, the research gives suggestion for the reader who reads this research. for the other researchers who is going to analyze this research, they should do this research with the direct source because if they analyze in novel, movie, and script. it would be easier. for the reader who is student or ordinary people, they must consider their talk between each other because misunderstanding always happens, but the important is being polite and not saying words that could insult people is the point. references burhan, r., mulyawan, i. w., & sedeng, i. n. (2018). flouting maxim in bbc series “sherlock: a study in pink.” humanis, 22(1973),764. https://doi.org/10.24843/jh.2018.v22.i03.p29 cutting,j.(2002). pragmatics and discourse: a resource book for students. london: routledge. grice, h. p. (1972). intention and uncertainty. new york: oxford university press. lina, a, a. h. s. (2016). flouting maxim by sherlock holmes and dr. watson in tv series of sherlock season 1. journal of english language and education, 2(2), 12. https://doi.org/2541-6421 ideas, vol. 8, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 231 masruddin, m. (2018). lessons in old man and the sea. ideas: journal on english language teaching and learning, linguistics and literature, 1(1). doi:https://doi.org/10.24256/ideas.v1i1.126. mugheri, n. a., ayaz, p., qureshi, a., & mugheri, r. a. (2018). the importance of pragmatics in english language teaching. 18(49042), 112–125. sudaryanto. (1993). method dan teknik analysis bahasa. yogyakarta: duta wacana university press. thomas, j. (1995). learning about language meaning in interaction. united kingdom: cambridge university press. tsamratul’aeni, t. (2019). politeness strategy used by lecturer in teaching process. ideas: journal on english language teaching and learning, linguistics and literature, 7(2). doi:https://doi.org/10.24256/ideas.v7i2.1036 yule, g. (2010). the study of language (4th ed.). new york: cambridge university press. yuliasri, i. (2014). the shift of grice’s maxim flouting in indonesian translation of the donald duck comics. arab world english journal, (3), 225–238. retrieved from http://proxy.libraries.smu.edu/login?url=http://search.ebscohost.com/login.a spx?direct=true&db=eue&an=97342850&site=ehost-live&scope=site zebua, e. (2017). the violation and flouting of cooperative principles in the ellen degeneres talk show. language circle journal of language and literature, 12(1), 103–113. https://doi.org/10.15294/lc.v12i1.11474 https://doi.org/10.24256/ideas.v1i1.126 https://doi.org/10.24256/ideas.v7i2.1036 the particular dialect or language that a person chooses to use on any occasion is called a code 287 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp. 287 299 efl students’ perceptions of the causes of scientific writing anxiety norhidayah fitriani1, sabarun2, zaitun qamariah3 *norhidayahfitriani03@gmail.com 1,2,3 faculty of teacher training and education, state islamic institute of palangka raya, indonesia received: 2022-04-12 accepted: 2022-06-06 doi: 10.24256/ideas.v10i1.2637 abstract the study was aimed at investigating the levels of scientific writing anxiety and describing the students’ perceptions of the causes of scientific writing anxiety. this research used mixed-method with explanatory sequential as a research design. the students in fifthsemester of english education iain palangka raya from 4 classes were involved as the subject of the research. the data was obtained by distributing 51 closed-ended questionnaires and by interviewing 6 participants. the result showed the majority level of writing anxiety is high level with 34 of 51 students or 70.5% students that experienced high level of writing anxiety. in addition, the result also revealed that time constraints, language difficulties, a lack of experience or insufficient writing practice, fear of failure, received negative evaluation from the teacher and classmates were the most significant factors causing students to feel anxious when writing scientific papers. keywords: efl students’ perceptions; scientific writing; writing anxiety introduction in university realm, students need to master four skills in learning english as a foreign language such as listening, speaking, reading and writing. in the case of productive skills such as writing, students assume that writing also the highest difficultly skill both in the mother tongue and in esl/efl (wahyuni and umam, 2017). in fact, students in educational settings are expected to be writing expert because students must complete assignments such as working on research project, thesis, and dissertation. therefore, students must pay closer attention to the scientific style of writing as well as the more complex aspects of writing. the complexity of the process in the scientific style of writing tends to make http://u.lipi.go.id/1457703302 norhidayah fitriani & sabarun & zaitun qamariah efl students’ perceptions of the causes of scientific writing anxiety 288 students’ have psychological problems such as anxiety. it happens when the teacher checks the students’ writing or when the teacher makes the students under time pressure their mind becomes blank (zhang, 2011). therefore, anxiety becomes one of the factors which influence the learning process in writing english. in line with alsawalha and chow (2012) explained that anxiety in writing is one or more feelings, attitutes, or action that affect the students ability to begin, work on or complete a specific writing job. anxiety in writing makes students avoid writing because students are worried about grammar and the assessment of their writing. in the correlation study conducted by miri and joia (2018) exploring the perceived students experienced writing anxiety of five afghan english language majors, its results showed the major reason behind students writing anxiousness was students’ little exposure to writing activities. jawas (2019) in her study tried to identified factors that contribute in students’ writing anxiety experienced and students’ strategies to solve it. the result of the study showed the most dominant factors of writing anxiety was essay writing that must be finished in the classroom, and for the strategies to manage students’ writing anxiety was the collaborative works in pairs or small groups for developed idea while writing and essay construction. bastug et al (2016) tried to found out the causes, the impact, and the process of writer’s block experiences by a group of classroom. a phenomenological design was used with qualitative approach and focus group for the interview. as the result found students experience writing anxiety when writing composition in a classroom with limited time during the exam, when writing informative texts, and when writing a poem. the causes of writing anxiety are because fear of providing incorrect content, lack of knowledge about the topic, and lack of ability to organize the information. in a similar study, wahyuni and umam (2017) investigated the levels, dominant types, and main factors of writing anxiety. the findings revealed that 54% of students had high levels of writing anxiety, while 44% had moderate levels of writing anxiety, and the most common type of writing anxiety was cognitive anxiety and there are also four major causes of writing anxiety, including a lack of time, less writing practice, linguistic challenges, and concern about a negative comments from the teacher. the researcher conducted the research with several similarities and differences from previous researches. this research tried to fill some gaps not explored yet from the previous researches. most studies investigated general style of writing such as level, causes and strategies in writing. this study provided more specific style of writing based on the students perspective. the study was conducted in iain palangka raya with fifth-semester students from english education study program. the aims of this study to investigated students’ types of writing anxiety and to describe what students think about the factor that causes their anxiety in scientific writing. understanding students’ perceptions about their experienced in writing anxiety will assist students, lecturers, and english teacher to find out a better strategies to use, apply effective method to teach, handle, solve the students anxiety ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 289 in writing during writing process in classroom. therefore these aims are formulated in the research questions : (1) what are the levels of writing anxiety among efl students in the fifth-semester. (2) how are the students’ perceptions of the causes of their scientific writing anxiety. method this study used mixed-method with explanatory sequential as a research design. according to creswell (2012), a mixed-method study is one in which the researcher gathers and analyze data, integrates findings, and make conclusion. this research data is both quantitative and qualitative. the questionnaire responses for research question number one are incorporated into quantitative data. the interview data from the subject of investigation is used address research question two. the subject of this study was 5th semester students of english education study program in iain palangka raya. there were 4 classes (a,b,c and d) involved in this study. two instruments were used in this study. the first one was second language writing anxiety inventory (slwai) by cheng (2004) which is a 22-item questionnaires to measure students’ level of anxiety in writing english. the distribution of items categorized into subscales namely with the same aspects as somatic anxiety (negative feelings), cognitive anxiety (negative expectation and preoccupation), and avoidance behaviour ( avoidance in writing) with three subcategories of items is as follows somatic anxiety (2,6,8,11,13,15,19), cognitive anxiety (1,3,7,9,14,17,20,21), avoidance behavior (4,5,10,12,16,18). the questionnaire used likert scale 5 choice response with format 5 (strongly agree), 4 (disagree), 3 (undecided), 2 (disagree), 1 (strongly disagree). according to zhang (2011) suggested that five items of the questionnaire (1,4,17,18,22) were negatively worded and reversely scorded before being summed up with adjusting the values assigned from “strongly agree” to “strongly disagree” so that response “strongly disagree” received score 5 instead of 1. to measure students’ level of writing anxiety with a total score >65 (high level), 50-65 (moderate level) and <50 (low level) (zhang, 2011). the second instrument was interview. an interview was administered to 6 students ( 2 randomly selected students from each levels of anxiety). the interview used semi-structured interview and the questions are related to students’ perceptions of the causes of their scientific writing anxiety adopted by miri and joia (2018). in this study, for collecting the questionnaire data gathered with google form and recording the interview process face to face with the interviewees. the collected data questionnaire was analyze using microsoft excel and interview data was analyze with three steps; data reduction, data display, and conclusion drawing verification develop by miles and huberman (2014). results students’ levels of writing anxiety the results displayed on below tables are based on the total summed up each norhidayah fitriani & sabarun & zaitun qamariah efl students’ perceptions of the causes of scientific writing anxiety 290 items of the questionnaire to find out the students’ levels of writing anxiety. the data analysis is presented as follows: table 1. students’ level of writing anxiety students total score level of anxiety s1 98 high s2 96 high s3 90 high s4 86 high s5 85 high s6 83 high s7 83 high s8 81 high s9 78 high s10 78 high s11 76 high s12 76 high s13 76 high s14 75 high s15 74 high s16 74 high s17 74 high s18 74 high s19 74 high s20 74 high s21 73 high s22 73 high s23 73 high s24 73 high s25 72 high s26 72 high s27 71 high s28 70 high s29 69 high s30 69 high s31 68 high s32 67 high s33 66 high ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 291 s34 66 high s35 66 high s36 66 high s37 65 moderate s38 65 moderate s39 63 moderate s40 63 moderate s41 63 moderate s42 63 moderate s43 57 moderate s44 57 moderate s45 56 moderate s46 55 moderate s47 55 moderate s48 54 moderate s49 54 moderate s50 50 moderate s51 42 low the result of the questionnaire presented the analysis of students’ levels of writing anxiety in scientific writing subject. furthermore, the table showed that from 51 students 36 or 70.5% students were indicated had high level of anxiety in writing english. it means that most of the students felt anxious while writing english in scientific style of writing or (in) scientific writing subject. in addition, the table showed that from 51 students 14 or 27.4% students were indicated had moderate level of anxiety in writing english. it shows that 14 students sometimes felt anxious while writing english in scientific style. moreover, the table also showed only 1 students from 51 students that have low level anxiety in writing english. it can concluded that the dominant levels of writing anxiety that students have is high level. this results, are similar to (wahyuni & umam, 2017; kabigting et al, 2020) who found the majority more than 50% of their participants had high writing anxiety score. in my context of study, the majority of the students had high anxiety writing score which valued more than 70% and the other results are moderate level and low anxiety. students’ perceptions of the causes of scientific writing anxiety the findings were presented with the analysis of the data collected which students’ perceptions of the causes of scientific writing anxiety. after knowing the finding of the students’ level of writing anxiety. the following questions of the interview related to the students opinion and experience about the causes of writing anxiety that they face in scientific writing based on each dominant level which is norhidayah fitriani & sabarun & zaitun qamariah efl students’ perceptions of the causes of scientific writing anxiety 292 high anxiety and moderate anxiety. therefore, to answered the research question, the study employed open interview to the respondents. there were six questions, dialing with the first question, the respondents gave responses as follows: a. the first question, have you ever felt nervous when starting to write in english? based on the answer of the question, the researcher found mostly students in high and moderate level of anxiety felt nervous when starting to write in english, it happens sometimes and even often that depends on the situation. b. second question, why do you have anxiety in writing english? based on the students’ answer, the researcher found there is no different between high and moderate level of anxiety. the students have anxiety in writing high level moderate level s2 : “often.” s8 : “it often happens.” s15 : “sometimes.” s40 : “sometimes.” s44 : “often.” s50 :“yes, but it depends on the situation.” high level moderate level s2 : “afraid of being wrong in front of my friends, afraid of wrong grammar, and sentence structure.” s8 : “the situations during exams and limited time, if the deadlines is long, it’s not a problem.” s15 : “fear of writing in english, afraid of wrong grammar, afraid of not understanding.” s40 : “i am more afraid of making mistakes in the aspect of writing such as grammar.” s44 : “if the topic has been determined and i haven’t mastered the topic, but if the topic is free, then i will do it best on my ability.” s50 : “during the exam, i will definitely be anxious because i am afraid that i will not have enough time to do it, plus a test supervisor, such as monitoring our movements that will continue trigger my anxiety, but if the situation via online and the time to collect it is long, it will reduce my anxiety.” ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 293 english because they are afraid making mistakes or wrong grammar, limited time, being wrong in front of friends, and unfamiliar topic of writing that has been determined. c. is there any factor that causing your anxiety in writing? norhidayah fitriani & sabarun & zaitun qamariah efl students’ perceptions of the causes of scientific writing anxiety 294 high level moderate level s2 : “first, it’s from myself, i am an introvert, when my friends laughed at me because my writing is bad, it makes me felt anxious.” s8 : “for the internal factor, for example from myself, because the lack of vocabulary, lack of practice and lack of reading as well and for external factor such as noise interference or from neighbors because my class is online and practice at home.” s15 : “afraid of being wrong, afraid of being corrected by lecturer, for example, afraid of being embarrassed because we already a students and still can’t do the writing.” s40 :“yes, the external factor, for example, is that we are given an hour, so we don’t have enough time.” s44 :“in the past, i was actually traumatized by school because i had participated in the english writing olympiad and the time was short, the results weren’t good, so it’s been like that until now.” s50 : “for example, during the exam, the first example is because of the time limit, secondly there is a lack of vocabulary. if the study was online, it’s better because i can still find references from the internet. if offline is more difficult, namely lack of vocabulary, time, makes me become more panic.” from the script of interview above, the result found that students felt more anxious because the limited time of writing especially during exam, lack of vocabulary, practice and reading related about the topic, evaluated and corrected by lecturer in front of other students, and the distraction from neighbors during online class. it can concluded that students mostly have anxious because the limited time during writing in english. d. how does writing anxiety affect the result of your writing? high level moderate level s2 : “i just write what i feel and put it in written form.” s8 : “mostly the result of my writing is not as expected, because the lack of grammar.” s15 : “the result of writing is different with what i expected, so, it makes me can’t develop my writing skills because of anxiety.” s40 : “what is certain is that, for sure, because of a panic my writing score was unsatisfied.” s44 : “sometimes good sometimes bad.” s50:“definitely doesn't match expectations because i'm afraid that for example the results of my writing will be evaluated .” ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 295 based on the students’ answer, the students said that they were unsatisfied with the result of their writing, because the lack of grammar, afraid if the result will be evaluated by lecturer. therefore, it makes the students can’t developed their writing skills. e. how does writing anxiety affect your writing performance? high level moderate level s2 : “if stress affects my writing, it’s like the grammar is lacking, it’s like it doesn’t connect from paragraphs one and two.” s8 : “indeed, often it is due to lack of vocabulary and sometimes there are misunderstandings as well as understanding the instructions given.” s15 : “the impact is even more frightening.” s40 : “more blank and the performance is not optimal.” s44 : “if the process involves a lot of deleting, deleting, blank, doubt myself and ask myself about the grammar correct or not.” s50 : “from the body that can be seen, it is shaking, excessive sweating, its performance is disrupted, moreover, the previous factor is that the lack of trigger vocabulary around us makes it really destroyed.” based on the students’ answer, the affect of writing anxiety in their writing performance such as for students in high level of anxiety felt stress during the writing process because the lack of grammar, lack of vocabulary, more frightening, difficult to create supporting sentences, and misunderstanding the instruction of the assignment. for students in moderate level of anxiety, students the process of writing is more complicate because it involves a lot of deleting, doubt of theirself especially about the use of grammar and from the body that indicated anxiety affect the process of writing that can be seen, it is shaking and excessive sweating. norhidayah fitriani & sabarun & zaitun qamariah efl students’ perceptions of the causes of scientific writing anxiety 296 f. how do you solve those problems? high level moderate level s2 : “by searching, creating new structure and asking my friend to correct my mistakes.” s8 : “maybe it's adapted to a hobby because i like to watch a movie, watch movies that use english and often listen to songs and try to translate them.” s15 : “practice to write in english more often or practice to write the structure in writing for example writing essay, increasing vocabulary and learning grammar.” s40 : “look for references to topics, check the grammar using dictionary.” s44 : “ yes, i have. 5 minutes before starting to write in english, i have to take a breath, relax, calm down, and drink water. and if the lecturer told the topic a week before the assignment of writing, i would have read it first, if there is no announcement about the topic, i would do as best as i can.” s50 : “ because, my biggest factor that makes me anxious while writing in english is the lack of vocabulary. and for increasing my vocabulary, i like to listen to music, and sometimes there is a difference between music in past and now, so if i don’t know a word, try checking the dictionary and google translate.” based on the students’ answer, the students said for students in high level of anxiety, their strategies to solve the anxiety problem with search journal as the references, increase their vocabulary with watch a movie, listen english song and translate the new word, practice to writing in english more often. for students in moderate level of anxiety, the strategies to solve their anxiety problems with, look for references, check grammar, and make their body more relax. discussion the finding revealed that (1) there were 36 of 51 students or 70.5% students had high level of anxiety in writing english, 14 or 27.4% students had moderate level of anxiety, and 1 student that had low level of anxiety. therefore, it can indicated that the dominant level of writing anxiety in fifth semester students is high level of anxiety. (2) the researcher found most students explained negative perception toward the causes of their scientific writing anxiety. the factors that causes their scientific writing anxiety were time pressure, language difficulties, lack of experience or insufficient writing practice,and fear of evaluation from the teacher and negative comments from classmates. therefore, it can be concluded that the major factor that causes students anxiety in writing english was external factor. ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 297 moreover, to support the result of the questionnaire was in line with wahyuni and umam (2017), the dominant level of anxiety was high level of writing anxiety with 27 students (54 %); 22 students (44 %) experienced moderate level of writing anxiety, and 1 student (2 %) experienced low level of writing anxiety. furthermore, the interview findings agreed with zhang (2011) regarding the factors that causes students anxiety in writing which includes language difficulties, a lack of experience or insufficient writing practice, and fear of teacher evaluation. the finding was in accordance with jawas (2019) that the students felt anxious every time they had to write with time-restricted assignment that must be done in a time-limited period. liu & ni (2015) identified the causes of the english writing anxiety were (1) limited in vocabulary, (2) lack of english writing practice, (3) not familiar with the required writing genre that caused them to become anxious. another researcher, miri & joia (2018) explained the factor which contributed to writing anxiety were fear of making mistakes, linguistic difficulties such as grammatical structure and vocabulary and difficulty generating ideas. moreover, bastug (2017) found the participants suffer when writing a composition in a certain period of time or during an exam, the lack of sufficient information about the content and fear of providing wrong information. in addition, sabti et al (2019), fear of making mistakes, being negatively evaluated by teachers and classmates, and some physical symptoms, such as sweating, all contribute to students’ writing anxiety. furthermore, wahyuni & umam (2017) the main factor that causes students writing anxiety were time constraints, fear of negative comments, linguistic difficulties and a lack of writing practice. according to wahyuni and umam (2017) explained that linguistic difficulties are the primary cause of writing anxiety because of their lack of linguistic knowledge, such as grammar and vocabulary, the students are anxious while writing in english. it also happens because students while writing english compositions students always translate their writing in indonesia into english, they do not think directly in english. as a result, it makes students concentrate more on content and organization and producing their anxiety in writing english. therefore, students need to overcome their anxiety in writing english with several strategies. according to liu & ni (2015) there were several strategies for dealing with anxiety, including comforting themselves, revising the essay repeatedly, continuing to write despite the anxiety, reading other students’ essays, and turning to dictionary. in addition, jawas (2019) identified several strategies that can reduce students’ anxiety, including improving background knowledge about the topic, finding supporting sentences that will be relevant with the topic, pausing during the writing process, taking breaks, discussing writing problems with peers, and attempting to stay focused and calm. in the same vein, zhang (2011) state that the teacher should help the students to overcome their writing anxiety such as with memorizing and imititation starategies students can be familiar with different topics and genres of english writing. in the process of writing, the teacher should provide students with sufficient information and material as well as adequate opportunities norhidayah fitriani & sabarun & zaitun qamariah efl students’ perceptions of the causes of scientific writing anxiety 298 of guided practice, learning and teaching should neither stand at the level of vocabulary and grammar nor at techniques in dealing with test. conclusion the finding concluded that (1) there were 36 of 51 students or 70.5% students had high level of anxiety in writing english, 14 or 27.4% students had moderate level of anxiety, and 1 student that had low level of anxiety. therefore, it can indicated that the dominant level of writing anxiety in fifth semester students is high level of anxiety. (2) the researcher found most students explained negative perception toward the causes of their scientific writing anxiety. the factors that causes their scientific writing anxiety identified the following: (1) time pressure, (2) language difficulties, (3) lack of experience or insufficient writing practice, (4) fear of evaluation from the teacher and fear of negative comments from classmates. therefore, it can be concluded that major factor that causes students anxiety in writing english was external factor. based on the findings of the study shows that majority of students in fifthsemester had high level of anxiety with several primer causes of scientific writing anxiety such as, time pressure, language difficulties, lack of experience or insufficient writing practice, fear of evaluation from the teacher and fear of negative comments from classmates. it would be better if the teacher can use several strategies after known the causes of students’ anxiety in writing english. the researcher suggest the next researcher will investigates the factor of students’ anxiety in other skills such as listening, speaking, and reading. the researcher also suggest that the next researchers do the study by using other kinds of research method to obtain the accurate result of the research, further research also can be done to find out about level, types, or the causes of students anxiety in another skills in english such as, listening, speaking, and reading. acknowledgement this article entitled “efl students’ perception of the causes of scientific writing anxiety” has been submitted for the article in this journal. the researcher wants to thank to the people or students who always support, help, and give a good suggestion for this research that can be published in this journal, that the researcher hopes with this research can helps the teachers, lecturers, and students to find out better strategies after know the causes of their scientific writing anxiety. references al-sawalha, a. m. s, & chow, t. v. v. (2012). the effects of writing apprehension in english on the writing process of jordanian efl students at yarmouk university. international journal of interdisciplinary education studies, 1(1): 6-14. bastug, m., ertem, i., & keskin, h. k. (2016). a phenomenological research study on writer’s block: causes, process, and results. educational and training. ideas, vol. 10, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) 299 http//doi.org/10.1108/et-11-2016-0169 cheng. (2004). efl students writing anxiety: sources and implications. english teaching & learning. creswell, j. w. (2012). educational research planning, conducting, and evaluating quantitative and qualitative research (4th ed.). boston, ma pearson. jawas, umiati. (2019). writing anxiety among indonesian efl students: factors and strategies. international journal of instruction. 12(4):733-746. http://doi.org/10.29333/iji.2019.12447a kabigting, r. (2020). anxiety and writing ability of filipino esl learners. department of education of the philippines. http://doi.org/10.32996/ijllt.2020.3.7.14 liu, m., & ni, h. (2015). chinese university efl learners’ foreign language writing anxiety: pattern, effect and causes. english language teaching journal. http://dx.doi.org/10`5539/elt.v8n3p46 miles, matthew b., a. m. huberman, and johnny saldaa na. (2014). qualitative data analysis: a methods sourcebook third edition. thousand oaks, california: sage publications. miri, m. a., and joia, j. (2018). writing anxiety in an afghan efl setting: voices from five afghan students. journal of foreign language teaching and learning. vol. 3 14-29. http://doi.org/10.18196/ftl.3125 sabti, a. a, rashid, s. m., nimehchisalem, v., & darmi, r. (2019). the impact of writing anxiety, writing achievement motivation, and writing self-efficacy on writing performance: a correlation study of iraq tertiary efl learners. sage publications. http:doi.org/10.1177/2158244019894289. wahyuni, s. and umam, m. (2017). an analysis on writing anxiety of indonesian efl college learners. journal of english education and linguistics studies (jeels). volume 4. http://doi.org/10.30762/jeels.v4i1.333 zhang, h. (2011). a study on esl writing anxiety among chinese english majorcauses, effects and coping strategies for esl writing anxiety. kristiansan university of sweden. http://doi.org/10.32996/ijllt.2020.3.7.14 http://dx.doi.org/10%605539/elt.v8n3p46 http://doi.org/10.18196/ftl.3125 http://doi.org/10.30762/jeels.v4i1.333 the particular dialect or language that a person chooses to use on any occasion is called a code 2130 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2130 2138 role of teaching assistants in upgrading learning quality in junior high school yuliyanah sain 1 windari yusriani 2 muhamad badrun 3 yuliani 4 nur haizan 5 al fatah razak 6 yuliana.sain@umkendari.ac.id 1,2,3,4,5,6universitas muhammadiyah kendari received: 2022-09-03 accepted: 2022-12-17 doi: 10.24256/ideas.v10i2.2981 abstract this service is motivated by the education assistance activities batch 3, as a form of implementation of the learning merdeka campus merdeka (mbkm) in the form of educational assistance that allows students to support their learning process in high school. the program is based on six months of face-to-face classes. this program will be carried out to determine whether there is an increase in learning outcomes after the educational assistance program is implemented at smpn 20 kendari. the methods used are classroom observation, teacher-student collaboration, and direct instruction, learning design, and learning assessment. as a result of these activities, the learning outcomes produced by students during the learning process increased significantly. keywords: mbkm, teaching assistance program, students introduction education is a basic human need. because with education people can know everything they don't know. the world of education cannot be separated from teacher intervention. as one of the most important elements of education, teachers should also be at the forefront of playing an active role in conducting effective teaching and learning activities. yudhoyono (2007) said education must meet the right standards, methods and curriculum, as well as good quality teachers. http://u.lipi.go.id/1457703302 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2131 teachers are responsible for meeting all the needs of their students, so teachers must have the necessary skills and abilities to teach their students professionally. the success of management depends on the quality of educators. an educator is not only smart and has a title, but he has faith, piety, and a noble character, and he applies his knowledge according to his duty. ariani (2013) stated skilled is capable of completing tasks, able and nimble. teacher professional development motivates students to improve the quality of their education and achieve maximum results. advances in science and technology force educators to work competently. professionalism requires acceptable confidence and abilities so that a person is considered worthy to carry out the task of being a teacher, tika (2013). according to the ministry of education and culture, freedom of learning means giving freedom and autonomy to educational institutions and independence from bureaucratization. based on permendikbud no. 3 of 2020 article 15 paragraph (1), it can be done within the study program and outside the study program, including: student exchange (building friendships between students), campus teaching (this program aims to devote oneself to the community and schools outside the campus area) and teaching assistance in the education unit. the program aims to provide an opportunity for students with an interest in education to ground and deepen their knowledge by becoming teachers in an educational unit. this program is conducted by students in educational units such as elementary, middle school, and high school. schools with teaching practice are located in the city. research or research for research-interested students, independent learning can be realized in the form of research activities at research institutes/study centers. student involvement in the program is typically voluntary and short-term. nevertheless, this program is designed by a public institution to obtain a credit rating from a university. this program runs for one semester or six months. the purpose of the teaching assistantship is to give interested students the opportunity to participate in the classroom and increase their knowledge by becoming a teacher in an educational unit. contribute to improving equity in education quality and the link between primary and secondary education and tertiary education and time. free learning according to suhartoyo (2020) has the essence that students will have the freedom to think both individually and in groups, so that in the future they will be able to give birth to students who are critical, superior, innovative, collaborative, and participative. nurgiyantoro (2010) who stated in learning what must be considered is the process, not merely the result end. the policy of the independent learning program is not only designed for elementary schools, but also for universities. at the tertiary education level, there are different types of activities that students can do, such as the class 3 tutoring assistant program.. yuliyanah sain, windari yusriani, muhamad badrun yuliani nur haizan al fatah razak role of teaching assistants in upgrading learning quality in junior high school 2132 the school that is a partner in the implementation of the teaching assistance program is smpn 10 kendari which is located in jl. ruruhi, anggoeya, poasia district, kendari city, southeast sulawesi province. the scope of the batch 3 teaching assistant program includes learning english in 7th-8th grade. in this program, students are expected to have the opportunity to develop their interests, add to their knowledge and gain learning experience. furthermore, it is hoped that the program will enhance the effectiveness of the learning process in the final assessment of student learning outcomes. method conducted by smpn 20 kendari students and field supervisors, this class 3 instructional activity is designed to help teachers of english subjects improve student learning outcomes. this activity is carried out according to a stepwise method: preparation stage, implementation stage and analysis stage. the preparation phase consists of activity reporting, acceptance and observation. the implementation phase consists of several activities, such as teaching, assessment questions, and monitoring end-of-semester exams. the results analysis phase is the preparation of the final report, service articles and teaching exams assessed by english teachers. table 1. stages of the method of service activities stages of dedication service activities stage 1 (preparation) 1. a debriefing session was held. specifically, the introduction of self-study on dedicated campuses, educational support programs, and internships for students and academic advisors. 2. acceptance, work with the principal, vice-principal, lead lecturer, and tutors to approve admissions. 3. internships and self-introductions by students who observe and observe the teaching and learning process of students after tenured faculty members. stage 2 (implementation) 1. education that occurs when teaching changes a student's learning for the better, improves the student's personality, uses the student's language, and increases the student's interest in learning. 2. supervises term-end exams administered at the start of exams and applies to all subjects. stage 3 (analysis) 1. for the final report, this stage allows students to complete a portfolio that includes in-class lesson plans, learning practice plans, observation notes from friends and colleagues, and suggestions from teachers. 2. instructional exams are conducted with teachers to ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2133 assess a student's ability to master the class and material. results and discussion a. preparation stage 1. debriefing a debriefing was conducted by students and field supervisors to provide the minimum knowledge required for teaching assistant activities at smp negeri 20 kendari. the debriefing material includes instructions for completing the journal or for activities to be conducted later during the teaching assistant program. and how to make a dedication article. 2. receiving coordinate with the principal, vice-principal and english teachers on the program delivery site. the reconciliation step includes several activities such as establish initial communication between the student and the principal, representatives, english teachers and fields her workers. the fieldworker then submitted permission from the university to run the program and several notices from the principal regarding school rules. yuliyanah sain, windari yusriani, muhamad badrun yuliani nur haizan al fatah razak role of teaching assistants in upgrading learning quality in junior high school 2134 picture 1. reception with principal, vice principal, and english teachers. 3. observation this observation section is divided into several aspects, such as observation methods, observation data sources, and observation results, namely: a. the method of observation, the first thing to do is to observe the state of the school environment and how teachers guide the learning process at smp negeri 20 kendari. this observational method aims to obtain good data on the physical condition of the school and on-going teaching and learning processes. b. data from initial observations were collected based on direct field observations and official observations.. c. the results of observations include learning outcomes, material design and learning implementation plans. picture 2. observation b. stages of implementation and results of service ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2135 1. each of these activities is conducted to provide an initial boost to the student's understanding of the learning material. this activity helps students understand the additional material given. this activity is at the core of our educational support program. meldina (2019) say that asking activities are one of the most important stimuli for students' curiosity; this is because asking is the initial process in thinking. yuliyanah sain, windari yusriani, muhamad badrun yuliani nur haizan al fatah razak role of teaching assistants in upgrading learning quality in junior high school 2136 picture 3. teaching process 2. ask assessment questions to check students' understanding of given material over several months. assessment questions are presented to students during the final semester assessment process, where they can later view the results of their comprehension of the material. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2137 3. assessment results are evaluated after students have submitted their assessment question answer sheets. the assessment also takes into account improvements in student learning. conclusion the main goal of the batch 3 teaching support program is to enable students to support their teaching and learning process at smp negeri 20 kendari. additionally, the program is being implemented to improve the quality of learning for her grade 8 students for the 2021-2022 school year. this class support activity was very well received by the school and the students of smp negeri 20 kendari. after completing the activities, students and teachers were very enthusiastic and motivated to conduct teaching and learning activities effectively and efficiently. the learning process in schools is also progressing well, which is reflected in the changing landscape of learning assessment in teaching and learning activities.. student services activities were implemented at smp negeri 20 kendari to provide smp negeri 20 kendari teachers and students with cost-effective integration into the education system. of course, this kind of activity is very well suited for collaboration between scientific disciplines. references ariani , d. (2013). enhancement motivation and skills _ _ counting through use of batang rod media in learning mathematics class iv sdn 03 rejosari kudus. university muhammadiyah surakarta. cassim, n., & moen, m. (2020). contribution of teaching assistants to quality education in grade 1 classrooms. south african journal of education, 40(1), 1–9. https:// doi.org/10.15700/saje.v40n1a1719 dore, r. a., & dynia, j. m. (2020). technology and media use in preschool classrooms: prevalence, purposes, and contexts. frontiers in education, 5(november), 1–14 huberman, a., & miles, m. (2012). understanding and validity in qualitative research. in the qualitative researcher’s companio n (vol. 62, issue 3, pp. 36–64). sage publications, inc. https://doi.org/10.4135/9781412986274.n2 idhayani, n., nasir, n., & jaya, h. n. (2020). manajemen pembelajaran untuk menciptakan suasana belajar menyenangkan di masa new normal. jurnal obsesi : jurnal pendidikan anak usia dini, 5(2), 1556–1566. https://doi.org/10.31004/obsesi.v5i2.911 yuliyanah sain, windari yusriani, muhamad badrun yuliani nur haizan al fatah razak role of teaching assistants in upgrading learning quality in junior high school 2138 law of the republic of indonesia number 20 of 2003 concerning the national education system. law of the republic of indonesia number 20 of 2003 concerning the education system national. president of the republic of indonesia meldina , tika . (2019). implementation of the learning start with a question strategy model increase skills ask student school basic . skilled journal education and learning basic . 6(2). 211-219 ministry of education. (2008). guide to development of teaching materials. jakarta:ministry of national education. mirzadeh, s. i., farajtabar, m., li, a., levine, n., matsukawa, a., & ghasemzadeh, h. (2020). improved knowledge distillation via teacher assistant. proceedings of the aaai conference on artificial intelligence, 34(04), 5191– 5198. https://doi.org/10.1609/aaai.v34i04.5963 nurgiyantoro , b. (2010). p rating p learning literature based on competence. yogyakarta: b p fe. sosinsky, l. s., & gilliam, w. s. (2011). assistant teachers in prekindergarten programs: what roles do lead teachers feel assistants play in classroom management and teaching? early education & development, 22(4), 676– 706. https://doi.org/10.1080/10409289.2010.497432 suhartoyo, e. (2020). contextual learning in realizing free learning. journal of community empowerment learning (jp2m). 1 (3), 161 suraya, s. n. (2016). peran asisten guru (teaching assistants) dalam maksimalisasi proses pembelajaran di kelas. premiere educandum : jurnal pendidikan dasar dan pembelajaran, 3(01), 109–117. https://doi.org/10.25273/pe.v3i01.63 yudhoyono , sb (2007). let's succeed program _ pro -people . speech _ beginning year p resident susilo bambang yudhoyono . jakarta, 31. tika, marselinus. teacher certification and professionalism. http://50304946.readyschool/com,2013 http://50304946.siap-sekolah/com,2013 http://50304946.siap-sekolah/com,2013 the particular dialect or language that a person chooses to use on any occasion is called a code online efl teaching and learning: different skills, different challenges ermawati1, nur fadillah nurchalis2, ahmed sardi3 ermawati@iainpalopo.ac.id 1 tarbiyah and teacher training faculty, institut agama islam negeripalopo, indonesia 2tarbiyah and teacher training faculty, sekolahtinggi agama islam negerimajene, indonesia 3tarbiyah and teacher training faculty, institut agama islam negeriparepare, indonesia received: 31 october 2020 accepted: 21 november 2020 doi: 10.24256/ideas.v8i2.1660 abstract online efl teaching and learning has been described as a viable method of dealing with the pandemic. only a few studies have focused on teachers' expectations as an important component of teaching effectiveness. as a result, the aim of this study is to ascertain teachers' perceptions of teaching english skills digitally, as well as their difficulties in dealing with them. the qualitative analysis approach was used in this sample, with three english teachers serving as respondents. it collects data through in-depth interviews. data is compiled, transcribed, and sorted according to the primary topic of each sentence. the findings revealed that efl teachers faced a number of difficulties when teaching english skills online.teachers struggle to find adequate resources for listening, depend exclusively on youtube, have difficulty recognizing students' comprehension, and do not consider last-year students to be relevant. in general, the internal network does not accept video conferences, there is a lack of feedback, and it is a time-consuming operation. teachers find it difficult to monitor their students' reading activity, loss of reading abilities, more studentcentered attitude, and poor attendance in class when it comes to reading. finally, pupils are unable to write proper sentences, and teachers do not provide any critical thinking activities. it has also been discovered that the receptive abilities of listening and reading are the most difficult to develop in relation to online learning. keywords: challenges, english skills, online learning introduction 373 copyright © 2020 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 1, june 2021 pp. 495 505 http://u.lipi.go.id/1457703302 mailto:ermawati@iainpalopo.ac.id ermawati, nur fadillah nurchalis, ahmed sardi online efl teaching and learning: different skills, different challenges a series of studies on online learning after the covid-19 pandemic discovered many challenges for teachers, pupils, and parents (adnan & anwar, 2020; atmojo & nugroho, 2020; morgan, 2020). they are difficulties ranged from a lack of infrastructure readiness to facilitate online learning to a lack of qualified human capital to carry out online learning (ermawati & umar, 2020). any topic in school presents unique difficulties when it comes to teaching through online learning. different features must be taught while teaching math, chemistry, social sciences, or language. english, for example, has four distinct skills, listening, speaking, reading and writing, and three components, vocabulary, grammar and pronunciation. to provide those skills and components in online learning, different methods are needed. some of them may be more difficult for face-to-face instruction, and others may be more difficult for online learning. despite the numerous concerns about online schooling after the pandemic, it does have benefits. as a distance learning option, online learning is available (kaharuddin et al., 2020; leonard & guha, 2001; morgan, 2020). online studying in the area of english as a foreign language is nothing new. there have been a bunch of online activities and teaching materials which spread in various digital platforms. however, prior to the covid-19 pandemic, online learning was most often used as a supplement to face-to-face learning. in indonesia, online learning was not the only paradigm for teaching and learning in schools. nonetheless, many educational institutions, such as open university, use absolute online instruction. the teachers often combined online and in-person instruction. online and face-toface experiences must be balanced in blended learning (smith, 2013). the presence of the covid-19 pandemic radically alters the learning environment. teachers must teach electronically for months, and students must study entirely online. online education and studying can no longer be avoided by both teachers and students. their literacy is being assessed and requested to improve. in the transition from face-to-face to online learning, efl teachers must find productive and efficient ways to teach four english skills when working under constraints (alhamami, 2018). english teachers must convert their instructional materials to digital formats so that they can be accessed online (khatoony & nezhadmehr, 2020). they must also choose the best forum for teaching and evaluating by taking into account the challenges that their students face. teachers of english must consider the standard of online learning. direct contact between students and teachers, as well as among students, is reduced by online learning. they should be able to maintain students' desire to learn during online learning because it often bores students (widjaja & chen, 2017). they are required to specifically plan their online instruction in order to ensure that the learning goals are met. at the same time, students also encountered several challenges during online learning (hoq, 2020). they have to provide facilities to follow the online classes (ermawati & umar, 2020). they must also learn how to use the new tools used by teachers to educate. many with financial difficulties face additional obstacles 374 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) because online learning is very costly (anggraeni, 2014). students must ensure that they have enough internet quota to join the online courses. each digital network consumes a unique amount of internet bandwidth. video conferencing via zoom, for example, consumes more of a student's internet quota than whatsapp. however, it is undeniable that the success of their application varies. both students and teachers are expected to accelerate and respond to the situation of online learning (onyema et al., 2020). the digital literacy gap between students and teachers also triggers enormous challenges in online learning (ermawati & umar, 2020). parents who are accompanying students studying at home during a pandemic must also be technologically literate. this is a difficult scenario for everyone because the presence of covid-19, which has an effect on school closing, is too abrupt. this is not the same as online preparation that has been scheduled since the semester begins. as a result, for online learning to be effective, both parties must work together. english teachers must be concerned with four skills when teaching efl. they are skills in listening, speaking, reading, and writing. each capability has its own distinct set of characteristics. of course, after months of going through online learning, teachers have found several adaptations in teaching and learning english skills. centered on the experiences of english teachers at a private islamic junior high school in rappang, indonesia, this study aims to explore the difficulties of teaching each english skill by online teaching and learning. method the qualitative analysis approach was used in this study. the aim of this study was to better understand the social world of teachers' viewpoints on online teaching and learning (brown & coombe, 2015). as respondents, three english teachers from each grade level took part. they were 7 th, 8th, and 9th grade english teachers. to collect data, the researchers used source triangulation. it sought to gather detailed information from various sources using the same method, namely a deep interview. the data were gathered and transcribed before being categorized into topics that corresponded to the study's objectives. results discussion there are many ideas from teachers for teaching english skills that begin with listening, speaking, reading, and writing. since teaching english in pandemic for several months, the teachers share their thoughts and experiences. they also identified some difficulties of adapting the instruction in online education and learning. the following are descriptions of english teaching and learning skills: listening a teacher can create his or her own listening ability materials rather than 375 ermawati, nur fadillah nurchalis, ahmed sardi online efl teaching and learning: different skills, different challenges using materials from the internet. this is how the instructor conducted his online english class using listening materials. a instructor produces his or her own content by taking into account the exact materials from the school's curriculum as well as the students' standard. an observation should be performed to determine the students' needs and level in order to select appropriate materials for students in online learning. any supplementary resources can be obtained from the internet to supplement the main text. this is emphasized by the teacher a who states: “they are given some videos and asked to write materials. if they cannot access the youtube, they could write materials. in my previous observation, i ask them that which one they like, watching or reading and mostly like watching. in fact, even the teacher provides video to watch, not all students can watch it. not all students are responding to the direction from the teachers.they mostly learn to listen from the video. i specifically create videos for learning like mr. z. then, the students listen it directly. but, when i evaluate the learning process in my daily assignment, most of the students are not able to answer the questions correctly. as i know, in junior high school, there is no specific materials for listening or any other skills, all the materials are integrated.” furthermore, teacher b recognizes several challenges in teaching listening online. they are unable to locate appropriate materials for the class subject assigned to them. they complained that the right resources for the subject were difficult to locate on the internet. the majority of them rely primarily on youtube to provide authentic online materials for students. this leads them to believe that providing enough resources for the class depending on the curriculum is difficult, as this assertion emphasizes research by khatoony and nezhadmehr (2020). this is stated by the teacher: “it is just very difficult to teach students online. when i teach english, i will just explain the material by voice note and send to students. while, in face to face meeting, this is easy to directly pronounce the words and they could repeat the word or we can directly communicate and ask their ideas about something. but, now in online, it is just hard to teach, we explain the materials and send it to the learners by voice note in whatsapp group. but, i didn’t know what they responded. i asked them, what do you understand from that? only several students responded.” then, regarding to the materials, the teacher stated “i think it is difficult to teach listening online. in classroom, in listening materials, i usually read the materials to students. i usually ask them to close the book and then read the text from the book and they listen to it. then, i asked them, what can you get from what you hear? or what is the conclusion? but now, in online learning, i usually try to find in youtube the materials, but it is difficult to get it. and the materials in youtube are 376 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) not suitable with the materials that must be taught because i truly relate the materials with the guide book. i ask them to open the certain page and try to explain it. teacher c, a last-year student teacher, does not have any special listening materials. when he lectures online, though, he will give students some videos containing the class content. this implicitly encourages students to listen to content that can help them develop their listening skills. the instructor is also very innovative in that he makes the videos himself so that he can produce videos based on the class curriculum. “i don’t have any special materials for listening only, but they will listen to some english materials from video i send to them. i asked them to write what they get from the video. they learn to improve their listening skill from the video. the video is made by me, myself. i ask them to write in their english book about the material i have given to you in video.” different ideas were given from the students in the last year. he considers not to give special concerns on listening by relying on the goal of the last year students is to prepare for national exam which does not need any listening test. by considering this, the teacher should not prepare any listening materials, but focus much on the reading because the kind of the test in national exam is reading only. for the ninth grade, they are not given specific materials for listening because they have to focus on many exams that require the ability to answer various reading texts. that makes them force to teach reading materials much more. “i never teach listening or even speaking to students. even though they listen to some materials, they just write dwon what material is in the video. based on my experience the last year of students are required to pass the exams: madrasah exam and national exam.there is material for listening, but i changed the listening material for listening to be reading by considering the needs of the ninth semester is mostly concerning on answering reading text.” speaking teaching speaking is a complex job since their experience and expertise in english are identified by their speaking. it is simple to assess their potential as productive talents. however, teaching speaking can be challenging in this covid-19 epidemic because adequate internet connectivity and technologies should be necessary for learning. “it is too difficult to teach speaking. we should have done video conference to check their speaking, but in fact, we never do it. i myself do the speaking activities and send it to students, but there is no feedback. we just give some assignments to do.” (teacher b) despite the fact that speaking can be easily applied when communicating with students, however, this is difficult due to the limitations of students' input on their 377 ermawati, nur fadillah nurchalis, ahmed sardi online efl teaching and learning: different skills, different challenges learning. the instructor may have used video conferencing to assess the students' abilities. in reality, they do not do so by taking a variety of factors into account, such as internet connectivity and a poor network. to foresee issues with teaching speaking, another teacher suggests that students create a video by filming themselves doing self-introductions or other speaking exercises to encourage students to speak fluently and correctly. “i ask them to make a video to do self introduction and send it to wa. it is about more than 1 minute. and they participate actively in this assignment. i never give them limited time, if they just can make it in 50 seconds, it is okay. the most important they can do the self introduction.”(teacher c) different techniques are used by teacher c to determine the level of speaking abilities of his pupils. this is necessary to ensure that the products are appropriate for their level. the instructor calls the students individually to assess the degree and to directly practice the speaking practices, and virtually corrects the students' mispronunciation. this may be time-consuming, but it is a practical virtual experience to solve the issues associated with the students' lack of direct involvement. “i myself identify which students are better in speaking, because as the basic learner in english, i directly call them by phone to practice english and to determine their level. i remind them in online group about the materials and i tell them to be ready to be called. in result, some students are good. about 50% students can answer and respond in english well. and another 50% are still low level. and they have several problems in pronouncing word in english. and i directly correct their mistakes.” (teacher a). reading one of the teachers assigns an activity to be repeated based on a recording that was shown to them. unfortunately, this repetition is just for words, and there is no way to regulate the activity. the teacher is hesitant to allow the students to read the text on their own. this is in relation to his previous research, which found that most students in the classroom prior to covid-19 were too shy to read aloud. the inability to interpret inhibits the teacher's capacity to explain much about comprehension as the simple reading dilemma remains unsolved. to truly engage a virtual class in reading, the instructor should have used a variety of exercises to engage students in learning that supports ermawati's studies (2018). it is important to focus on the students' reading abilities before moving on to text comprehension. “the students are afraid of reading the text loudly because they think they cannot read it perfectly. how can i lead them to understand the main idea, that to read the text itself, they are afraid of ? while in the classroom, when i taught them, i sometimes read it and they repeated. i read the text and they listened, then they are asked to repeat after me for 378 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) each sentence. that is for seventh grade based on what i think they need. while, in online learning, that cannot be done. in the repetition activity video, that is only for word by word repetition. no controlling to their reading activities.” (teacher a). students are compelled to be more student-centered as a result of online learning. this is not popular in indonesia, where teachers normally encourage and instruct the whole class. even if the instructor has produced a guidebook for the reading activities, only a few students are willing to participate. since the teacher has limited contact with the pupils, she is unable to monitor the whole reading activity. the difficulty in teaching reading is exacerbated by the fact that students are not fully involved in the learning process. teacher b: in the classroom, i usually ask a student to read a text, and let other to listen and give comments according to their friends’ pronunciation, is there any mistake? while, in online class, i usually ask the students to open the text from the guide book that we are going to learn then ask them to focus only in conclusion of the text or in second paragraph, for example. that is i usually give them in reading activities. the problems are not all students are able to participate in online class. the students have their own english textbook lent by the school. teacher c : “most of the teachers give the text book to the students. because the books in the library are enough for students and it has many collections of the books”i usually teach them how to skim and scan text for preparing the national exam. in online class, i send the students materials, they write down the important points and give assignments. to submit the assignments, we once arrange a meeting at the school a day in a week to submit and check the assignments. there some students do not do it, do not bring anything to school at all. what the most important thing to do is they are able to show their effort on the assignment. they work on that better or not, we still appreciate, because what we want is they still keep studying in online learning. because we cannot control the students at home, they are under control of the parents.” writing writing is a productive ability that students are working on to become more proficient in using english. a writing ability can be enhanced by writing a variety of items, such as emails, essays, or basic writing, such as homework, explanations, and so on. writing is a necessary ability in order to pass every english course in education. this demonstrates how the students articulate themselves by writing. considering the value of writing skills, many teachers discovered that teaching writing can be more difficult while teaching online. this is evident from the teacher’s statements: 379 ermawati, nur fadillah nurchalis, ahmed sardi online efl teaching and learning: different skills, different challenges teacher c : i ask them to write the text of self introduction. the text itself is in the text book. even they can see the book to write the text, they still have typo in their writing. then i think, learning in classroom is a better way to make it more effective. there is also a case, a student did not have a phone to learn online, because it was taken by his mother. his mother was angry at him for always playing online game. so that, he came to school to study for a week. if a student has no internet data, they can submit the assignment when they have got any internet connection. teachers do not pay attention in this simulated teaching to teaching writing, which should include improving students' linguistics and communicative competence. if the teacher just wants students to write everything in the textbook, they will not be able to develop their higher order reasoning skills in developing their ideas in text types. during the teaching process, the teacher should be responsible for the progress of the pupils. it is hoped that the students' english proficiency and writing skills would improve. this support study by hidayati (2018). this can be seen from teacher b’s statement: “i usually ask them to write some texts from their guide book in specific page, then i asked them to upload their writing in e-learning about the main points of the reading text, but only several students are able to upload it. when i asked why they didn’t upload it, they said they got sick, i had no internet data, their neighbor got married. to solve the problem of not submitting the assignments: if they do not have phone at all, they can come to school and learn from the teacher.” when looking at the teacher methods for teaching writing, it is clear that the teacher is already using the grammar translation approach as a method for teaching writing and strengthening students' confidence when teaching writing. the statement from the teacher is also related with the study of widjaja and chen (2017) which consider the importance of motivation in teaching. the statement is stated by teacher a below. “students have any mistakes in their grammar. sometimes they write two verbs in a sentence. that looks redundant. but, i do not force them to be master in english if they have any other interest in other subject, such as sport. but, if they are good at english, i support them and remind not to forget any other materials” based on some comments from teachers about teaching all the skills in english, we ask them to identify some of the skills that are most challenging in teaching. from the teachers’ perspectives, below are the comments on that. teacher b: “i think it is listening.” teacher a :“listening and reading” teacher c :“reading” this becomes important to consider. the reason an instructor believes complex materials are difficult to teach is because of receptive abilities. logically, if 380 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) students' receptive skills are impaired, they can struggle to produce language. conclusion the majority of the studies reported that using online learning as a solution to the coronavirus was successful. the significance of online learning and instruction in the covid-19 epidemic cannot be overstated. several difficulties in teaching english skills have been found in a private school in sidenreng rappang, indonesia. the difficulty in locating appropriate resources that are precisely right as in the program, the teacher relies heavily on youtube to find materials, the weakness in determining their comprehension of the listening materials, and for the final-year students, it is not considered necessary to teach special skills on listening. next, teaching speaking is considered difficult due to a variety of reasons. it is easy to identify skills that the internet supply is not running well, a lack of input from students, and a time-consuming task that requires more internet data. reading is another skill. this is also the most difficult skill to learn in this virtual program. it is due to the limitations of controlling students to read, students' lack of reading abilities, this challenging student-centered approach that is not widely seen in indonesia, and poor participation in online classes. the last skill to be learned is writing. teaching writing can be overwhelming due to the large number of typos in the text they possess. also with the book in front of them, it is difficult for them to compose text correctly. the teacher only asks students to compose the text from the textbook in this activity, which does not have any critical thinking exercises. furthermore, another teacher is more concerned with the syntax of the prose. as a result, it is essential to note the difficulties in teaching english skills in order to cope with them and to determine the best methods and applications to use online. this is critical to decide because students can become bored or disinterested in online learning if teachers are unable to identify appropriate techniques to use in the online class. references adnan, m., & anwar, k. 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(2017). online learners’ motivation in online learning: the effect of online-participation, social presence, and collaboration. learning technologies in education: issues and trends, december, 72–93. 382 147 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 2, december 2021 pp. 147 – 161 developing english textbook for elementary school of the sixth grade students melia indah sari1, agus triyogo2,ayu oktaviani3 meliaindahsari99@gmail.com 1 english education, stkip pgri, lubuklinggau, indonesia 2english education, stkip pgri, lubuklinggau, indonesia 3english education, stkip pgri, lubuklinggau, indonesia received: 2021-09-19 accepted: 2021-12-14 doi: 10.24256/ideas.v912.2140 abstract the objectives of the study was to develop the textbook for elementary school of the sixth grade students. the population were eighteen students at the sixth grade a class. nowadays character building was a national movement in indonesia. the educators asked to integrate it in the learning process, but unfortunately, there are still many teachers that still haddifficult in integrating character building in classroom. in english class character building can be integrated through inserting culture in the material, therefore the students are not only learning about the material but they also learned about the value of the culture. the purpose of this research wasdevelop english material for sixth grade students based on character building. the method of this study was research and development (r&d) by addie model (1990) was applied analysis, design, development, implementation and evaluation the product. the subjects of research were the students at elementary school of sixth grade. the result of research showed that the textbook developed was appropriate to the students’ needs and curriculum. the writer concluded that developing english textbook for elementary school at sixth grade students of sd it an-nida lubuklinggau got positive response from six grade students because it can help easier for students comprehend the material clearly. so in this study, the textbook can help students facilitate learning english in the classroom. keywords: addie model; developing; textbook introduction in this digital era, teaching english to young learners becomes a common issue because people at early age should be started the process of teaching english. according to curtain and dahlberg (2004), young learners divided into four based on their age, the first, pre-school student ages 2-4 years normally still at a kindergarten school. second, ages 5-7 years or primary student and then, students melia indah sari, agus triyogo, ayu oktaviani developing english textbook for elementary school of the sixth grade students at sd it annida lubuklinggau 148 formally at elementary school at ages 8-10 and the last early adolescent student ages 11-14 formally at junior high school. according to suyanto (2008), indonesian young learners are elementary school as a beginner learner at the age of 5-12 years old. based on the explanation above, in the teaching learning process, there were several levels of age. they areenglish beginner/elementary, pre intermediate, intermediate, upper intermediate, advanced, proficient. each level usually also had a certain level or ability to speak english. it is important for teacher to know about teaching activities which is appropriately based on english level of students. it aims to find out media and techniques are suitable to apply in the classroom. in addition, yu (2006) stated that the differences between teaching a foreign language to young learners, and in to adults are obvious. young learners are often more enthusiastic and livelier than learners, and they often seem less embarrassed at talking in a foreign language. during the process, particularly intense periods of language learning, such as young children, learn a new word every moment of their day. the process of teaching english to young learners should be done by considering some characteristics of young learners. according to halliwel (1992) clarified the characteristics of children or young learners are great in interpreting meaning without necessarily understanding every word, children take good pleasure in finding and creating in what they do. in young learners, characters education should be give to students in classroom during learning activity. in 2009’s the national education system the minister of education want to focus on the national education which is known as characters education. today, national education ministry of indonesia begins to implement 2013 curriculum. based on inpres no. 1, 2010 about “implementation speed of national rise priority: perfecting curriculum and active learning method based on culture values to gain competence and national character.” the government has made characters education as priority program for example, the character counts program defines six teachable “pillars of character”: trustworthiness, respect, responsibility, fairness, caring and citizenship. the education which is based on culture and nation character attached to the curriculum and syllabus, the teacher more explore for practice in the classroom with apply in the lesson plan. character was someone’s personality which formed as the result of integration of understanding, the behavior to the value and the daily attitude. character education is an education to form an individual’s personality through the character education in which the result can be seen in the good attitude, responsibility, honesty, appreciate others’ right and work hard (thomas lickona in gunawan, 2012). lickona defined character building as the strategies to develop attitude that are good for the individual as human being and good for society. based on those definitions it can be concluded that character building is the process of developing individual and society cultural values, norms, morality, attitudes, beliefs and behavior. the characters’ value intended is the personality or character which can be reached in teaching-learning process. while according to saryono (2003) character building is the process of building the cultural norm, ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 149 moral and spiritual value of a person. they are some importance thing in teaching and learning input, process and output. in the process of teaching learning, the teacher needs to use method and media. one of the important media is textbook. in teaching and learning process needs media to encourage students’ character. according to wahyuni (2013), media was something that can be used to deliver information or transfer the material of teaching. meanwhile, the media can be used to conduct teaching and learning activities and support students to reach their instructional objectives of the lesson (aini, 2013). besides, some examples of media can be used by the teacher such as the students themselves, realia, picture, worksheet, board, flipchart, lcd, and printed material or textbook (harmer, 2013). when teaching and learning process there are many media that can using by teacher in the classroom. it can help teachers sharing the material. in indonesia, commonly using printed media such as textbook. textbook is simple thing that can use in teaching activity. from the previous study, supriyanti (2012) conducted her study about why children need to learn english at elementary schools. there are several results of the study stated the reason the elementary school needs to give english lessons to the children. the reasons are the whole assumption that learning a new language is better when the learners still young, the fact that economic globalization pushed the demand for english in the form of a workforce who speak english, and the parents' enthusiasm for their children to learn english early to have social and economic benefits. based on the results of direct interviews with english teachers in elementary schools, teachers have a reason for the need for english to be implemented, namely so that students can more easily continue to the secondary school level and do not feel surprised when receiving english subjects. nowadays, the government has changed the 2006 curriculum (ktsp) become the 2013 curriculum (k13). at sd it an-nida used ktsp as the curriculum. based on permendiknas no. 22 of 2006 (bnsp, 2006: 5-7), one of the principles of ktsp was being a human to have good morals, creative, and become a democratic and responsible citizen. it means that, the teacher have to arrange syllabus and materials that be valid in each school at indonesia. textbook that uses by the teacher to teach should be suitable with the syllabus, which can raise the goal of the curriculum that use by the school. besides that, school based curriculum also deals with the four language skills in english, such as; listening, speaking, reading, and writing include in textbook. in elementary school at lubuklinggau, english become an additional subject. it proved on the decentralization of education in indonesia has encouraged the local governments to make their own decisions relative to some portion of curricular space in the use of some learning hours that has become known as “local content” (oktaviani, 2019). in oppositely, english is an important language for their future. english was a tool for communication and got information used in a science book, international journal, computerization, and tourism. melia indah sari, agus triyogo, ayu oktaviani developing english textbook for elementary school of the sixth grade students at sd it annida lubuklinggau 150 based on the questionnaire observation in sd it an-nida lubuklingauof the sixth grade. in a textbook used in the classroom, there is not explain about characters building as students. content of the textbook do not explain more about the materials, input a high vocabulary level for elementary students. the textbook is a kind of printed media. textbook can help the students in learning process to comprehend the material. in every meeting, students given new vocabulary based on the topic discussed by the teacher. the teacher does not have a specific guideline material in teaching english. when the writer discussed difficulties with the teacher for teaching english, the teacher stated problem when applying the material, because the textbook just include much conversation only. it makes students lack of vocabulary, and not interesting in learning english. in teaching and learning process, teacher as important facilitator to deliver material from the textbook to the students. the teacher–student relationship is one of the most powerful elements within the learning environment (liberante, 2012). the teachers are the second parent for their students; they know what the students' need, especially in the school environment. for example, the teachers understand what the students need in the classroom activity, including a good subject that should be learned by the students (oktaviani, &fauzan, 2017). in order to, the teacher needs an english textbook in teaching activity in the classroom to help the teachers in explaining to the students. in other opinion from english teacher, vocabulary using in english textbook at sixth grade is difficult to understand by students in learning process make students can not understand the instruction from the textbook. furthermore, based on the result of questionnaire and interviews with some students of the sixth grade of sd an-nida lubuklinggau, they need an english textbook for helping to understand the material and give instruction for building the characters to students. students need a textbook input about character building which is interesting material, colorful, and using a simple word or general vocabulary that make students understand the materials very well. teaching english that appropriate to the students' needs, complete, and interesting can make students motivated to learn english. from the explanation above, the teacher and students need an english textbook that can help them in learning process and make students understand the material easily. the writer was interested to develop an additional english textbook for sixthgrade students of sd it an-nida lubuklinggau. this study concerned with the development of a supplementary textbook focus particular topics and give some instruction for education characters building for students. as for categorization of textbook is communicative textbook. english textbook that is useful, colorful, and attractive for elementary school sixth-grade students at sd it an-nida lubuklinggau. method based on the aims of this study the development of textbook, the study design is research and development (r&d) addie models by branch (2009: 9). according to sugiyono (2013: 297) research and development is the research method used to produce certain products, and test the effectiveness of these products.the steps of this process usually refer to as the r&d cycle, which consist of studying research ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 151 findings pertinent to the product to be developed, developing the products based on the findings, field testing it in the setting where it used eventually, and revising it to correct the deficiencies found in the filed-testing stage. in this study, the writerdeveloped an english textbook for elementary school at the sixth grade students at sd it an-nida lubuklinggau. in this study, the writer used the development model adapted from addie.the development procedures addie doing with five steps consist are: analysis, design, development, implementation, and evaluation (branch: 2009). at the first step, the writer analyzed about the competence must be mastered by students and teachers need for textbook. it is realized by the determination of standard competencies, basic competencies, and learning purpose (depdiknas, 2008). the writers analyzed about the students characteristics relate to their attitude, knowledge, and skills. and also,analyzingthe appropriate materials to the competency achievements desired relate to what students master (reinbold,s. 2013). the information takes based on the observation in sd it an-nida lubuklinggau giving questionnaire for students and doing interview to the english teacher at the sixth grade. the next step is design, focus on three activities. these are, chose material relevant for the students characteristics and competences, learning strategy, and assessment form for containing the textbook (reinbold, s. 2013). after gathering the information by the interview and questionnaire given by the writer. as a writers, this step is important passed in the study activity and the development of additional media in the form of textbooks that are ready to be tested, the good preparation needed in the designing of textbook. this stage carried out by taking four steps of work, preparation instruments for judgment, designing media, preparation of the material to be used, and background and images for the development of the textbook. next step is development, there are several activities such as:creating factual sample for the instruction design, collecting relevant data resources to enrich the module, developing the materials of the course, making illustration, scheming, and creating picture needed, typing, editing, and also laying out the text book is performed, and validating the draft of development product and revision after expert input performed (aldoobie, n. 2015). after the writer designing the product, the product validated by the experts. after validation, the product share to the students in sd it an-nida lubuklinggau. therefore, in this stage students examine based on design of reading materials. the data was gather from the experts by using close-ended item questionnaires analyzed to know whether the materials are good and appropriate with the students. the product revised again. this revision finished until the product is valid by the experts and match with the students’ need. the experts’ team consist of three experts; they are one material expert, one language expert and one design expert. the experts team gave comments and suggestions through open-ended item questionnaire table 1. name of the expert no. name experts experts experts’ description 1. syaprizal, m.pd language a lecturer of english education study program, graduated school of university of pgri palembang, melia indah sari, agus triyogo, ayu oktaviani developing english textbook for elementary school of the sixth grade students at sd it annida lubuklinggau 152 (consideration: master of education, and content of media) 2. dr. dodik mulyono, m.pd media a lecture of mathematic education study program, graduated school of negeri jakarta university (consideration: master of technology) 3. syafrizal, m.pd. instructional design an english teacher of sd it an-nida, graduated school of bengkulu university (consideration: master of english education) questionnaires for experts use to know the quality of textbook that produced. therefore, to determine its validity, practically, and potential effect, instruments use in this study are questionnaires (likert-scale). the experts give the answer by using checklist (v) on their opinion answer in questionnaire. the scoring that use 1 to 5 which represent evaluation. table 2. likert-scale 1 2 3 4 5 strongly disagree disagree neutral agree strongly agree (sugiyono, 2010) table 3. specifications of validation sheet of content source: adapted from tessmer (1993) aspect(s) number(s) of statement 1. the appropriatness of contents with students’ characteristics (currency) 1, 2 2. the accuracy of the contents 3, 4 3. the presentation of contents 5, 6 4. linguistics aspects of the contents 7, 8 5. exercises and evaluation aspects 9, 10 ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 153 table 4. specifications of validation construct aspect (s) number (s) of statement attractiveness of layout and teaser (opening) 1 the appropriateness between interactive multimedia with student’ characteristics 2 media quality 3, 4, 5, 6, 7, 8, 9 and 10 source : adapted from tessmer (1993) table 5. specifications of validation sheet of design aspect (s) number (s) of statement 1. the appropriateness between material and curriculum 1 2. material presentation 2, 3 3. the appropriatness of materials with students’ characteristics 4, 5 4. the appropriateness between exercise and evaluation and standard competence and learning goals 6 5. the number of exercises and evaluation 8, 9 and 10 source: adapted from tessmer (1993) implementaion, after doing development the textbook and already have validated and revised from the experts. it means that the product already toimplementation for the teacher and student, development result is applied in learning process to know its influence on the quality of learning covers the effectiveness, attractiveness, and efficiency if still found revision then revised again to make a good product (widyastuti, e., & susiana. 2019). the final phase of the addie model comprises evaluation. the instructional designers should evaluate every step to ensure that the objectives are achieved by the instructional design and material (dick & carey, 2004).the two types evaluation are summative and formative by tessmer (1993). this study was conducted at sd it an-nida lubuklinggau. the population of this study was the sixth grade students consisting of one class in academic year 2020/2021. the students are chose based on one student was low, one student was medium, and one student was high english proficiency (tessmer, 1993). the subjects of this study are described in table 6. melia indah sari, agus triyogo, ayu oktaviani developing english textbook for elementary school of the sixth grade students at sd it annida lubuklinggau 154 no stages of formative evaluation number of students description of the students 1 one-to-one evaluation 3 1 student for each category, i.e: low, medium, and high english proficiency 2 small group 6 2 students for each category, i.e: low, medium, and high english proficiency 3 field test 9 it is limited students because of the pandemic situation total 18 students first phase need analysis which includeall of the decisions associated with conducting need analysis and formulating a management plan. these include need assessment(goals), performance analysis(instructional requirements), and context analysis(constraints,resources, and learners characteristics). in one to one evaluation, the subjects of the study select based on their english reading level. their reading levels are determined based on reading level test given by the writer. thereisone student whose english reading level is low, one student whose english reading level is medium and another one whose english reading level is high. in small group evaluation, there are other six students selected to evaluate the developed product. from the six students, there are two students for each english reading level namely low, medium, and high. students participating in one-to-one evaluation are not involving anymore in small grou pevaluation. finally, all student so far involving in field test. there are nine students of a real class using the developed product in which students participating in one-to-one and small group evaluation are not involve anymore in this phase. table 7. specifications of students’ questionnaire aspect (s) number (s) of statement 1. the appropriateness between material and students’ characteristic 1, 2, and 3 2. content presentation 4, 5, 6, 7, and 8 3. exercise and evaluation aspects 9, 10, 11, and 12 4. attractiveness of the content 13, 14, and 15 source: adapted from tessmer (1993) results analysis step was the beginning step or the first step of addie model. in this phase, the writer analyzed materials from the english textbook which was used by students in teaching and learning activity. from the students’ textbook, there is have not about how to education character building. based on curriculum ktsp, one of the principles of ktsp was be a human have a good morals, creative, and become a democratic and responsible citizen. then, the writer found unclear instruction or clue in text. therefore, it can be said that the total of the material in ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 155 the students’ textbookwere not appropriate for the sixth grade students. in this textbook for elementary school develop 3 aspect of english skill there were reading skill, writing skill and speaking skill to improve students skill in learning english. based on the result of the questionnaire, the first the students need in reading materials was easy vocabulary make students can understand (73,68%). second, the writing materials make a text relate with the topic (52,63%). third, almost of students agree to practice their speaking skill directly in front of class such as conversation with their friend (78,94%). in learning activity, students often identification types of word (noun, verb, adjective,etc) after read a text (57,89%). in this textbook also include easy grammatical to arrange the correct sentences (78,94%), based on english level the sixth grade students have to learn about grammar because the students was continue for next secondary level. task activity, to improve students ability in english were exercise with multiple choice (84,21%), exercise with matching sentences or word (94,73%), and essay exercise for writing skill (36,84%). students practice directly about education characters building (come on time to the class, do not eat in the classroom,etc) (84,21%) to know students’ learning achievement, the questionnaire was used to find out some information related to teaching and learning process in reading activity in the classroom. the questionnaire consisted of eighteen questions with two answer yes or no statements. there were 19 students that participated in answering the questionnaire. the result of the questionnaire were the percentage : (1) students difficult to understand the vocabulary in textbook (73,21%), (2) the students like long text or paragraph (52, 63%), (3) the students stated that need education characters building in textbook (84,21%). based on the interpretation of result of students’ needs analysis, it can be concluded that english textbook for the sixth grade students was needed to be developed. it had to provide the vocabulary knowledge, text structure and language feature knowledge about the materials, and increase characters students . in addition, textbook was appropriate to be implemented in the classroom. to provide interesting materials, illustrations or pictures were also included alongside the textbook. second step of addie model was design. in this step three activities were done which are (1) material choice relevant to the student characteristics and competence demands expected, (2) learning strategies, and (3) assessment and evaluation forms and methods. structure and design of text book are set in this step. then, learning strategy implemented for every chapter is set in order to make the module easy to be learn and understood by the readers. how to measure the achievement of learning purpose after the reader learn the material in every chapter is also determined. as the first step, in the end of this step evaluation is performed. these reading texts then calculated automatically in term of their readability levels by using online tool named automated readability index (i.e.: https://readability-score.com/) that matched to the students’ reading level. then in terms of learning objectives, the writer used school-based curriculum (ktsp) to determine standard competence, basic competence, and indicators of the developed materials. development was the third steps of addie model. the activity in developing melia indah sari, agus triyogo, ayu oktaviani developing english textbook for elementary school of the sixth grade students at sd it annida lubuklinggau 156 textbook prototype. searching and collection relevant data sources to enrich the materials, illustration making, scheme, and graph needed, typing, editing, and also lying out of textbook are parts of this step. validation of textbook prototype is performed in this step. involved validators are the experts of content, learning media, and learning media. analysis and revision on textbook prototype of development research model are performed after the first validator gives his assessment result, and so on until the analysis and revision on the assessment result of third validator. table 8. recapitulation no. validator average score of experts interpretation 1. content expert 4 high validity 2. media expert 4,4 high validity 3. intructional design expert 4,5 high validity average score 4,3 high validity the forth is implementation. the prototype of development product is tested in the real class and used by the students. under the time limit, the textbook prototype of development research model was implemented in small group. after the implementation, the small group which consists of 6 students of the sixth grade at sd it an-nida, they were asked for assessing the prototype of development product. in this phase, the developed product was given to the three students. then, questionnaire was administered to determine the practicality of the product. the questionnaire consisted of all aspects in the developing english textbook for elementary school which were: (1) the match between materials and students’ characteristics; (2) material presentation; (3) exercises aspects and evaluation; and (4) attractiveness of materials were practical. while, to determine the overall practicality of the developed instructional materials, the students’ average score was calculated and then interpreted into practicality categorization. based on the results, from the total 15 items of the questionnaire, the average score from the three students’ scores was 4,6 which fell at very highly practical level. it can be concluded that the developed english textbook for elementary school was practical and at very highly practical level. following picture and table’s comment of students describe students’ activities during one-to-one evaluation. the implementation of small group trials conducted on july 13rd, 2021. then each students has given a questionnaire with 15 statements. students putting a checklist (v) in the column have 5 criteria, the criteria are strongly disagree (1), disagree (2), neutral (3), agree (4), and strongly agree (5). based on the results, from the total 15 item of the questionnaire, the average from six students, score was 4,39 which is very high practical level. it can be concluded that the developed english textbook for elementary school was practical and at very highly practical level. besides determining the practically the product, in a small group test the writer was also conducted to gather students’ comment and response about the textbook to know the weakness of the textbook. the results of interview are described in the table bellow: ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 157 table 4.1 students comment in small group students name students’ comment writers response students 1 strength : the pictures are interesting weakness : picture of background was not appropriate with text and pictures change the background students 2 strength : the materials was clear weakness : there were some instructions ununderstandable change the instruction and vocabulary became easily and understandable. students 3 strength: the material was interest weakness: there were some sentence difficult to understand change the vocabulary and word became easily and understandable. no. students’ comment 1. some students stated that the sentences from textbook difficult to understand because they never heard the word before. 2. students stated that the vocabulary easy to understand. 3. students said the materials easy and appropriate for students. 4. students reported the instruction were clear. 5. students said the color of the textbook was interesting. 6. students reported they were interested and motivated in learning english by using this product. from the summary students’ comment above, it can be stated that the students’ interested with the textbook. some students suggested that the instruction in the text to be clearly but most students’ said that it was easy to understand. in this stage no needed to revise the developed the textbook. thus, the textbook was ready trialed in field test. in the field phase, the writer show students to read and answer the question in each material from the textbook. there was in chapter 1, make a sentences, how to use need help expression, much and many, some and any, answer the question used multiple choice there were 15 questions in form multiple choice and make a sentences. the results of the students score of field test see appendix, there was calculated to find the effectiveness of the module. because of the pandemic situation there were 9 students in this test, the students reached the maximum mastery criterion, it can be concluded that the textbook effective to encourage students interesting in leaning english.the fifth or the last step of addie model is evaluation. there are two kinds of evaluation those are formative and summative evaluations. this research only implements formative evaluations aims to validate the development product and revises in accordance with the input or suggestion given. in accordance with the development of addie model, formative evaluation has been melia indah sari, agus triyogo, ayu oktaviani developing english textbook for elementary school of the sixth grade students at sd it annida lubuklinggau 158 performed step by step in every step of addie model. discussion based on these data, the writer proceed the result of the data has been obtained, to analyze the data the writer gave conducted study by given questionnaire for students of the sixth grade at sd it an-nida lubuklinggau. in the questionnaire there are have 15 statements related to english textbook in learning activity in the classroom. then, after the students fulfill the questionnaire the writer gave some interview to students related with english textbook in the class. the result of the interview were first, the students have difficulties when they found new word in the sentence or text. second, when found unknown word they not guest the meaning but they need dictionary to found the meaning of the word. third, students need to read a text based on their level of reading skill. the students need a english textbook appropriate with their characteristics. the english material developed based on the result of need analysis and reference study. there are six chapters that were developed, those are: 1) back to school, 2) animal wonders, 3) the clothes, 4) the favorite food, 5) take a fun trip, 6) sports. the material was developed based on the four criteria of good textbook by william (1983: 4-5) the textbook gives the latest issue as material, the level of difficulty is based on the students’ need, it also provides guidance for the lecture, and integrating culture in the material which is relevance to socio-cultural environment of the students. in developing the material, the writer involved some experts to validate the product. the result of expert validation showed that the accuracy of the material should be adjusted. in the some chapter adding some examples of the conversation related with material and change the color of the background, and the education character building to increase students’ attitude was suggested by the expert validators, the purpose is to make the textbook appropriate for used in the class. it was in line with zulfikar et al. (2019) who state itcan be concluded that the developed english textbook for elementary school was practical and at very highly practical level. after doing some revisions, the material was tried out to the sixth grade students at sd it an-nida. there were 25 students in the classroom. some suggestions were given by the writer through the questionnaire. besides, the students were also asked to give a comment on the questionnaire the result of the questionnaire showed the students stated the design of the material was good, the instruction was easy to understand, and textbook was interacted. the result of questionnaire based on the english teacher of the sixth grade showed that the design of the material is good, the material is very suitable with the curriculum, the good attractiveness of the material, the level of difficulty of the material is ok, the applicability of the content is good, and the cultural acceptability is also good. so the result of this study the writer concluded that the development of textbook for elementary school at the sixth grade students of sd it an-nida lubuklinggau was very good and get positive response from students and teacher in the class. ideas, vol. 9, no. 2, december 2021 issn 2338-4778 (print) issn 2548-4192 (online) 159 conclusion based on findings that explain the results of study in chapter iv, the writer concluded that developing english textbook for elementary school at sixth grade students of sd it an-nida lubuklinggau. the writer got positive responses from sixth grade students and teacher because it can help students in teaching and learning process, the textbook make students easy to understand materials clearly and in the textbook have some instruction character building for students. the textbook revised form recommendation of judgment for validation the expert concluded the textbook was valid. questionnaire and interview get by the students and teacher. the textbook worth testing in the english learning activity. in summary in this study the writer managed to help students facilitate learning activity with positive responses. based on the results oh theses conclusions, the writer give several suggestion, namely : 1. to the english teacher a) must be able to explain more clearly each material clearly that students can understand the material from textbook. b) teacher should give more attention to the students when teaching the materials. c) teacher should motivate to student in learning english. d) after teaching and learning process the teacher should give assignment for students to comprehend the material. 2. to the students there were some suggestion for students in learning english process, there are : a) students must more pay attention to the teacher when explaining the materials. b) students must be more active when teaching and learning process. c) students must read the materials first before start the classroom. references aini, w. n. 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(2017). designing and developing appropriate efl learning materials https://doi.org/10.24256/ideas.v9i1.1966 melia indah sari, agus triyogo, ayu oktaviani developing english textbook for elementary school of the sixth grade students at sd it annida lubuklinggau 160 reflecting new contexts and goals. proceedings of iselt fbs universitasnegeri padang, 5, 350-354 cited in :http://ejournal.upi.edu/index.php/l-e/article/viewfile/350/239 kuwat, k., &ghozali, i. (2018).teaching english to the elementary school students in kutoarjo district.journal of english language and pedagogy, 1(1).language teaching. 42(2), 143-179 liberante, l. (2012). the importance of teachers-students relationship, as explored to the lens of the nsw quality teaching model.retrieved from http://ro.uow.edu.au/cgi/viewcontent.cgi?article=1008&context=jseem. madecorivá,ivana. theproportionof language skills in english textbooks at lower secondary schools. masaryk university faculty of education.2013 musthafa, b. 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(2013).the effectiveness of using picture series as media in teaching speaking of the first-grade students of sman 1 kampak. retrieved from http://repo.iaintulungagung.ac.id/574/5/chapter%20ii.pdf wardhani, l. s., latief, m. a., &basthomi, y. (2017). developing english course book for second grade kindergarteners. jurnalpendidikan: teori, penelitian, danpengembangan, 2(6), 840-847. william, d. (1983). developing criteria for textbook evaluation. eltj: 251255 william, m. k.,&trochim. the research methods knowledge base.(ithaca,n.y: cornel custom publishing1999), 113 zulfikar, t., dahliana, s., & sari, r. (2019).an exploration of english students’ attitude toward learning english.english language teaching educational journal, 2(1), 1-12.doi:https://doi.org/10.12928/eltej.v2i1.947 https://doi.org/10.24256/ideas.v7i2.1039 http://repo.iaintulungagung.ac.id/574/5/chapter%20ii.pdf https://doi.org/10.12928/eltej.v2i1.947 copyright © 2021 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 9, number 1, june 2021 pp. 410 429 pedagogical processes in learning english language at secondary school level in sikkim, india roshni sharma1, sudarshan mishra2 sudarshanmishra@yahoo.com 1research scholar, department of education, ravenshaw university, cuttack, odisha 2head, department of education, ravenshaw university, cuttack, odisha abstract english has a significant role in every state in the school curriculum, and several scholars have researched the status of teaching english at secondary level. the purpose of teaching english is to build multilingual languages that can enrich our entire language; this has been an ongoing national vision. the weak status of teaching english and the use of conventional teaching methods are found in the study of literature. it is ironic, however, that while english enjoys a high status in the wake of globalization, it is quite inadequate and unproductive to teach and learn in educational institutions. present strategies of teaching english in the classroom are no longer viable, but they can be 'communicatively' driven. the key disadvantages are the low status of teaching english, non-availability of professionally trained and educated teachers, less weighting provided for teaching english and no proper transactional strategies adopted for teaching. in this sense, the extent of the pedagogical processes of learning the english language must be examined. the target population of the current study in the south district of sikkim was limited to 90 teachers teaching english in 30 secondary schools. classroom observation schedule covering the aspects like engage, explore, explain, elaborate, evaluate was used for collection of data. classroom observation is also one of the powerful methods of monitoring the success of the instructor in the classroom. through this study, attempt has been made to see the extent as to how constructivist approach is used by the teachers in the teaching learning processes. conversely, study has explored the teaching processes used by english teachers in the classroom towards learning english language at secondary schools in sikkim. the sequential processes are mainly used to link up the connection between past and the present learning experience, designising activities for students engagement, assess learning outcomes, type of resource used in learning, identifying and developing concepts, reconstructing students knowledge, assessing students current level of understanding in listening, speaking, reading and writing, elaboration through recapitulative questions, development of higher order thinking, evaluation of students of key concepts and skills, identifying and motivating the students to identify future learning goals and evaluating students knowledge through quiz, debate, role play, recitation, tests, observation and performance dialogue, essay and summary writing and projects, respectively. key words: classroom observation, engage, explore, explain, elaborate, evaluate introduction 109 http://u.lipi.go.id/1457703302 roshni sharma, sudarshan mishra pedagogical processes in learning english language at secondary school level in sikkim, india english plays a major role in the school curriculum in every state in india. teaching english is aimed at developing multilingual languages that can enrich all our languages; this has been an ongoing national vision (mishra, 2009).english needs to find its place, along with other indian languages, in various states, where other languages for children improve the teaching and learning of english; and in english-medium schools, where other indian languages need to be respected in order to minimize english's perceived hegemony. the relative success of the ‘english medium’ school shows that when it is not taught as a language, language is acquired through exposure in a meaningful way. therefore, english must be seen in relation to other subjects, a language is of special importance to primary education in the curriculum, and therefore all teaching is language teaching in a way. the gap between "english as subject" and "english as medium" will be bridged by this perspective. in this way, we can shift toward a popular school system that does not differentiate between "teaching a language" and using a language as an educational tool. input-rich communication environments are a requirement for first or second language learning. inputs include textbooks, textbooks selected for learners and class libraries, which allow for a range of genres: printing (for example, broad books for young learners); media support such as newspaper columns/learner magazines, audio cassettes, radio); and "authentic" materials; parallel books and materials in more than one language. by transforming schools into community learning centres, the language experience of marginalized learners needs to be enriched. in english, all teachers who teach english should have basic proficiency. every child should be constitutionally promised to all teachers within eight years of education; basic english language proficiency should be possible within about four years. from the very beginning, a multilingual approach to education would discuss potential detrimental consequences, such as the lack of one's own language and the strain of sheer incomprehension. the ability to teach english on the basis of some experience of how languages are taught in ways relevant to their circumstance and levels. to provide an input-rich curriculum which focuses on meaning, a variety of materials should be available. language testing must not be related to "achievement" in relation to specific syllabi, but must be based on language proficiency evaluation. constructivism is basically a theory based on observation and scientific study about how people learn. it says that people construct their own understanding and how knowledge of the world through experiencing things and reflecting on those experiences. when we encounter something new, we have to reconcile it with our previous ideas and experiences, maybe changing what we believe, or maybe discarding the new information as irrelevant. in any case, we are active creators of our own knowledge. to do this, we must ask questions, explore and assess what we know (zainuddin & ahmed, 2008). with the help of constructivist approach english plays an important role in shaping the students creativity as there are so many activities like drama, role play, writing diaries, giving ending to the stories and creating something new out of it where students are made to brain storm and make use of all the four skills like listening, speaking, reading and writing. in this manner students learn to work in groups and exchange their ideas with each other which help them to develop their 110 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) communication skill and social skills. the activities that the teachers provide to the students in english language class make them a new discoverer of their new learning. hence, the 5e model is an educational model based on the constructivist approach to learning, which assumes that prior to their old knowledge/ideas, learners construct new ideas. the 5e's are split into five stages, including engage, explore, explain, elaborate, and evaluate. these 5e's offer teachers and students the opportunity to experience common practices, to use and draw on previous knowledge and experience, to develop new meanings, and to help determine their understanding of a concept. after reviewing the related literature, the researchers found that a large number of studies have been done in abroad and in india. thus, this study is intended towards the study of constructive processes of learning english language. researchers mainly studied status of teaching the subject as second language i.e., methods adopted for effective learning, weightage given to english, problems faced by teachers. mathuramani and ganesan (2011) recommended that teaching must include two major components, sending and receiving information. the key goal of many second and foreign language learners is to develop strong listening and speaking skills in english, and today the english teacher needs to be well versed in existing approaches to oral instructions. communication methods serve this purpose without destroying the objectives. the uses of innovative methods in education not only increases knowledge, but also empower people. in bangladesh, the higher secondary approach to communicative language teaching based on the experiences of teachers and classroom experience showed that communicative language teaching is widely advocated by various applied linguists and teachers of the english language. as it follows successful language teachings. nevertheless, the adoption of clt in the context of english as a foreign language (efl) has faced and encountered a great deal of problems. such difficulties vary widely from nation to nation. the problems are built into the economic, socio-cultural and education framework of the efl counties. conversely, the introduction of english-as-foreign language (efl) commutative language teaching has faced and encountered a large number of problems. such challenges differ widely from country to country. the problems in efl counties are embedded in the fiscal, socio-cultural and educational system. teachers who are in the implementation process of this teaching method also maintain clt perceptions, views and expectations, some of which are either right or wrong (chowdhury, 2011).while analyzing the status of teaching english in india, the national focus group report (2006) on teaching english reported that today's teaching and learning of english is marked by adversity in schools and the linguistic atmosphere that promotes the acquisition of english, and by systematically pervasive classroom procedures for teaching a textbook for success in an examination (ncert, 2006). rathore (2013) found out that learning through group activity helps in learning concepts better and makes them learn through classmates. it also makes them active participate in the class and teaching english through group activity helps the students in achieving higher score. in particular, research on the necessity of grammar teaching examines the status of grammar in language learning, the features of foreign language learning, 111 roshni sharma, sudarshan mishra pedagogical processes in learning english language at secondary school level in sikkim, india the theoretical basis of the approach to communicative teaching, and the practical impact of ignoring grammar teaching for a thorough understanding of the necessity of grammar teaching. grammar instruction cannot be diluted at any time, at any point and under any circumstances. it should be an important part of china's teaching of foreign language (wang, 2010).this includes the basic features and characteristics of language learning and the subjective atmosphere in which foreign language learning takes place. in addition, grammar is an important way to train the communicative competence of students in teaching the english language. venkateswaran & gayathri (2012) articulated that teacher will have to concentrate on improving himself/herself and get empowered. teacher growth is a mechanism of self-empowerment. teacher development which is continuous and thus continuous professional development is a process which includes in it the ways of becoming aware of the trends through various other means such as a positive attitude, an open mind, the readiness to accept changes, getting prepared to change roles from that of a facilitator of learning to change agent and thus to be learner throughout acquiring decision making skills, try out different practices and looking for opportunities to have differing experiences. jha (2013) revealed six critical facts. firstly, the ethiopian teachers do not keep abreast of ongoing elt activities of worldwide significance. secondly, english is being taught and learnt as a subject rather than as a language because english is exposed to the learners only within the four walls of classroom as a part of sloppy curriculum. it is forgotten that language is formed and moulded by the unconscious action of the community as a whole rather than compressing the grammar of a language into a set of rigid rules and stuffing them into the heads of the students. thirdly, the course duration comes to an end by the time mastering phase begins. fourthly, mother tongue education is emerging as a serious hindrance in english education. fifthly, neither students nor teachers are motivated to excel in terms of mastering the language due to many-headed hydra like low reward causing reluctance to teach, mother tongue obsession, teacher’s comfort, ego war among teachers, etc. sixthly, the average teachers are not well-grounded in elt because they themselves are products of weak tefl programmes in the country. senthilkumar (2010) confirmed that if children have not learned how to learn, they cannot overcome obstacles to learning. teachers act as learning role models and teach students how to become independent and efficient learners. if they understand the aim of a lesson and have some input, pupils will be more motivated. teachers understand themselves and examine whether all the students in the class are being addressed. sometimes, by favoring some students and ignoring others, without being aware of it, they make the difference between students greater. in india today, english is a sign of the ambitions of individuals for excellence in education and a fuller involvement in national and international life. its forgotten or insignificant colonial roots, its original position in independent india, geared to higher education (as a "library language", a "window on the world"), now felt to be socially and linguistically insufficiently inclusive, english's current status stems from its dominant presence on the world stage and from its reflection in the national arena. it is predicted that by 2010, a boom in english-language learning is expected to include a third of the world's population (graddol, 1997). 112 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) the main purpose of this study was to examine the pedagogical processes in teaching english language using 5e instructional model based on constructivist approach with respect to methods of teaching, classroom interaction, students participation, use of teaching learning resources and assessment and also to find out the problems faced by english language teachers with regard to listening, speaking, reading and writing skills. method this study has used qualitative survey method. the target population of the current study is the south district of sikkim. the sample was limited to 90 teachers teaching english in 30 secondary schools selected purposively. classroom observation schedule to see how constructivist approach covering the aspects like, engage, explore, explain, elaborate, evaluate was used for collection of data. result engagement stage i. connecting past with present learning experiences in most of the schools, teachers did not try to connect the past and present learning experiences of the students. most often, teachers used textbook reading method. they came to the class, asked the students to open the book and started to move further with the topic without even trying to know about the students’ past experiences related to the topic. in some of the cases only the teachers, before starting the class, the first and foremost thing that they usually did was they asked the students whether they have any experiences related to the topic. according to the experiences that the students shared, teachers connected the past experiences of the students with the present learning experiences. in one of the schools, the teacher brought a guitar to the class and called one of the students to strum a guitar, while she asked other students to close their ears, and asked the students to put their hands away from the ears and asked one of the students to strum the guitar again. hence, a connection was made between the students’ previous experiences of listening to music and the present experience of not being able to listen to the music. ii. designing activities to engage students only in few cases, teachers designed various activities to engage the students related with the topic. for example, teachers divided the class into two groups and gave the topic for discussion and after the discussion; students from each group came in front of the class and shared their points to their friends. but in most of the cases, the teachers simply moved on with their explanation of the content without involving the students for different activities in the classroom. it was observed that in one of the schools, the teacher made the students to recall the old nursery rhyme “rain rain go away come again another day, little johnny wants to play” as her topic to be taught to the students was “rain on the roof.” the teachers then asked the students why little johnny did not like the rain? the teachers further asked them how they feel when it rains. 113 roshni sharma, sudarshan mishra pedagogical processes in learning english language at secondary school level in sikkim, india the teachers made the students listen to a short audio clip of the sound of rain and asked them to close their eyes and listen to it. the teachers further asked them to focus and let their minds freely flow in their own thoughts and imagination. the teachers were trying to grab the students’ attention and help them share their experiences of rain as the poem was on the poet’s experiences of the rain. in this way the teachers were trying to engage every student in the classroom. iii. covering essential points in most of the schools, the teachers did not cover the essential points in depth. they skipped some of the important and relevant points to be explained to the students. they straight away proceeded towards the topic leaving behind the important terminology and phrases and sentences where students find difficulty in understanding the meaning of those difficult words and phrases when explained by the teachers in the process of teaching and learning. only in few schools, the teachers considered the title as well as the theme of the topic where they successfully explained and demonstrated the important points to be covered. iv. making students understand learning outcomes of the activities most of the school teachers did not make students understand learning outcomes of the activities that they perform. they did not give any tasks to the students to get involved into it and even if some teachers gave the task to the students they were not told as to why they are doing such activities, what is the purpose of getting involved into those activities. in one of the school, the teacher was so clear about the learning outcomes of the activities and she also made clear to the students by giving specific reasons as to why the activities are conducted to them in various skills. for example, for reading skill she said that reading is important because it helps to develop the accuracy in reading english. it develops the skill of correct pronunciation. it also develops a habit of reading english fluently. it also forms desirable habits of reading newspaper, magazines, books, stories, plays, etc. in english. similarly, for writing skill she said that writing skill is important because it helps the students to learn language. it enables them to do various exercises given in the textbook. it also enables them to explore their ideas of thoughts in good writing. for speaking skill, she said that students’ speaking skill helps for career success. it boosts confidence and helps to develop critical thinking. it improves communication skills. listening skill allows the students to make sense of and understood what another person is saying and enhances interpersonal connections. the teacher further said that if the students become competent enough in all these four skills then they will be able to study all the topics like prose, poem, drama, grammar without any difficulty. v. resources used to facilitate learning during the observation, it was found that in most of the schools, the teachers did not make use of resources during engagement stage. only resource used frequently was textbooks. few teachers used resources like guitar, flash cards, picture strip story, and audio visual aids to facilitate learning. 114 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) exploration stage i. identifying and developing concepts in most of the schools, the teachers, gave tasks to the students so that they could identify and develop concepts. in one of the schools, the teachers increased the intensity by asking the students to write faster. the students reached to that point where they couldn’t try at all to write. the teachers then intervened and asked the students, how they felt, to which everyone more or less had the same answer. the teachers then told the students that the character of the biography also faced similar challenges in her early life as a complete deaf. this activity made the students to identify and develop concept related to the topic. ii. observing and listening to students students were divided into different groups. almost all the teachers, in different schools divided each group to discuss the concepts among themselves. the teachers meanwhile guided the students whenever necessary and were ever ready to clarify the students doubts regarding the activities. most of the teachers after the completion of the students activity, asked the students to present their points in turns. the teacher listened to the points as the students read it out. meanwhile, the teacher also observed the groups who awaited their turns. iii. students participation in exploring new things the teachers in most of the schools explored students’ physical participation by asking some members to write down the presented points on the chalk board so that other students (group) can see it as well. they also instructed other group members to write down the doubts if they had any, and wish to clarify with the groups that presented the points. the teachers made the use of simple teaching aids like, textbooks, video-clips and other materials very skillfully where students made use of chalkboard to write their points and notebooks to do the same. iv. helping students to reconstruct their knowledge half of the teachers gave some time to all the groups to focus on what they have written, spoken, read and understood. the teachers also asked the students to combine all the concepts formed after the activity. to accept and use students’ ideas in all the four skills, most of the teachers made each group to discuss among themselves about what other skills they had learnt better from opponent groups. each group reflected upon their presentation and learnt something new from other opponent group. explanation stage i. using students’ previous experiences in most of the schools the teachers did not try to use student’s previous experiences to connect with the new concept. they simply started to begin the class. the teachers did not give the definition of the terms, neither did they explain about it. however, in few schools, the teachers made use of students’ previous experience as the base for explaining new concepts by making them do certain activities to come to the topic. they asked students to read out the stanzas of the 115 roshni sharma, sudarshan mishra pedagogical processes in learning english language at secondary school level in sikkim, india lesson and discussed it with the students providing them with appropriate explanations. only one stanza was focused at a time to avoid confusion among the students. ii. explanations in clear and concrete terms to make the students clear and concrete of the lesson, only few teachers made the students read out the stanzas and after the stanzas are read out by the students, the teachers supported their explanation with clear language and voice modulation. the teachers checked students if they were paying attention. they read out the stanzas one more time by themselves so that the students get the idea of correct stress intonation and pronunciation. iii. examples and illustration relevant to the points in most of the cases, the teachers gave examples and illustrated the relevant points to explain. they gave examples from real life situations to link the lesson and students get clear knowledge about the topic that was taught to them. in one of the schools, the teacher was teaching a grammar lesson and the topic was “how active voice changes into passive voice” and she was following the inductive method. she wrote the following sentences on the board as examples: active voice passive voice i rang the bell the bell was rung by me you forgot the book the book was forgotten by you he sang a song a song was sang by him after that she helped the students to analyze the two types of sentences. she then asked them to point out the subject and predicate and verb. she then asked them to compare the position of the subject and the object in both the sentences. she then asked then to point out the change in verbs. at last, she asked them to tell the changes that they found in the second type of sentences. when the students grasped the above-mentioned shifts, they came to such conclusions as the subject becomes the object, the subject becomes the object and the preposition continues. the verb's shape is changing. the infinite history shifts in the shape of the participle. then finally, the teacher told them that these changes form the rules for changing the active voice into the passive voice. iv. providing opportunities for students to demonstrate when the teachers explained the topic, the students payed close attention. however, when students were asked to justify their statements, other students listened to the students speaking either out of curiosity or out of the fear of being asked to oneself. this was the opportunity provided for students to demonstrate their current level of understanding in listening skill by most of the teachers. the students were asked to justify their statements and when they were asked to do so, the students were required to speak up hence, supporting their speaking skill. this was how most of the teachers made use of this technique to provide opportunities 116 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) to demonstrate their current level of understanding in speaking school. in most cases, by asking them to read the lesson that would enable students to read with correctness, tension, intonation and pronunciation, the teachers offered opportunities for students to demonstrate their present level of comprehension of reading skills. to provide opportunities for students to demonstrate their current level of understanding in writing skill, the teachers in most of the schools made the students to write between the lines, the meaning, and the explanation to write down on the notebooks to improve their writing. v. representation of content in multiple ways in most of the schools, the teachers made use of charts, flash cards, video clips, gave real life examples to substantiate their explanation. during the observation in one of the schools the teachers made use of a picture strip story which consisted of a series of pictures that have a story sequence, that are designed to be read as a narrative in sequence. the teachers had used picture strip story as visual aids. she divided the class into different small groups and gave a strip story. a student in the group then showed the first picture of the story to the other members in the group and asked them to predict what the second picture would be like. this activity (picture strip story) was conducted to solve the problem of the task that was given to the students to solve it through pictures to make the students understand the concept in a better manner. elaboration i. asking recapitulative questions in most of the schools, the teachers did not ask recapitulative questions. very few teachers followed this process. some teachers recapitulated the whole lesson in a gist and in-between they asked questions, and in some schools, the teachers directly asked the questions like why, how, justify, who, when teachers related to their topics. the teachers did not make use of audio visual aids and other teaching materials to bring novelty in their teaching approach. they simply followed the lecture method. only in few schools, the teacher used story method, picture strip story demonstration, flashcard, video clips, and role-play, language games to provide novelty in teaching approach. ii. encouraging students to extend the concept and skills in new situation only in few schools the teachers encouraged to apply or extend the concept and skills like listening, speaking, reading and writing listening, speaking, reading and writing in new situation. they asked the students the value of being able to speak, read, write and listen and students came up with various responses. teachers also suggested the students to read articles, novels, short stories, news papers, magazines etc. iii. extending and refining students understanding only in few cases, the teachers tried to extend and refine students understanding. they gave activities for the students where students encountered something new and the teachers helped them to reconcile it with their previous ideas and experiences and by helping the students to be the active creators of their own knowledge. the teachers recollected the understanding and opinion of the students regarding the lesson. taking each point as given by the students view 117 roshni sharma, sudarshan mishra pedagogical processes in learning english language at secondary school level in sikkim, india point the teachers provided appropriate feedback to the students. the teachers also gave positive verbal reinforcement to the students. iv. monitoring students understanding listening skill the teachers in most of the schools took into consideration the understanding about the lesson learned. teachers concluded that the students have successfully understood the lesson which implied that the students have been listening carefully during the teaching, learning process. speaking skill – the teachers in most of the schools monitored students understanding in speaking skill based on the experience and understanding about the topic. they also guided them in framing proper sentences. in one of the schools, it was observed that to monitor the students understanding in speaking skill the teacher conducted an activity in the class like picture composition. the teachers drew an incomplete picture on the chalkboard. students were divided into different groups. each group was given a turn to add to the incomplete picture that was drawn on the board. all the groups had taken turns. after the completion of the drawing each group were given an opportunity to tell their version of the story to the whole class. writing skill –most of the teachers asked the students and guided them to write in between the lines while the teachers explained each paragraphs and stanzas of the lesson. the teachers also checked their spelling errors, grammatical errors and also their hand writing. v. encouraging students to develop a meaningful context to encourage students to develop a meaningful context into which new learning can be connected, the teachers in most of the schools asked the students to read the whole story. students read silently and got engaged on the paragraphs. while reading silently the teachers also asked them to develop a connection between what has been explained to them during the class. to cultivate higher order thinking, the teachers encouraged the students to ask questions, explore and assess what they knew. the students were urged to be actively involved in the process of learning. evaluation i. evaluating students’ understanding after the reading and explanation of the paragraphs and stanzas, the teachers made the students to read the lines with correct stress, intonation and pronunciation and after that they were made to summarize the lesson in their own words and finally lesson. this way in most of the schools, the teachers tried to evaluate students understanding of key concepts and skills. ii. supporting students to reflect listening skillwhen students expressed their ideas and understanding about the lesson. the teachers added more points to their understanding by relating their understanding to real life situations. this technique was applied by the teachers in most of the schools. 118 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) speaking skill – students were often asked to speak up their views and opinions which helped them to enhance their speaking skill. most of the teachers followed this technique. reading skill – the teachers in most of the schools made the students read the paragraphs and stanzas and also made them do the extra reading to enhance their reading skill. writing skillto support students to reflect on their learning processes in writing skill, the teachers in most of the schools, made them write between the lines and made them summarize the lesson in their in their own words. iii. providing feedback and assisting students to evaluate it was observed that in most of the schools, the teachers asked the students to complete the exercises at the end of the chapter. after the completion of the exercises the teachers gave feedback to the students progress and achievement. iv. guiding students to identify future learning goals half of the teachers did not guide the students to identify future learning goals. but few teachers always guided the students, right from the process i (engage) till process v (evaluate). it was observed that in one of the schools, the teachers defined the objectives so specifically to the students like why learning of prose, poetry, grammar lesson in english is so important. she said poetry is learnt (i) to train the emotional feelings of the students, (ii) to develop their aesthetic sense, (iii) to develop a desirable taste for reading, (iv) to help the students to read out the poem with proper stress, rhythm and intonation. she also gave the students the importance of prose lesson. she said prose lesson helps in (i) cognitive and affective domain (ii) it helps to develop four language skills, (iii) it enriches the vocabulary (iv) it develops the expression skill and for grammar she said (i) grammar lesson develops students insights into the structures of english language (ii) it helps to express their ideas logically and correctly in speech and writing. (iii) it also develops their understanding about the rules of english grammar through use and practice of its structures. this way she guided the students to identify future learning goals. v. tools of evaluation few teachers conducted quizzes time to time to seek the students interest and to make them engaged. students were divided into groups and the teachers asked questions to them related to the topic. whichever, group gave the correct answer that group was declared the winner .the teachers conducted debate from time to time to enhance the listening and speaking skills of the students. it also provided room for brain storming and do the comprehensive reading. students are given the topics and they are divided into two groups. one for the motion and other one for against the motion. all students were to participate and share their views. through this way, they observed how students performed and involved in the group. there were few teachers who evaluated the performance of the students through role play. in a role play, the teachers gave the students the character according to the 119 roshni sharma, sudarshan mishra pedagogical processes in learning english language at secondary school level in sikkim, india text and asked them to act like those characters. the teachers also made an effort to include shy natured students in the role play so that they become confident. most of the teachers in the schools conducted recitation when they taught poetry to enhance students speaking skill. each individual had to recite each stanzas of the poem. class tests were arranged for the students in most of the schools. it was observed that half of the teachers made use of class tests for the students as one of the tools of evaluation. most of the teachers observed the performance of the students in the classroom and they were on their toes to observe each individual in a systematic manner. the teachers after each lesson asked the students to summarize the lesson in their own words. the teachers also gave activities like making them write letters, short stories and poems and sometimes asked them to write the script for the play. the students are also provided with different topics for essay writing. most of the teachers asked the students to do a presentation on the basis of their understanding. dictation was also done to check the students spellings. discussion in order to know the teaching process that the teachers make use in the classroom, different parameters were prepared and were observed during class room teaching to answer the research questions. during observation, the researchers explicitly found the following: only in few schools the teachers made use of students previous experiences as the base for explaining new concepts by making them do certain activities to come to the topic. while observing the teachers in most of the schools, the teachers gave examples and illustrated the relevant points to be explained. they gave examples from real life situations too to link the lesson so that students get clear knowledge about the topic that was taught to them. the students performance was assessed through observation, project work, class test, quiz, group work and debate, role play, recitation and classroom performance and participation in the classroom. most of the teacher respondents faced problems in teaching english language; the students don’t understand the structure of the english language properly. sometimes the teachers brought a recorded material to the classroom and made them listen to it and made them complete the task related to that material but very few students completed the task. the teachers also faced problems in developing students speaking skill because students didn’t have good command over english language, not fluent in english, bad pronunciation, they lost the chain of thoughts while speaking and couldn’t reconnect it, they lacked words and thoughts to express it into a proper sentence and communication was less through english language. the teachers also faced problems in enhancing students reading skill because students were least interested in reading books. when teachers encouraged them by telling stories thinking that students will be motivated to read books, but they showed least interest. when teachers asked them to read the text book aloud in the class, they did not read it properly as they had tough time to pronounce the words correctly and this is all because of lack of practice in reading . the teachers also brought good story books for the students to read, but the students just went through the book and 120 ideas, vol. 9, no. 1, june 2021 issn 2338-4778 (print) issn 2548-4192 (online) saw the picture inside the book and did not read the book. the teachers faced problems in developing writing skill because students had limited vocabulary, found difficult to translate ideas into english while writing. during observation, it is felt that students have no command over english language and therefore it becomes difficult to make them understand english properly. hence, the teachers should create an english learning environment both inside and outside the classroom. different literary programs like extempore, essay writing, poetry writing, recitation, debate can be organized in the schools and reward should be given to the winners. this way the students will be motivated and be encouraged. extra hour should be given in all the secondary schools of south sikkim for developing and enhancing the habit of reading, listening, speaking and writing skills of the students. both the school heads and the teachers should cooperate and arrange the needful for the benefits of the students. the teachers should create an ambience of constructivist classroom to develop the power of imagination and creativity among students. the present study is delimited to the south district of sikkim. as the district have a maximum number of schools (primary, upper primary, secondary and senior secondary), gross enrollment ratio and accessible road connectivity to the maximum schools. the schools belonging to rural and urban locations and those managed by the government of sikkim have been surveyed and studied taking into account the objectives of the study. the present study due to many practical reasons has some limitations and hence narrows in scope. but it opens up certain avenues for future researchers. the study made the following recommendations for future researchers who want to pursue study in the same line. a comparative study can be undertaken to check the pedagogical processes of english language teaching in the state of sikkim, similar studies can be undertaken for other classes and for other subjects, further studies may be undertaken by extending the population, which may give a different result, a case study can be undertaken on the given issues in order to know the ground reality much in-depth. conclusion classroom observation is also one of the powerful methods of monitoring the success of the instructor in the classroom. through this study, attempt has been made to see the extent as to how constructivist approach is used by the teachers in the teaching learning processes. conversely, study has explored the teaching processes used by english teachers in the classroom towards learning english language at secondary schools in sikkim. the sequential processes are mainly used to link up the connection between past and the present learning experience, designising activities for students engagement, assess learning outcomes, type of resource used in learning, identifying and developing concepts, reconstructing students knowledge, assessing students current level of understanding in listening, speaking, reading and writing, elaboration through recapitulative questions, development of higher order thinking, evaluation of students of key concepts and skills, identifying and motivating the students to identify future learning goals and evaluating students knowledge through quiz, debate, role play, 121 roshni sharma, sudarshan mishra pedagogical processes in learning english language at secondary school level in sikkim, india recitation, tests, observation and performance dialogue, essay and summary writing and projects, respectively. acknowledgement the authors are grateful to the department of education, government of sikkim for permitting to carry out interviews in the secondary schools of south sikkim. the authors also thank the students, schools heads and the english language teachers for their participation in the interviews. references choudhury, k. b. (2011). communicative language teaching approach at higher secondary level in bangladesh –teachers’ perceptions and classroom practice. unpublished m.ed dissertation, department of english, bgc trust university bangladesh. retrieved from www.languageinindia.com. graddol, d. (1997). the future of english. london: british council. jha, s.k. (2013). english in eastern ethiopia is learnt; not mastered. the journal of english language teaching, canadian center of science and education. 6 (4), 42-55. mathuramani, k., and ganesan, s. (2011). modern trends in english language teaching. the journal of english language teaching in india, 49 (6), 39-43. mishra, m.k. (2009). strategy paper on tribal education in orissa. retrieved from slideshare.net mahendrakmishra strategy paper. ncert (2006). national focus group report on english teaching, new delhi, pp.135. retrieved from https://ncert.nic.in/pdf/focus-group/english.pdf on 20th of november, 2020. rathore, b. (2013). innovations in teaching english. journal of english language and teaching, 51(1), 713. senthilkumar, m. (2010). problems and perspectives in teaching english in mixed ability classrooms. retrieved from https://www.essays24.com/essay/problems-and-perspectives-in-teachingenglish-in-mixed/55.html. venkateswaran, s. and gayathri, s. (2012). elt classroom practices-implication for professional development.elt weekly4 (34). retrieved from https://eltweekly.com/2012/08/vol-4-issue-34-research-article-eltclassroom-practices-implications-for-professional-development-by-gayathrianand/. wang, f. (2010). the necessity of grammar teaching. english language teaching, 3 (2), 78-81. zainuddin, roquiya and ahmed anjum (2008). pedagogy in the light of constructivism. anweshika: indian journal of teacher education, vol. 5, no.1.pp. 70-77. 122 the particular dialect or language that a person chooses to use on any occasion is called a code 209 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp. 209 225 speech acts equivalence of audiovisual translation on enola holmes netflix movie subtitle violita1, *hayatul cholsy2 *cholsy-h@ugm.ac.id 1 cultural science faculty, gadjah mada university, yogyakarta, indonesia 2 cultural science faculty, gadjah mada university, yogyakarta, indonesia received: 2022-03-21 accepted: 2022-06-05 doi: 10.24256/ideas.v10i1.2589 abstract this research discusses the speech act equivalence involves in audiovisual translation of english-indonesian subtitle on enola holmes netflix movie. since pragmatic equivalence is consider as to be the suitable one to be analyzed in audiovisual translation (avt), this research look closely in case of translating the subtitle especially the movie with genre of adventure and mystery. this audiovisual translation research employs qualitative descriptive with the research design of content analysis. also, there is involvement of analysis contrastive to be able to figure out the speech act equivalency. the data is taken from the subtitle netflix movie of enola holmes. according to the result of this research, it shows some circumstances firstly the st that is translated equivalent according to the speech act type can present the message equivalent with the context of the story. secondly, the translation that cannot reach the speech act equivalency is less able to bring the context of the story into the tt translation. in addition, the implication exists in utterances present in st can be conveyed in the tt if the speech act equivalency is achieved. otherwise, there are also found that implication which exists in utterances present in st cannot be portrayed in tt if the speech act equivalency cannot be achieved. keywords: audiovisual translation; speech act equivalence; subtitle; movie introduction the development of translation has successfully showed its rapid progress in this era which is translation not only can be found in the form of a book but there is also an audiovisual translation (avt). according to delabastita (1989) cited in bogucki & deckert (2020), audiovisual translation refers to a form of transposition in which only a certain part of the source text is changed and transferred into a new form on the same complex of audiovisual (av). unconsciously, people are using and enjoying the outcome of audiovisual translation nowadays which make avt grow http://u.lipi.go.id/1457703302 mailto:cholsy-h@ugm.ac.id violita & hayatul cholsy speech acts equivalence of audiovisual translation on enola holmes netflix movie 210 wider in human life. avt divided into two as subtitling and dubbing that involves in the screenplay production such as film, tv show, movie, etc. furthermore, subtitle is carrying verbal information for the audiences, and the process of delivering message brings up the presence of a communication. de saussure & rocci (2016) one of major area in language research field which is translation becomes the central important major that is related with verbal communication across language and culture at least in three decades. in the process of translation the target language (tl) text should be represented the original meaning and message of the source language (sl) text. the equivalence becomes important to reach the goal of translation. as catford (1965) explain that constructing the tl translation equivalent is the main problem in translation practice. also, determining the nature and conditions of translation equivalence is a central task of translation theory. therefore, the final product of subtitle can be acceptable by the audience of the text subtitle. strengthen by chaume (2013) explanation, the complexity in avt for the translator is that create the dialogues that imitate the pre-assembled spontaneous mode of discourse that are developed through written and spoken languages, but through the meaning also as the other non-verbal codes. however, due to the time limitation in subtitle translation, it makes the translator has to produce the text subtitle as proper as possible in the screenplay. in producing the final result of subtitle, the translator definitely aims to present the translation with the highest equivalence of tl which represents the sl, so that the audience of the movie can understand the storyline. the used of any strategies by the translator in translating subtitle considered as the successful one within a condition between the sl and tl is equivalent. according to gottlieb (1994) speech acts in focus of verbal intentions and visual effects are more important in subtitling than atomized lexical elements. it means that minding some aspects of equivalence in avt should be done to be able to produce the decent subtitles in movie, it just not simply transfers the source language to the target language as the usual translation should be done. baker (1992) come up with the idea of the needed of pragmatic equivalence in translation that is part of the equivalence principles involving the linguistics disciplines. it start with equivalence at word level, equivalence above word level, grammatical equivalence, textual equivalence, and the last is pragmatic equivalence. meanwhile, there are many platforms provide foreign movies that already have the indonesian subtitle with all kinds of services they have. the expansion of netflix as a legal platform is growing rapidly that many youngsters and adults are captivated, and indonesia also become one of the countries in the world that the users cannot be considered as a small numbers. as jenner (2018) explain that netflix audience could be presumed to be limited in national boarder only but aiming to address that is fragmented across borders, which it significantly different from television audiences. in the case of adventure and mystery genre based movie, there are some ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 211 situations where this genre based movie has its own ability to present and bring the storyline. indirectly, the audiences are blending together not only to feel the rollercoaster with the storyline but also solve the problem or mystery in the movie. those happen in enola holmes movie since the genre of this movie is adventure and mystery with the storyline presents enola’s adventure in solving the case of her missing mother. it makes the translator have to avoid the inaccurate information of the original storyline in composing the subtitle text particularly. the pragmatic equivalence as the bridge to interpret the meaning of a text based on the context exists in the adventure mystery genre based movie due to the information in the utterances of this kind of movie genre involves a secret language system or code implicitly in order to build the atmosphere of the adventure solving case. generally speaking, according to parker & riley (2014) pragmatics deals with context occur in language, and text subtitle become the component which can be analyzed in pragmatics view since it is an immediately prior utterances in a text. although the study of pragmatic equivalence on translation still has not become a hot topic that widely discussed among the researchers on translation field, but there are already some previous study which discussed it. firstly, a research by wisudawanto (2021) examine on pragmatic equivalence on satire translation on novel of animal farm. in detail, the researcher also classified the illocution according to theory of searle (1969) and sees the pragmatic equivalence by classified the implicature using grice (1975). secondly, kusuma (2019) conduct a research on meaning equivalence and translation strategy of news text on the indonesian cabinet secretariat official website. baker’s theory on translation equivalence is applied in her research. it shows that the contextual meaning equivalence and situational meaning equivalence is the most used in the news text translation, also both equivalences are related with the translation strategy in transfer culture. thirdly, almunawaroh (2019) analyze the negative face threatening acts on tv series ’13 reasons why’ to know the translation strategies and pragmatic equivalence applied using descriptive and comparative methods. it shows 150 utterances containing negative fta found and the indirect translation strategy is the mostly used. furthermore, the research use kpi and lsf rules to know the limitation of the subtitle translation since it concern on utterance containing fta. fourthly, a research by anggraini & ambalegin (2020) examines strategies in refusal act in me before you movie. the research involves pragmatic method which shows result that is found five utterances contain request act. meanwhile, in this present study investigates on how pragmatic equivalence involves audiovisual translation of subtitle on netflix adventure mystery movie enola holmes. this present study uses different object of research with the first and second previous studies which is movie subtitle. even though in the third previous study using netflix movie which in this present study also using a movie from netflix, but it is using different movie also different genre. while, the third previous study focuses on the fta for the utterances different with this present study that use all the utterances occurs in the adventure and mystery genre based movie to know the violita & hayatul cholsy speech acts equivalence of audiovisual translation on enola holmes netflix movie 212 speech act equivalence. the last, even though the fourth previous study is using utterances to be analyzed which in this present study also involving utterances in a conversation, but it use different theory and different focus that this present study imply pragmatic aspect of speech act to know the equivalency. along with explanation before, pragmatic equivalence idea is the suitable one in concerning the avt due to the time limitation in the movie has to be able to reach translation equivalent. moreover, this research examines on the speech act equivalence involving the translation of english-indonesian subtitle on enola holmes netflix movie. the researchers use the official platform netflix since it is a legal platform in the certain way the translation output of the subtitle is different from the illegal platform. audiovisual translation of subtitle audiovisual translation according to orero (2009) explains that concentration in dubbing and subtitling are the most used in audiovisual translation research in a movie, fiction, and other objects. there is an important parameter when assessing the subtitling quality present by massida (2015) that are the readability, followed by reduction, subtitles conciseness, and faithfulness to the source text. another explanation about subtitling by cintas & remeil (2014), clarity, readability, and transparent references are the elements which correlate in subtitling. circumstantially, audiences must be served with the clear subtitles which they can rely to perceive any information. it makes any misleading information are forbidden to be exist in the subtitles. furthermore, subtitling also needs to omits some words in the target text due to the limitation time space and if there is some condition which requires reduction of the text. pragmatic equivalence in subtitling there must be a problem that the translator faced in the process of translation in achieving the equivalence between the sl and tl. the reason is because translation practice cannot be said as an easy and simple task. then, translator is expected to give final translation result as equivalent as possible. emery (2004) explain equivalence as a function of intended meaning of source text author more loosely and no longer defined in the terms of an ‘identity’. meanwhile, nida (1969) purposes the new focus of translation as the translation critic that constructs the dynamic equivalence; is defined in the terms of degree in what extent the receptors language respond of the message in substance to the same manner of it as the receptors in source language. the both explanations have the same point of view. it is the use of equivalence in translation, aims to construct the compatibility of original meaning, intention, or information between sl and tl. in the matter of obtaining equivalence in translation, it required some aspects of equivalence as baker (1992) presents some ideas of equivalence in translation. they are (a) equivalence at word level (b) equivalence above word level, (c) grammatical equivalence, (d) textual equivalence, and (e) pragmatic equivalence. firstly in the case of the non-equivalence at word level when there is no word in the tl can be expressed the same meaning as in the sl that the translator should deal ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 213 with. secondly, the lexical patterning issues that deal with two main headings that is collocation idioms and fixed expressions. it is deeper than the first case before because it occurs when words are blending with other words to form stretches of language. thirdly, it still relates with the two previous cases but the main is handling the grammatical categories issues which universal across different languages. likewise, it comes with textual equivalence which divided into two main parts first when the need of distinguish text from no-text namely thematic and information structure and second is dealing with difficulties and strategies of translation at the level of text by looking at the cohesion. yet, this last one has different with the others. the last one relates with something that does not on the surface like textual level or grammatical things and it goes beyond more than those. when the exploration of ‘language use’ is necessary in a translation, such the way of utterances used in the communication situations require a context interpretation namely pragmatic equivalence. as mentioned before about translation and equivalence, it also necessary to the apply translation equivalence in subtitling. according to gottlieb (2001) due to the time and space constraints in subtitling, the most appropriate type of equivalence in subtitling is pragmatic equivalence. along with it, pragmatic correlates with communication circumstance in language that translation is the media of execution. then, meaning in source text should be interpreted based on its context into target text. moreover, baker (1992) also indicates the idea of pragmatic equivalence in translation. furthermore, involving specific pragmatic feature of speech event that known as speech act to know the context of equivalence in avt. then, speech act in conversation indirectly can carry out a conversational implicature unwittingly. the term implicature explained by grice (1975) create a concept of on how utterances spoken by the speaker have meaning or implying something rather than on what the speaker literally says. still, when it occurs on a conversation, it called as conversational implicature, it is when utterances in a conversation can imply such proposition or statement, which is not in the part of the utterance, as the consequence of violating the conversational principal. as the term implicature cannot be separated with speech acts because it can be saying as the medium in carrying out an implicature in utterances. searle (1969) classify taxonomy of illocutionary acts into five types of speech acts which in line to examine pragmatic equivalence in doing translation, they are assertive, directive, commissive, expressive, and declarative. a. assertive, this type of act also known as representative that used to depict a state of affair or the real situation to be believed as the true and or false one. such as stating, denying, confessing, notifying, concluding, and admitting and so on. b. directive, this act used to make the hearer to do something or not to do the thing when the utterance is expressed. such as advising, warning, requesting, insisting, forbidding, etc. violita & hayatul cholsy speech acts equivalence of audiovisual translation on enola holmes netflix movie 214 c. commissive, it is an utterance which committing the speaker to do an action in the future. such as offering, guaranteeing, betting, promising, vowing, etc. d. expressive, it is type of act function as expressing the speaker’s feeling or emotional state. such as the act of apologizing, mocking, condoling, thanking, congratulating, etc. e. declarative, it is utterance of declaring something which intends to change situation, condition, or even status of some entity. for instance, surrendering, resigning, appointing, etc. method it is an audiovisual translation research with employing qualitative descriptive. nassaji (2015) explain that qualitative research is to identify recurring themes, patterns, or concepts which often involve an inductive data exploration further to be described and interpreted those categories. the data of this research is taken from subtitle of enola holmes movie. for the research design, the writer use content analysis regarding on the form of this research. according to ary et al (2002), content analysis relates with the context of analyzing and interpreting material recorded such as in films, tapes, textbooks, and the other documents. furthermore, this research also involves contrastive analysis to bring out the speech equivalency result between sl text subtitle and tl text subtitle. as fisiak et al (1981) explain about contrastive linguistic as a sub-discipline in linguistic field relate with a comparison between two or more languages. enola holmes is an adventure mystery movie tells the story of enola who had to solve the case of her missing mother. this movie based on the novel series by nancy springer. however, due to the efficiency in doing this research, the researchers downloaded the subtitle file both english and indonesian in subscene website. secondly, the researchers go through checking step many times in order to get the same subtitle data as the original presents in netflix without any error and discrepancy. the data collected further to be analyzed by the researchers by following the several steps. firstly, classify the types of speech act of the utterance in subtitle text based on the context of the scene in the movie by watching the movie scene with checking the text subtitle both in source text (st) and target text (tt) using searle (1969) theory alternately. secondly, identify the speech act equivalency between st and tt based on the classification of both text reveal the speech act types in the first step before. lastly, analyzing the data finding by giving explanation based on the correlation of speech act, context, and equivalency. results below is a result table of the percentage of speech acts equivalence found in the subtitles text of the netflix film enola holmes. no kesepadanan tindak tutur % ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 215 1 sepadan 98 % 2 tidak sepadan 2 % here found some circumstances according to the data analyzed by using searle (1969) theory in this enola holmes movie. there are two circumstances of text subtitle, that are translated equivalent pragmatically and not equivalent pragmatically based on type of speech act on the translation of target text. it also involves the entire five speech act types of assertive, directive, commissive, expressive, and declarative in both source text and target text. for further explanation is present in below discussion. a. equivalent pragmatically 1. sl text mrs. lane : what kind gifts! and, look, she's made this herself. enola : we were happy. weren't we, mrs. lane? tl text mrs. lane : ‘hadiah yang bagus! lihat, dia membuatnya sendiri.’ enola : ‘kami bahagia. bukan begitu, bu lane?’ [subtitle duration 00:03:49,750] the situation of the conversation above is when enola open the gift prepared by her mother because it is the day of her 16th birthday. however, it happens after enola found out that her mom is disappearing from home, then mrs. lane give enola the gift on enola’s teatime, which the gift left by her mom to mrs. lane. according to the context in sl text above, mrs. lane utterance indicates as an expressive which she use compliment expression to congratulate enola for getting a birthday gift. moreover, mrs. lane also adds information to enola, that it is not only a fine gift but also a handmade by her mother, eudoria. however the utterance also implies an implicature of giving a consolation. the compliment from the utterance by mrs. lane is like she tries to comfort enola, because enola in the state of just found out about the disappearing of her mom, even more it is on her birthday. then, in tl text is delivered into speech act of expressive as it is shown on how mrs. lane praises the gift given by eudoria. additionally, the implicature also remain still in target text. thus, both in source text and target text are equivalence since involving the same speech act. 2. sl text mycroft :where's your hat and your gloves? enola : well, i have a hat. it just makes my head itch. and i have no gloves. sl text mycroft : ‘mana topi dan sarung tanganmu?’ enola : ‘dulu aku punya topi. itu membuat kepalaku gatal. aku tak punya sarung tangan’ [subtitle duration 00:06:04,583] the conversation happens when enola meet her brothers, sherlock and mycroft, violita & hayatul cholsy speech acts equivalence of audiovisual translation on enola holmes netflix movie 216 in train station. then, mycroft asks enola in a cynical tone about her hatand gloves. it is because according to his previous utterance, he thinks that enola state seems so untidy, not dressed well, and messed up. her appearance does not reflect as the youngest sibling in the famous holmes family. so, he asks where her hat and gloves is. since hat and gloves are indicating the appearance and identity of holmes, the famous detective family. in st mycroft gives a direct question to enola. based on mycroft question, he hopes that he can get the answer he wanted so that it deploys the speech act of directive. also, this conversation does not present an implication because it does not have any other intention just pure asking to get the answer that mycroft hoping for. in tt, the utterance also shows an act of asking to get the answer from the hearer, enola, and the speech act imply as directive. thus, the speech act in target text translation is equivalent. 3. sl text sherlock : tell me, she at least saw that you had an education? she valued education. enola : she taught me herself. she made me read every book in ferndell hall's library. tl text sherlock : ‘katakan setidaknya dia memberimu pendidikan. dia menghargai pendidikan’ enola : ‘dia yang mengajariku. dia membuatku membaca semua buku di perpustakaan ferndell hall’ [subtitle duration 00:09:35,583] the conversation takes a place in enola's mother, eudoria, private room which enola, sherlock, and mycroft are at one place together. the situation is when enola is being asked by sherlock about what are the things that eudoria has give for her all this time, especially in the education matter. in the other hand, since mycroft is talking bad things on eudoria, then it makes sherlock, who is still do his business searching for any clues he can find in eudoria's private room, suddenly curious and then he ask enola just like in the conversation shown. enola's utterance indicates as an assertive in st and it does not involve any implication behind it. she directly explains on what are really happen all this time, that her mother is the charge of her education matter. she also mentions further explanation that she also read every book in ferndell hall's library as her mother told her to do so. in the tt also shows the same speech act circumstance with st, that it is translated in the form of assertive. then, the translation between st and tt is equivalent. 4. sl text mycroft : the first is my problem, the second i consider yours. sherlock : enola may prefer to stay here tl text ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 217 mycroft : ‘yang pertama masalahku, yang kedua kuanggap masalahmu’ sherlock : ‘enola mungkin tak mau pergi’ [subtitle duration 00:11:57,958] the situation occurs in sherlock and mycroft's conversation is after they discussed the dormitory matter for enola and plan for searching the disappearance of eudoria. based on their discussion, mycroft made the decision that he would take care of the first issue which was enola and also indirectly appointed sherlock to take care of the second issue related to finding the missing eudoria with those words. the utterance in tt, the speech act indicates as declarative since based on the context of the movie scene has already explained before that mycroft appointing sherlock to take care of the second problem and the first problem for himself. while, in the tt the translation is delivered the same speech act as in st that is declarative. the st also depicts the act of mycroft appointing to take care of the cases for sherlock and himself. it makes the text translation equivalent. 5. sl text mycroft : a wild and dangerous woman brought up a wild child. sherlock : she seems intelligent. tl text mycroft : ‘wanita liar dan berbahaya membesarkan anak yang liar’ sherlock : ‘dia tampak cerdas’ [subtitle duration 00:12:51,541] the conversation between sherlock and mycroft below happen when they arguing on how they will go to do with enola situation after disappearance of her mother. mycroft has an idea of finding a boarding school for enola to discipline her. however, sherlock does not agree with that and suggesting finding governess for enola instead of that idea. the st shows mycroft’s utterance on his claim as the true matter that he believed in. it makes the utterance by mycroft above indicates as speech act of assertive since he emphasize on what he beliefs about eudoria and enola. furthermore, according to the context, the expression of 'a wild and dangerous woman' portrays as eudoria and 'a wild child' for enola. it implies a message that eudoria can influence a bad effect for enola's future because she is the one who raising enola up all this time. mycroft stating his judgment by using that expression of figure of speech 'a wild and dangerous woman' and 'a wild child'. therefore, the translation in tt presents the same speech act of assertive which it make the translation text equivalent. in addition, the tt also still maintain the implication same as in the st. 6. sl text sherlock : i think that's all the memories i have. enola : thank you. if you could now forget them all. tl text violita & hayatul cholsy speech acts equivalence of audiovisual translation on enola holmes netflix movie 218 sherlock : ‘kurasa hanya itu kenanganku’ enola : ‘terima kasih. tolong lupakan semuanya.’ [subtitle duration 00:16:32,375] here the situation from the text above occurs after sherlock tells several events recalling his memories of enola's childhood story. he mention some stories from enola’s pine cone wrapped in wool until enola childhood behavior which hard to persuade to put trousers on. from the last story, it makes enola feel embarrass which he ask sherlock to forget the story as it present on the text above. enola's utterances above in sl present information where enola asks sherlock to forget his memory on her embarrassing childhood story immediately. based on the existing context, enola's utterance indicates as a directive speech act. although the translation of the text in sl going through an adjustment in tl, it does not affect the speech acts presented. so that the type of speech acts in the tt is presented same with the sl that is directive. since in tt enola utterance also imply information of asking sherlock to forget the entire story about her. thus, the text subtitle on the conversation above achieves the speech act equivalency and makes the story messages delivered appropriately with the context. 7. sl text enola : therefore, i ask you to get out of this carriage. tewkesbury : you remind me of my uncle. he's bossy too. tl text enola : ‘karena itu, kuminta kau pergi dari sini.’ tewkesbury : ‘kau seperti pamanku. dia pun suka memerintah’ [subtitle duration 00:24:18,375] a situation occurs in conversation above is when enola found out that tewkesbury appears in front of her inside the train. she actually saw an incident before she get in the train. then, enola give an order for tewkesbury to leave the train immediately with an emotional tone. according to enola, tewkesbury can put enola in a danger situation because someone in a brown hat was looking for him inside the carriage. then, the utterance by tewkesbury above explain that enola looks like his uncle and he said that his uncle like to give an order. however, that expression present in a negative connotation as it is represented by the word 'bossy'. then indirectly tewkesbury also mocked enola if she is also such bossy person. in this context, tewkesbury's speech act is an expressive speech act. then, the st is translated equivalent in tl according to the type of speech act. this is illustrated by the tt above using the expression 'suka memerintah' which is also has the same meaning with ‘bossy’ to be addressed for enola. tewkesbury's words in the text also indirectly mock enola who represents expressive speech act. furthermore, the implication of mocking enola from the st also delivered successfully same in tt. then, the text in conversation above shows the equivalency of the speech act. ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 219 8. sl text enola : now i've finally got some peace and quiet to think, it's time for phase five of my plan. tl text enola : ‘aku temukan keheningan untuk berpikir, ini saatnya tahap lima rencanaku.’ [subtitle duration 00:40:31,041] the situation of the text above is after enola got a lodging house, a place for her to stay and she continue arrange her next step plan of finding his mother. she utters her intention for herself as it shown on the text above. then, she begins to take out his puzzle on her bed. based on the context above, her utterance in st requires her to immediately think about the next step and thinking for the way out to solve her mother case. in that way her utterance carries a speech act of commissive which enola is committing her own self to plan on her next phase. in tt, the translation delivers her intention to do the act she has to do in figuring out the next phase and it potray the speech act of commissive. in consequence, the translation of the text produces the equivalence result pragmatically. 9. sl text enola : you're supposed to say thank you. tewkesbury : for what? tl text enola : ‘kau seharusnya berterima kasih’ tewkesbury : ‘untuk apa?’ [subtitle duration 00:30:43,041] the situation of the conversation happen when enola and tewkesbury walking together in the middle of meadow. they got into little argument which makes enola say that as it shown in the conversation. the reason why they argued each other is because instead of saying thank you to her after enola saving him from linthorn who try to catch tewkesbury when they were in the train, but otherwise she think that tewkesbury talks too much and it annoys her. it makes enola straight demanding on him to say thank you to her. the utterance present in st build a speech act of directive according to the context explained above. moreover, her utterance does not imply any other intention, it just direct ordering tewkesbury to do the act of saying thank you. meanwhile, in the tt, the translation also stays the same category of speech act of directive. then, this translation considers as equivalent. 10. sl text enola : it's a martial art. dowager : you are most intriguing, miss posy. or should i say "missus"? my condolences, by the way. violita & hayatul cholsy speech acts equivalence of audiovisual translation on enola holmes netflix movie 220 tl text enola : ‘itu seni bela diri’ dowager : ‘kau sangat menarik, nona posy. atau harus kupanggil "nyonya"? aku turut berduka’ [subtitle duration 01:09:18,875] the situation of the utterance happens when dowager is talking to enola in the woods. enola try to explain on what she did with dowager’s gardener and demonstrating jujutsu movement. otherwise, dowager does not mad at her but she finds enola as an attractive person. also, dowager recognized enola as may beatrice posy due to her masquerade before so that dowager does not know enola's true identity. since dowager already met enola before and according to her understanding may beatrice posy is a widow and dowager also tries to be more careful by asking about calling her as ‘missus’. in st, the utterance marked as an expressive by showing an implication of two expressions. firstly, giving compliment expression that enola is such an attractive person. secondly, she expresses her sympathy to enola by saying 'or should i say missus?' since the word 'missus' has the same meaning as 'mrs.' that used to calling a woman that already married. furthermore, she also gives her condolence to enola at the end of her utterance. still, the utterance in tt is unchanging deployed speech act of expressive, giving compliment and condoling. in this case, the translation constructs a pragmatic equivalent in tt same with in st. in addition, the implication in st also presents same implication in tt. 11. sl text miss harrison : at this school, you'll be given a chance to live up to it. enola : but i— miss harrison : and you can begin by closing your mouth. tl text miss harrison : ‘di sekolah ini, kau bisa membuat dirimu layak’ enola : ‘tapi..’ miss harrison : ‘mulailah dengan menutup mulut’ [subtitle duration 01:19:21,208] on the conversation above, the situation happen after enola was being caught by mycroft and back to miss harrison’s finishing school for young ladies. miss harrison tells enola that in her school, enola can get a chance as it is shown above. however, miss harrison utterance have an implication of that enola must be obey all the rules in her school so that she can have a personality as it should be as a young lady. miss harrison also emphasizes it by saying ‘closing your mouth’ as she needs enola not to rebel against what she said in her school. in st, the utterance present as directives since miss. harrison is warning enola not to refuse to obey her words based on the context of the movie scene as it explained above. then, in tt the utterance still remain the same present as directives. it display on how the text also present miss harrison utterance in the same message as in st that is enola need to obey miss harrison words by shut up ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 221 her mouth. hence, the translation pragmatically equivalence by using the directives type of speech acts. b. not equivalent pragmatically 12. sl text enola : which leads me to the second thing, you need to know. tl text enola : ‘itu membawa kita pada hal kedua.’ [subtitle duration 00:02:59,750] the situation of the text above happen on the opening segment of enola tells about her life story to movie audiences. after the first thing of her story which is telling on her mother private meeting with her mother’s colleagues. according to the private meeting, it leads her to moves to the second thing of the story that she believe the audience need to know about the next story. based on the existing context in st, enola utterance commits an action of continue to tell the next story to the audience and it is should be done by herself since she is the one that know the next part of the story. additionally, the audience is represented by the word ‘you’. so the utterance in st is depicted as a commissive. however, in tl, the speech act in the text turns into an assertive where it becomes a statement to asserting a statement. here, enola and the audience are represented by the word 'we' and it deploy as a state of enola and the audiences are being taken to the second thing of the story because of the private meeting occasion. thus, the translation becomes loss to bring up the speech act equivalency. 13. sl text enola : what need have they of amplification? miss harrison : aren't you the clever little tongue? i'll enjoy that. tl text enola : ‘apa yang perlu dikuatkan?’ miss harrison : ‘kau pandai bicara. aku suka itu.’ [subtitle duration 00:13:00,708] the situation of the conversation above happens when enola’s body is being measured and miss harrison giving judgments on her body. in opposite, enola state that her body perfectly fine and does not agree with all the judgments. moreover, miss harrison thinks that enola need to use amplifier on her body. considering to miss harrison’s statement, enola become more annoyed and protest in what need her body have to use amplification while hips are just simply function of legs. the utterance by miss harrison in st above contains an implication of sarcasm to enola which is expressed through a question. according to the context and text, the sarcasm by miss harrison is caused by protest that enola did by opposing her words. miss harrison expresses it through giving question on her asking whether she is ‘the clever little tongue’. meanwhile, the utterance is translated into an violita & hayatul cholsy speech acts equivalence of audiovisual translation on enola holmes netflix movie 222 affirmation statement in tt. the text shows more like portraying enola as a smoothtalking person that also has the same meaning as ‘clever little tongue’ which make the acts of the text different with the st. so, based on that context and text, the utterance in tt carries out a speech act of assertive. the changes in speech acts from the st to tt also causing two effect; firstly is the un-equivalency of speech acts and secondly also eliminates the implication of sarcasm as in sl. 14. sl text enola : i don’t want a husband! attendant : and that is another thing you need to have educated out of you. tl text enola : ‘aku tak mau suami!’ attendant : ‘itu juga hal lain yang perlu kami didik.’ [subtitle duration 00:14:09,291] the situation occurs in the conversation above is when enola refuses to be put into a miss harrison finishing school for young ladies to learn about personality education. mycroft states that enola must enter the school so that she can get a better personality and have a husband in the future. however, enola refuse to have a husband and it makes mycroft say that not wanting a husband is one of her problems need to be fixed by take a female personality education. in st, mycroft utterance indicates as a speech act of directive because he persists on giving order to enola to educate herself in finishing school for young ladies. mycroft assume that she had a problem needs to be fixed so he command her to fix it on school. then, the directive speech act in sl turns into a commissive speech act in tt. this can be seen from the translation which shows an explanation that the enola’s problem for not wanting a husband becomes a problem that needs to be educated by mycroft and sherlock. based on that context, the translation deployed into mycroft as a speaker is the one who needs to provide the education for enola, and the context of ordering is being eliminates in this translation. thus, it make the translation does not reach the pragmatic equivalency. 15. sl text tewkesbury : ignorant and willfully so enola : you could change your mind about a boy. tl text tewkesbury : ‘kau sengaja seperti itu’ enola : ‘pendapat bocah bisa diubah’ [subtitle duration 00:14:09,291] the situation happen enola and tewkesbury are walking together in flower market. enola explain about the flower that she found in his tree house but she actually does not really care on the flower. then, tewkesbury is being sarcasm on her by using the expression of ignorant and willfully. however, enola does not agree ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 223 with his opinion and she responds it using an expression using the word ‘you’ to points out on her own self. according to the context, enola's utterance presents a speech act of commissive in st. her utterance can imply two implication, that she can change tewkesbury's thought about the sarcasm towards her but she use the word 'you' which it actually to points out herself. secondly, she is also being sarcasm on tewkesbury by calling him as 'a boy'. meanwhile, in the tt translation is depicted as a statement of 'pendapat bocah bisa diubah' which make the translation change become an assertives. the translation in tt creates a different direction that turn as an assertion that a boy’s opinion can be changed. thus, the translation does not pragmatically equivalent. 16. sl text sherlock : you disappeared. we had to know how far you would run. enola : i'm just a case to you, aren't i? tl text sherlock : ‘kau menghilang. kami harus tahu sejauh apa kau lari’ enola : ‘aku hanya kasus bagimu.’ [subtitle duration 01:24:40,333] the situation of the data above is occurs after enola make sure on what sherlock did about reporting the money thing of her disappearing to mycroft. she asks sherlock because she feels like sherlock seems not worried on her disappearing but he just considers it only as a case. it makes enola wants ensure about sherlock statement by asking him as it present on the conversation above. as it explain about the context, in st the utterance perform an act of directive since enola want to assure on sherlock statement by asking him. however, her utterance does not have any implication of any other intention, just directly asking something she wants to know. meanwhile in tt, the utterance changes as an assertive, as it seen that the translation changes into a statement of ‘aku hanya kasus bagimu’ as it present the information of that enola is just a case for sherlock. the translation in tt only explains the matter of her thought without involving the question word and does not have any indication the act of asking to be considered as a part of directive act. it makes the equivalence of the speech act cannot be achieved in this translation. discussion based on the percentage table, the equivalence of speech acts towards the avt in netflix film enola holmes can be achieved maximally but it can also be said as successful because 98% of the translated texts are equivalent and only 2% of the translated texts are not commensurate. likewise, netflix as a legal streaming platform can produce subtitled subtitles in accordance with existing audiovisual translation rules and at the same time it can bring out the context of the story in a film through the subtitle text. as it shows in findings, pragmatic equivalence is helpful in translating movie violita & hayatul cholsy speech acts equivalence of audiovisual translation on enola holmes netflix movie 224 subtitle in order to avoid the misleading information and messages exist in the movie which also in line with the storyline context. even though avt has rules of the time limitation of subtitle duration, still paying attention to the time limitation alongside with the pragmatic equivalence of speech act is needed. furthermore, in case of enola holmes as the adventure and mystery genre-based movie, it has utterances that involve implicature to present the sense of case-solving in this detective film also for present the other intention which does not show on the utterance spoken. besides that, the result also shows two circumstances of the text translated equivalent pragmatically and not equivalent pragmatically, it also bring out another findings. firstly, there are translations that reach the pragmatic equivalency of speech act that caused the text can delivers the original message and information from st into tt. secondly, there also translation in tt that has different types of speech act with the st and it present un-equivalent translation pragmatically that makes the context is changed in tt. conclusion this audiovisual translation research examines on the speech act equivalence involves in translating the movie subtitle, more specifically on a movie with the genre of adventure and mystery that is enola holmes. this research meets some circumstances; firstly the st that is translated equivalent in its speech act ca n present the message and information equivalent with the context of the story. secondly, there are translation of st that delivers into different type of speech act in tt which make the translation cannot reach the speech act equivalency and less able to bring the context of the story into the translation. in addition, the implication exists in utterance which present in st can be conveyed in the tt if the speech act equivalency is achieved. otherwise, the implication exist in utterance present in st cannot be portrayed in tt if the speech act equivalency cannot be achieved. however, for other future researchers may conduct an audiovisual translation research using different focus and theory. the future researcher can use 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(38-48). https://doi.org/10.24256/ideas.v1i1.126 the particular dialect or language that a person chooses to use on any occasion is called a code 835 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2022 pp. 835 845 the directive acts in joker 2019 movie willy sitanggang1, afriana2, pb161210088@upbatam.ac.id1, afriana@puterabatam.ac.id2 1,2universitasputerabatam ( upb ), batam, indonesia received: 2022-06-22 accepted: 2022-06-28 doi: 10.24256/ideas.v10i1.2837 abstract this article represented the study of pragmatic to investigatedirective act. the purpose of investigation is to find out the types of directive acts on movie “joker 2019”. the researchers applied theory ofallan (1997)about directive act. the researchdesignpresented in the qualitative method.in collecting the data, the researchersappliedobservational method and note-taking technique. in analyzing the data,the researchers applied pragmatic identity method and classify technique by sudaryanto. in the analysis, the researchers found the types of directive speech act. this research had 15 data from types of directive speech acts which was separated into requestives (4 data), requirements (2 data), questions (2 data), prohibits (2 data), permissives (1 data) and advisories. keywords : directive, illocutionary, pragmatic, speech act introduction generally, communication is the process of delivering information that can be understood. communication uses language or signwhich includes speaker, hearer, utterances,forms of message delivery, topics, and context of the massage known as speech act. according to austin (1962), speech is a form of action, which has three levels of speech, there are locutionary, illocutionary, and perlocutionary. afterwards,searle, (1979)classified illocutionary speech into five categories that are assertive, directive, commissive, expressive and declarative. http://u.lipi.go.id/1457703302 mailto:pb161210088@upbatam.ac.id mailto:afriana@puterabatam.ac.id willy sitanggang, afriana the directive acts in joker 2019 movie 836 below is an example of a common speech act phenomenon guest (speaker):“i would like to have spring roll and chicken steak with mushroom sauce, please?” waiter (hearer): “yes, sir and what would you like for the drink?” (phillips & silver, 2018) there were the guest and the waiter having a context in restaurant. the context above is some common phenomena of speech act found in restaurant. guest was requesting to the waiter because the speaker ordered the hearer to make or bring food in the form of spring roll and chicken steak with mushroom sauce. the speaker used word “please”signifies to express of requestives. according tosearle(1979),illocutionary is speech category type directive.speech act is performed by speaker to order hearer to do what speaker speeches. the conversation above isthe same as phenomenon in movie joker 2019. when researchers analyzed the movie, it was found some conversation of requesting, then researchers analyzed the movie joker 2019 related to the theory of directives speech act. woman on the bus (speaker): “can you please stop bothering my kid?” arthur (hearer): “i wasn't bothering him, i was” context of utterance above happened when arthur who sat in the bus with his clown face smiling and looked at the kid in front of him. the kid looked back at him for a moment then giggled, then his mother said “can you please stop bothering my kid? ”conversation was taken from script movie joker 2019 by phillips & silver (2018).woman on the bus said to arthur stop bothering his kid the conversation above refers to a directive speech act of requesting because the speaker used to get the hearer take action for the speaker.and yule (1996), also stated that directive speech act is when the speakers used to get someone else to do something. directive speech act what the speaker wanted and act of the speaker with the hearer exactly the same. asthe sameassearle(1979), hestated,“speaker asks hearer trying to do something while giving consent inexplicitly”(searle 1979, p. 68), it could be defined as being able to give consent as an illocutionary response. the two studies have very significant similarities with this research. they used same data source which is taken from the movie but different experts, yule and allan. lailiyah(2015), found out three types of directive speech act. the finding was direct speech act, indirect speech act, and literal speech act. this research methodused qualitative descriptive. the difference from this research was the form ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 837 of directives speech act.secondly,hidayah (2019)usedthe theoryof directives speech acts. the research focused onclassifying directives act. the differencefrom this research was from of data source, novel and movie.in this research, the researchers only focused on analyzing the classifying directive act according to allan’s theory. allan’stheory classifiedsixtypes directive speech act. literature review speech act interacting with other people is a social need of every human being. in interacting, humans use language as a communication tool to convey information and express opinions. everyone has different ways of conveying information or expressing their opinions according to the concept of a person's speech and speech acts. understanding the concept of speech and speech acts of a person in expressing opinions and conveying information is very important to find out what impact the speakers have. it can be said that the study of a speaker’s intended meaning when he or she employs language to conduct an act is known as speech acts. according to austin (1962),the illocutionary act, or the act performed in saying to locution, is a type of action within utterances. when speaker says something, it contains his or her intention. then, searle(1979)classifies illocutionary act into directives. it is a speaker’s attempt to persuade the listener to do something. the examples of directives are asking, begging, commanding, ordering, and requesting. the researchers selected other classification that is theory from allan theory types of directives speech act directive speech act is one in which the speaker is attempting to persuade the addressee to do something or act in the manner intended by the speaker. the speaker is attempting to fit the word into words while utilizing directions. it suggests the speaker is attempting to persuade the addressee to believe what he or she is saying. there are some acts taken by this directive speech acts, including the act of asking, prohibiting, suggesting, requesting, praying, and so forth.allan (1997), classified six types of directives. 2.3.1. requestives it meant the speaker requests the hearer or addressee to do an act (something), includes words. example: “could you give me any singing tips?”(tami & ambalegin, 2014) 2.3.2. questions willy sitanggang, afriana the directive acts in joker 2019 movie 838 it meant that in the form of asking (what, where, when, why, who and how), inquiry, and interrogate. form interrogating also contains something which is not found in asking, other than testing and investigating. speaker and hearer can report the content of the question, but only needed to direct the topic. example:“where is my pen?”(munthe & ambalegin, 2021) 2.3.3. requirements it meant that the speaker requires the hearer or addressee to do an act. the difference requestive and requirement is in the level of necessity. example: “she instructed us that we were to remain in our seats”(yule 1996) 2.3.4. prohibitives it meant to command or an order so that the speech partner does not doing something. example: “cinderella: your grace? your grace, may i try it on? stepmother: pay no attention” (suryanti & afriana, 2017) 2.3.5. permissives it meant to express the speaker's beliefs and the speaker's intention so that the interlocutor believes that the speaker's utterance contains a reason though for th e interlocutor to feel free to take certain actions. example:“why don't you be quiet?” (allan 1997) 2.3.6. advisories it meant to be expressed by the speaker which is not a wish that the speech partner performs the action certain but the belief that doing something is a good thing, that the action is in the interests of partners said. example: “you’ve only got three more days!”(sembiring & ambalegin, 2019) method the purpose of this research was to learn more about directive speech act used by the characters in movie joker 2019. this study was directed toward describing those aspects. the research design of this study was qualitative descriptive research. creswell (2016)stated that type of descriptive qualitative research is to explore and understand the meaning in a number of individuals or groups of people derived from social problems. in collecting the datathe researchers applied observational method and note-taking technique. the steps were from (1)watching the movie, trying to understand, seeking for any relevant details that supported this research and seeking for all of the utterances, (2) holding the ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 839 dialogue transcription, and (3)marking the conversation said by the actor in the movie. in analyzing the data, the researchers applied theory of sudaryanto(1993),defined that qualitative research is a research that presents the descriptive data in the form of written or oral words of people and behavior which can be observed. the technique is pragmatics identity method. the steps were following from(1)classifying the data into types of directive speech act in movie joker 2019, (2)identifying based on allan’s theory, and(3)describing the data to answer based on classification. for presenting the research result, the researchers used informal method which refers to the process of presenting the outcome analysis with words; it means that the results can be represented using words or phrases. the research result is also provide through the use of informal approach for presenting the data analysis. findings and discussion findings there were 15 data in the joker movie (2019) that used to find out the directive speech act from character of the movie. the data of analysis were presenting belowin term of types of directive speech act; requestives, requirements, questions, prohibitives, permissive and advisories no. types of directive acts some of the utterances total 1. requestives “can you please” “you need” i asked you you should maybe come see 4 2. requirements you need to get in here or something if you could ask 2 3. questions where you from? what are you doing? who are you? 2 4. prohibitives maybe you shouldn't don't sit. 2 5. permissives let me know to leave “say it.” 3 willy sitanggang, afriana the directive acts in joker 2019 movie 840 6. advisories you see all this 1 total of utterances 15 discussion requestives data 1 woman on the bus (speaker): “can you please stop bothering my kid?” arthur (hearer): “i wasn't bothering him, i was”(phillips & silver, 2018) context of utterance above happened when arthur who sat in the bus with his clown face smiling and looked at the kid in front of him. the kid looked back at him for a moment then giggled, then his mother said “can you please stop bothering my kid?”woman on the bus said to arthur stop bothering his kid. the conversation above referred to a directive speech act of requesting because the speaker used to get the hearer take action for the speaker data 2 arthur: “ma, eat. you need to eat” penny: “you need to eat. look how skinny you are”(phillips & silver, 2018) this situation when arthur who sat together at the dining table with his mother. arthur encouraged his mother to eat. his mother's response also encouraged arthur to eat with the pushed back and given reason how skinny arthur was. in the conversation above there was a good relationship between the speaker and the hearer. the utterance of speaker and hearer refers to speech act directive requestives. speaker and hearer need to do something. data 3 social worker: “arthur, last time i asked you to bring your journal with you. for these appointments. do you have it?” arthur: “yes ma'am”(phillips & silver, 2018) context above where the social worker was tired and diverted the conversation by asking arthur to bring a note that is often written by arthur, then ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 841 arthur showed it to the social worker, where arthur responded by pointing it directly to social worker. the utterance referred to speech act directive requestives, where social worker was significant to used word “asked”. it meant express of requesting. data 4 arthur: “you know, i do stand-up comedy. you should maybe come see a show sometime” shopie: “i could do that”(phillips & silver, 2018) the context of the conversation above was an invitation where arthur invitedshopie to watch his show in a cafe. the utterance of arthur significant to invited shopie. arthur used verb “come”.it meantinvitation. the utterance referred to speech act directive requestives. requirements data 5 thomas wayne:“can i help you, pal?” arthur:“what? yeah. no” thomas wayne:“you need to get in here or something?”(phillips & silver, 2018) this situation was when arthur felt nervous to be interviewed by a talk show. then thomas wayne as a body guard directed arthur to start the interview. the utterance was by thomas wayne as a body guard. itmeant to offer arthur something to doing. data 6 arthur (speaker): “i was wondering if you could ask the doctor to increase my medication” social worker (hearer): “arthur, you’re on seven different medications. surely they must be doing something”(phillips & silver, 2018) context of conversation above happened when arthur consulted about his ill in social worker office. the utterance arthur wantedto instruct social worker to inquire the doctor “to increase her medication”. the utterance referred to speech act directive requirements, because arthur used utterance“if you could ask”it meant express of requirements, but hearer refused his asking and gave suggestions. questions willy sitanggang, afriana the directive acts in joker 2019 movie 842 data 7 murray franklin: “there's something special about you arthur, i can tell. where you from?” arthur: “i live right here in the city. with my mother”(phillips & silver, 2018) the conversation above was the situation when arthur had imagination about being on a talk show. which arthur got some question by the host then asks arthur used interrogative sentence “where you from?” the utterance referred to speech act directive questions which showed form of “where” to investigate arthur about his self. data 8 hoyt: “oh, this'll be good. please tell me why you brought a gun into a kid's hospital?” arthur : “it was, it was a prop gun. it's part of my act now”(phillips & silver, 2018) the situation when arthur was in the hospital entertaining the children, then his supervisors found out that arthur was carrying a gun. so arthur was interrogated by asking why he brought a gun into a kid’s hospital. the utterance by speaker used interrogative sentence “why you brought a gun into a kid’s hospital?” the sentence used form of “why’’. it meant to investigatearthur. the utterance referred to speech act directive questions. data 9 alfred: “what are you doing? who are you?” arthur: “i'm here to see mr. wayne”(phillips & silver, 2018) the utterance byalferd as a speaker was clearmeaning about question to investigate arthur. the utterance used form of “what and who”. the utterance clearly referred to speech act directive questions prohibitives data 10 arthur: “maybe you shouldn't watch so much television” penny: “thomas wayne is our only hope.he'll make a great mayor. everybody says so” (phillips & silver, 2018) ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 843 the conversation above was the situation when arthur who sat down on side his mother penny watch the news on the tv. arthur as a speaker forbad his mother as s hearer to “shouldn’t watch so much television”. the utterance of arthur referred to speech act directive prohibitives which arthur expressed with a negative word “shouldn’t” that was attached to the auxiliary verb. data 11 hoyt: “don't sit. this will be quick” arthur: “stops in his tracks”(phillips & silver, 2018) this situation when arthurwho sat away from the talk show host and tells him not to sat there, then the talk show host utter “don’t sit”. the utterance a forbid aimed to arthur not sat there. the utterance of hoyt as a speaker referred to speech act directive prohibitive. which speaker significant to forbid used negative sentence it’s “don’t sit” permissives data 12 shopie: “you'll let me know when?” arthur :“yeah”(phillips & silver, 2018) this conversation was when arthur asked shopie to come to see the show. then shopie politely asked permission to know when the show started. the utterance of shopie as a speaker showed politely permission. shopie used sentence “let me know”. the utterance referred to speech act directives permissives. data 13 shope: “your name's arthur, right? you live down the hall. i really need you to leave?my little girl's sleeping in the other room. please” arthur: “i had a bad day”(phillips & silver, 2018) the conversation above was situation when shopie as a speaker talked to arthur until late at night that shopie asked arthur to leave shopie. the utterance by shopie it meant left him with her reasoning but arthur refused but he stayed there.shopie's expression is a suggestion that can be done or may not be done. the utterance of shopie referred to speech act directivepermissives. which showed verb “to leave” but arthur stayed. data 14 arthur: “hoyt, please i love this job” willy sitanggang, afriana the directive acts in joker 2019 movie 844 hoyt: “say it”(phillips & silver, 2018) the conversation above was an apology from arthur with the aim that he could be allowed to return to work. arthur's expression apologizing to the supervisor. the supervisor allowed arthur to explain everything that happened. the utterance of hoyt referred to speech actpermissives which used verb “say it”. advisories data 15 arthur: “thanks, murray. you know i grew up without a dad too. he left right after i was born. i don't know what i ever did to him” murray franklin: “fuck him. guy like that doesn't deserve you, arthur. you see all this, the lights, the show, the, the love of the audience, i'd give it all up in a heartbeat to have a son like you”(phillips & silver, 2018) in the situation when arthur was on a talk show. murray franklin as a speaker advised arthur to forget his father. the speaker advised for the benefit of hearer. because his father didn't care about arthur. murray showed how much the audience cares and loves arthur. the utterance of murray franklin referred to speech act directive advisories which arthur also thought with murray franklin. the sentence “you see all this, it was relevant to arthur. conclusion this article had investigated the types of directive acts using allan’s theory. in this article, the researchers found out the types of directive act of movie joker 2019. this article had 15 data source. 15 data source referred to the types of directive act which was analyzed. the types of directive act, there are 4 data of requestives, 2 data ofrequiremants, 2 data of questions, 2 data of prohibitives, 3 data of permissives and 1 data ofadvisories. in this article the most common types of directive act found by researchers was requestives. ideas, vol. 10, no. 1, june 2022 issn 2338-4778 (print) issn 2548-4192 (online) 845 references allan, k. (1997). speech act theory: overview. concise encyclopedia of philosophy of language, 454–466. austin, j. l. (1962). speech acts. oxford. creswell, j. w., & poth, c. n. (2016). qualitative inquiry and research design: choosing among five approaches. sage publications. lailiyah, s. (2015). directive speech act of the main characters in divergent movie. lecturer of abdurachman saleh university, 5(1), 59–76. language, p., & faculty, l. (2019). an analysis of directives speech acts in film script of iron man 2 ( 2010 ). 2(1), 1–8. larson, e. r., nuttall, g. a., ogren, b. d., severson, d. d., wood, s. a., torsher, l. c., oliver, w. c., & marienau, m. e. s. (2007). a prospective study on anesthesia machine fault identification. anesthesia and analgesia, 104(1), 154–156. https://doi.org/10.1213/01.ane.0000250225.96165.4b munthe, d. e., & ambalegin, a. (2021). non-observance maxims in “sonic the hedgehog” movie. jib, 9(1), 2. phillips, t., & silver, s. (2018). joker (2019) screenplay. december. searle, j. r. (1979). studies in the theory of speech acts. in cambridge university press. sembiring, w. a., & ambalegin, a. (2019). illocutionary acts on aladdin movie 2019. jurnal basis, 6(2), 279. https://doi.org/10.33884/basisupb.v6i2.1419 sudaryanto. (1993). metode dan aneka teknik analisis bahasa: pengantar penelitian wahana kebudayaan secara linguistis. duta wacana university press. suryanti, & afriana. (2017). an analysis of directive speech acts in “cinderella.” tami, t., & ambalegin, a. (2014). request strategies in little big shots uk. paper knowledge . toward a media history of documents, 2(2), 16–26. https://doi.org/10.35724/mujolali.v yule, g. (1996). pragmatics: oxford university press. oxford. the particular dialect or language that a person chooses to use on any occasion is called a code 2151 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2151 2156 the students’ perceptions in using youtube as media to enrich english speaking skill muhammad amzah m. a. a muhamadamzah1@gmail.com iain palangka raya, palangka raya, kalimantan tengah received: 2022-11-21 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3367 abstract in order to create effective teaching-learning process teacher must find appropriate method and media. lately, the use of technology as a media in teaching-learning process has become a very common thing to do. nowadays, youtube is one of the social media platforms that most used in teaching-learning process. this study aims to find out how does the teacher use youtube in teaching english speaking skill at smk miftahussalam and also how is the students’ perception in using youtube as media to enrich english speaking skill at smk miftahussalam. the design of this research was qualitative. the subjects that has examined in this research are teacher and students of smk miftahussalam. the findings show that not all of the material/chapters are suitable to use youtube as the media, so the teacher must determine whether the material is suitable or not. then, the teacher searches for the most attractive video. then, the teacher bought a link to the students. after the students watch the video, the teacher starts the discussion also question and answer section. then, the students are asked to practice the material by themselves. the findings also show that most students think that the use of youtube in learning speaking is very important, especially to learn how to pronounce a word. furthermore, youtube can be used as a learning media that can support student learning success because there are various kinds of videos about education (on it). it shows that the use of youtube as media to enrich the students speaking skills is worth it. the use of youtube helps the students to enrich their students speaking skills, especially in terms of pronunciation and vocabulary. keywords: speaking skill; students’ perceptions; youtube, http://u.lipi.go.id/1457703302 muhammad amzah m. a. a the students’ perceptions in using youtube as media to enrich english speaking skill 2152 introduction teaching-learning is a process to give and gain skills and knowledge from an individual to the other, in this case the ability to teach language to the students. in order to create effective teaching-learning process teacher must find appropriate method and media. lately, the use of tech nology as a media in teaching-learning process has become a very common thing to do. that’s because with the presence of technological innovations that develop from year to year create convenience in the teaching-learning process. the existence of various social media platforms that are developing in the community is also a form of technological innovation that is widely developed, platforms such as youtube, instagram, and facebook provide space for users to share information with their fellow users. the platforms mentioned above provide a space for teachers and students to share information and transfer their knowledge. youtube is one of the social media platform that most use in teaching learning process. youtube contain various kind of video made by peopl e who become its content creator. based on (kabooha & elyas, 2015) youtube is a multidimensional resource that contains a video in all fields of knowledge that easy access. (nurkholida, 2016) said that youtube allows students to access native speaker language as in a natural context. teachers can use youtube videos as a way to observe student's listening and speaking skills since it can only be enjoyed by using sight and hear (watkins & wilkins, 2011). in conclusion, youtube can be the best option to fulfill the need for english learners in learning english as a foreign language, especially to improve their listening and speaking skill. youtube video can be useful tool to improve studen ts speaking skill. (qomaria & zaim, 2021) stated that the use of youtube in teaching english can solve the boredom that students feel in learning english speaking skill. thi s is because the use of youtube helps learning process to be more flexible, which can be used anywhere and anytime. so that the learning process is more fun and increases students' interest in learning english speaking skills. the use of youtube also can be a productive media to study english speaking skill, especially for students that do not have any partner or english environment to study english speaking. students also felt youtube facilitate them to increase their pronunciation, avoiding the speaker fr om astray, and understanding material being provided (andika permana, 2020). furthermore, (saed et al., 2021) said that the use of youtube help boost speaking skill, develop fluency and coherence trough enhance pronunciation, lexical choice and also grammatical structures that lead to a coherent and meaningful discourse. based on researcher interview with english language teacher at smk miftahussalam, teachers also use youtube as teaching media, especially to teach listening and speaking skills. however, according to the teacher, this is not in line with the students' abilities, especially in speaking skills. some students are still very difficult in speaking, especially in front o f the public. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2153 this raises its own questions and interest for the researcher to investigate “the students’ perceptions in using youtube as media to enrich english speaking skill”. this research aims to find out the perception of the students’ in using youtube as media to enrich english speaking skills, this research focuses at the eleventh grades of students at smk miftahussalam, pembuang hulu. this research aims to find out the perception of the students’ in using youtube as media to enrich english speaking skills, this research focuses at the eleventh grades of students at smk miftahussalam, pembuang hulu. the reason why researcher choose to conduct this research at smk miftahussalam is because the experience of the researcher as an alumnus of smk miftahussalam, the researcher feel it’s difficult to improve the speaking skill when the researcher learn at smk miftahussalam because lack of media and technology at the time. things are different now, where various media have been used one of which is youtube. furthermore, this research focuses on eleventh grades students, because based on the researcher's observation, only eleventh grades students can be used as a data source. method this research used qualitative methods in which the results obtained was descriptive data. (moleong, 2004: 3) descriptive data in the form of written or oral data from people and behaviors that can be observed. descriptive data in this research provided an overview of the students perceive of youtube in teaching english speaking skill at smk miftahussalam. finding and discussion how the teacher use youtube in teaching english speaking skill a. not all chapters are suitable to be taught using youtube according to the interview, miss amana said that not all of material/chapter is suitable to use youtube as the media. so first, the teacher determine whether the material is suitable or not. then, the teacher search the most attractive video to make the students interest in learn the materials. for example, many students like animated videos, so we are looking for materials that contain animated videos, so it is easier for them to understand the materials. in terms of duration, the teacher said that it’s better to choose short, concise, and clear video between 2-3 minutes, so the students are not getting bored to watch the video. b. the use of youtube in class must be equipped with other media to teach speaking, the teacher search video that contain short conversation, or video how to pronounce a words. the use of youtube in class also cannot stand by itself, as explained by miss amana, the use of youtube is also accompanied by material in other forms such as document or directly explained by the teacher himself. after the teacher get the suitable video, then teacher gave the students’ the muhammad amzah m. a. a the students’ perceptions in using youtube as media to enrich english speaking skill 2154 video link, so the learning process is focused on the video that the teacher had chosen. the teacher bought a link that appropriate with the material and was interesting and then convey it to the students to open it. after the video is watched by the students, the teacher starts the discussion also question and answer section. then, after the question and answer section is finished the students is asked to practice the material by themselves. (saed et al., 2021) said that the use of youtube help boost speaking skill, develop fluency and coherence trough enhance pronunciation, lexical choice and also grammatical structures that lead to coherent and meaningful discourse. as miss amana also mention that the use of youtube is helpful to enrich/increase the students speaking skill, for example they watch a video then they can imitate how to pronounce it. at least they can increase their vocabulary, so they can use it for speaking in the class. the students’ perception in using youtube as media to enrich english speaking skill from the research findings we can see how the students’ perceptions in using youtube in speaking class. the result show: a. most students think that the use of youtube in learning speaking is very important the use of youtube helps them to read and pronounce english word correctly. this is because by watching videos on youtube students can see and listen directly to how to practice correct pronunciation. so, that by watching the video they can practice themselves how to pronounce a word correctly. this is in accordance with previous research conducted by andi putrawansyah (2021). the study show that youtube video was affective to improve the students’ speaking skill in term of vocabulary and pronunciation. b. learning with youtube as the media helps students understand the material more quickly learning with youtube as the media helps the students understand the material quicker, this is because the learning media with youtube is made in an interesting way so that students do not feel bored. youtube can be used as learning media that can support student learning success because there are various kinds of videos about education (on it). the use youtube create interesting, fun and interactive learning atmosphere. youtube eliminates the boredom that students usually feel when studying in class. this is have the same view (qomaria & zaim, 2021) who stated the use of youtube in teaching english can solve the boredom that students feel in learning english speaking skill. some students think that youtube helps them to improve their speaking skill, with youtube students can understand the material more quickly, than through learning books. this is in line with alimemaj (2010), he said that ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2155 watching video in youtube will help students to memorize the e vents more easily. even so, there are also students who feel that learning with youtube is not good, it is better to study directly (without youtube). c. youtube has a lots of video/variety of content that could help the students’ to improve their speaking skill. youtube has a lots of video/variety of contents, with so much content available, it certainly makes it easier for students to learn english, they can choose which videos they like to watch and learn. on the other hand, because of lots of content that youtube it’s hard for the students to choose which one is worth for them. the students also mention that because there’s a lot variety of youtube, sometimes they get distracted to watch the other video that not related to the material being studied. so, it’s important for the teacher to always look at the students. d. there are some obstacle that students face when learning with youtube some students said the biggest issue in learning with youtube was network. in some places, such as in the area where the research was carried out. the absence of a network makes students unable to access videos sent by the teacher. there are also students who complain that there is no internet quota, so that they cannot interact online. this makes students unable to access youtube so they are left behind in lessons. in addition, there are also students who complain that sometimes the words (pronunciation) on youtube videos are too fast so they are difficult to understand. this of course must be considered by the teacher, so the teacher must really be able to determine the video according to the abilities and needs of students in the classroom so that learning can run optimally. all in all, the use of youtube as media to enrich the students speaking skill is worth it. the use youtube help the students to enrich the students speaking skill, especially in term of pronunciation and vocabulary. youtube videos also create interesting, fun and interactive learning atmosphere, then helps the students not to feel bored when learning english speaking skill. this is in line with,(anggrarini & faturokhman, 2021) who said that youtube videos make students happy to learn english; it helps them to understand the materials. conclusion based on result of the study there were some conclusion which could be seen as follow: 1. how the teacher use youtube in teaching english speaking skill. first of all, the teacher search the most attractive video to make the students interest in learn the materials. for the duration it’s better to choose short, concise, and clear video between 2-3 minutes, so the students are not muhammad amzah m. a. a the students’ perceptions in using youtube as media to enrich english speaking skill 2156 getting bored to watch the video. to teach speaking, the teacher search video that contain short conversation or video how to pronounce a words. the use of youtube in class also cannot stand by itself, the use of youtube is also accompanied by material in other forms such as document or directly explained by the teacher himself after the teacher get the suitable video, then teacher gave the students the video link, so the learning process is focused on the video that the teacher had chosen. the teacher bought a link that appropriate with the material and was interesting and then convey it to the students to open it. after the video is watched by the students, the teacher starts the discussion also question and answer section. then, after the question and answer section is finished the students is asked to practice the material by themselves. 2. how the students’ perception in using youtube as media to enrich english speaking skill the result show that most students think that the use of youtube in learning speaking is very important, especially to learn how to pronounce a word. furthermore, youtube can be used as a learning media that can support student learning success because there are various kinds of videos about education (on it). in conclusion, the use of youtube as media to enrich the students speaking skill is worth it. the use youtube help the students to enrich the students speaking skill, especially in term of pronunciation and vocabulary. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2157 references alimemaj, z. 2010. youtube, language learning and teaching techniques. the magazine of global english-speaking higher education, 2(3): 10-12. kabooha, r., & elyas, t. (2015). the impacts of using youtube videos on learning vocabulary in saudi efl classrooms cognitive theory of multimedia learning ( ctml ) using videos / youtube in language learning and teaching. iceri 2015 conference, november, 3525–3531. moelong, lexy j. 2004. metodologi penelitian kualitatif. bandung : remaja rosdakarya n, anggraini & i. faturokhman. 2021. students' perception on the use of youtube in english language learning during pandemic in wiralodra university. journal of english language and language teaching (jellt), 5 (1). nurkholida, e. 2016. enhancing listening skill based on authentic materials in higher education. deiksis, 08(03): 256–266. permana, andika. 2019. students’ perceptions in using youtube as media for learning english as a foreign language. thesis. palangka raya: iain palangka raya putrawansyah, andi. 2020. effectiveness of using youtube video in improving students’ speaking skill through asking and answer questions (a preexperimental research at sma negeri 7 selayar. thesis. makassar: universitas muhammadiyah makassar.anggrarini, n., & faturokhman, i. (2021). students’ perception on the use of youtube in english language learning during pandemic in wiralodra university. journal of english language and language teaching (jellt), 5(1), 2021. kabooha, r., & elyas, t. (2015). the impacts of using youtube videos on learning vocabulary in saudi efl classrooms cognitive theory of multimedia learning ( ctml ) using videos / youtube in language learning and teaching. iceri 2015 conference, november, 3525–3531. qomaria, d., & zaim, m. (2021). the use of youtube video to enhance students’ speaking skill in senior high school. saed, h. a., haider, a. s., al-salman, s., & hussein, r. f. (2021). the use of youtube in developing the speaking skills of jorda nian efl university students. heliyon, 7(7). https://doi.org/10.1016/j.heliyon.2021.e07543 watkins, j., & wilkins, m. (2011). using youtube in the efl classroom. language education in asia, 2(1), 113–119. https://doi.org/10.5746/leia/11/v2/i1/a09/watkins_wilkins the particular dialect or language that a person chooses to use on any occasion is called a code 1724 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1724 1734 genre-based instruction: improving the students’ skill in writing descriptive text sukma septian nasution1, ahmad jamalulael2, laksmy ady kusumoriny3, nur najibah sukmawati4, setiana sri wahyuni sitepu5 dosen02032@unpam.ac.id 1,2,3,4,5sastra inggris, universitas pamulang, banten received: 2022-09-11 accepted: 2022-12-17 doi: 10.24256/ideas.v10i2.2986 abstract problems in writing are complex that students may find this language skill hard for some different reasons. therefore, a holistic solution needs to be taken into account in order to cover the varied problems which might result to the improvement of students’ writing skill. one of the holistic methods is genre-based approach. the objective of the study is to investigate the improvement of the students' skills in writing descriptive text by using genre-based approach in seventh-grade students at mts daarul muttaqien, south tangerang. this is a classroom action research with students in vii grade consisting of 22 students as subjects of the study. the main instrument employed to collect the data is writing test supported by observation and interview to meet triangulation validity. the result showed there is an improvement in the students’ skills in writing descriptive text. it was shown from the test results where the mean score: the pre-test was 59.95 and only 22.7% of the students who passed the test. then, it improved to 73.23 for the mean score of posttests 1 that 59.1% of them passed the test. the improvement also occurred in post-test ii where the mean score reaches 84.36 with a percentage of 95.5% of students who successfully did the test. the improvement was supported by the observation result that the students were active and enthusiastic in every step genre-based instruction offers. most of the students also found it joyful and effective to improve their writing skill. in conclusion, genre-based approach can improve the students’ writing skills, especially in writing descriptive text. keywords: descriptive text; genre-based approach; writing skill http://u.lipi.go.id/1457703302 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1725 introduction the majority of pupils engage in complex activities that require them to translate what they are thinking into language. when pupils first decide whether to speak or write down their thoughts, communication begins (lester & lester, 2007). writing, on the other hand, necessitates more concentration because it serves as a means for people to express themselves, share knowledge, and trade information. on the other hand, today’s curriculum considers language as a means of communication rather than a set of rules, and pupils should be able to comprehend both spoken and written texts (kemendikbud, 2017) including junior high school students. the importance of writing can also be seen from the fact that it has become a requirement for people to compete in the global era. students must mentally prepare for their future. when applying for a job, they must be able to write an application letter as well as many other types of written texts. in written skill, students are demanded to be able to generate ideas and the use of appropriate vocabulary, sentences, and paragraphs, then the transformation of those ideas into an understandable text. however, for second language learners, writing is the most difficult skill to master (richards j, 2002) of the three skills in comparison (widiati & cahyono, 2006). as a result, writing becomes the hardest skill to master by students. based on observations conducted in the seventh grade of mts daarul muttaqien. most of the pupils in the class was not particularly excellent in english, which causes difficulty with their writing proficiency. they did not have a strong command of english grammar and vocabulary. some of them even struggle to form a complete phrase. further, the pretest in writing descriptive text revealed that their mastery of the english subject, particularly in the writing element, was low. it was previously understood that the students' low grades were primarily due to their writing issues. the majority of students at that level were unable to communicate effectively in english. they assumed that writing was the most complicated because they felt difficult to express their ideas, thoughts, and feelings in writing using english. meanwhile, the teacher's teaching style for teaching writing the descriptive text was ineffective. teacher-directed instruction is a typical instructional method used by teachers. as a result, the teacher only focused on teaching the theory of writing. as a result, pupils tended to be passive learners because they had no opportunity to express themselves in class. with these facts in mind, a solution is needed to the students' low proficiency, notably in writing, in the seventh grade of mts daarul muttaqien. the writer considered that using the genre-based approach to english teaching and learning was one of the effective strategies to improve students' skills in writing. even though kurikulum 2013 (k-13) recommends it, the teacher does not use it and instead sukma septian nasution, ahmad jamalulael, laksmy ady kusumoriny, nur najibah sukmawati4, setiana sri wahyuni sitepu genre-based instruction: improving the students’ skill in writing descriptive text 1726 prefers to use the grammatical translation method. genre-based approach does not allow students to be passive in class. furthermore, there are points derived from the approach's principles that students can benefit from. students benefit from the explicit course requirements and explicit language knowledge (sukmawati and nasution, 2020). according to joyce and feez (1998), the genre-based approach views language learning as the result of a collaborative effort between the teacher and the students. it implies that both sides play equal roles in the learning process and that neither the teacher nor the students are dominant in the classroom. sukmawati and nasution (2020) adapt its implementation in classroom in 4 steps from emilia (2011) : (1) building knowledge of the field (bkof) aiming at stimulating students’ knowledge about the genre being discussed generally and encouraging them to learn; (2) modeling by deconstructing the model of genre for scrutinizing its communicative purpose, generic structures, and language features commonly known with top-down activities; (3) joint construction of the text (jcot) to reconstruct the communicative purpose, social norms, stages, and language features of each text and assign students to write the complete text in group; (4) independent construction of the text (icot) to assign the students to work individually. studies on using genre-based approach is not novel in teaching writing. some studies have shown the benefits of implementing gba in their classrooms such as masitoh and suprijadi (2015) and ahmad (2018), and saragih (2019) who conducted studies on improving their students’ skills in writing descriptive texts using genre-based approach. others have also conducted gba to improve their students’ skills in writing various genres such as procedure text (kurniyaty, 2015), narrative text (rohimah, 2019; nasir, lihawa, balango, 2021), recount text (saksono, 2022), discussion text (syarifah and gunawan, 2015; ilham and aminullah, 2018), report text (pujianto, emilia, and ilham, 2014), expository (go mez burgos, 2017) and others. those studies show the popularity of gba in teaching writing. on the other hand, this study is based on the teacher’s self-reflection after teaching descriptive text to his students that treatment needs to be given urgently as their students’ achievement in writing descriptive text is problematic. in classroom action research, novelty is not based on what something new to implement. it is about extension from deep reflection of each teacher and why such method is considered the best to implement. the cause of the students’ low achievement as mentioned previously was their low linguistic mastery such as vocabulary and grammar. genre based approach has a step called modelling which is considered the most sophisticated strategy in improving students’ mastery not only in vocabulary and grammar, but also in lowest layer of linguistic unit called phoneme until chaining a sentence. further, the students were lack of collaborative activities to share and care among them. using previous practice called process writing, the students did not have certain steps on ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1727 how to be collaborative in writing, gba provides joint construction of the text which allows them to work together systematically in order for them to know their own task and contribution in the group. with all the features gba has, this study aims at finding out whether the implementation of genre-based approach can improve the students’ skill in writing narrative text. to help the teacher solve the afore-mentioned problem by conducting a collaborative study to the seventh grade of mts daarul muttaqien to investigate is a core value of this study. in addition, this study is expected to be able to show off the benefitting features of gba holistically and contextually during the process of its implementation in order to elucidate english teachers to the significances and relevance of using gba in their own classroom. method this is a classroom action research (car) that bases its study based on conditioning organizations so that people can learn from their own experiences and share their experiences with others (mctaggart in sukardi, 2015) aiming at making improvements to the students’ skill in writing descriptive text. by combining the definitions of the words "class," "action," and "research," suharsimi arikunto (2007) described what "classroom action research" was. each word's definition is as follows: (1) research is an activity that must be carried out using a method; (2) action is deliberate behavior carried out for a defined reason. the action in car is carried out in a succession of cycles; (3) class is a collection of numerous students who participate in the teaching and learning process in the class. classroom action research (car) design by kemmis and mctaggart is employed with cycles that typically consist of four stages, such as; plan, action, observe, and reflect. there are some models of conducting classroom action research. most of them commonly include planning, action, observing, and reflection with very little modification. one of the popular model of classroom action research is designed by altritchter, kemmis and mctaggart (2002). figure 1 portrays the cycle in classroom action research. sukma septian nasution, ahmad jamalulael, laksmy ady kusumoriny, nur najibah sukmawati4, setiana sri wahyuni sitepu genre-based instruction: improving the students’ skill in writing descriptive text 1728 figure 1. action research spiral model by altritchter, kemmis and mctaggart the study starts with administering a pre-test or an orientation test to determine the students' basic knowledge on writing descriptive text. after that, treatment is given using cycles procedures explained as follows: cycles a. planning planning is the process of determining what someone wants to accomplish by analyzing the pupils' difficulty in writing descriptive text, creating a lesson plan that includes descriptive text writing, and preparing materials of descriptive text. b. action action is the process of executing the planning by explaining the purpose of the genre-based approach to english learning, giving background knowledge of the field, modelling, joining students into some groups to construct a text, and giving individual assignment to construct a text. c. observation in this stage, the writers observed the class during the learning and teaching process about students' writing skills and the learning process using observation sheets that had been prepared and evaluated their skills by utilizing an observation sheet. d. reflection analysis of data from observation and assessment activities became the basis for the implementation of reflection. to avoid repetition in cycle ii and to overcome obstacles that may be encountered in cycle ii, reflection is carried out to ascertain the extent to which the genre-based approach can improve students' writing skills. this is also done to find out the advantages and disadvantages of practicing the learning process that has been carried out. data source this study is conducted at madrasah tsanawiyah daarul muttaqien located in kp. pagedangan rt 02/02 ds. cicalengka, kab. tangerang, banten 15336 indonesia. 22 students of seventh grade a of mts daarul muttaqien pagedangan became object ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1729 of the study implemented from february to june, 2022. technique of collecting data in collecting the data, some instruments were employed. they are test, observation, and interview explained as follows: 1. writing test writing test is given in form of instruction to write descriptive text. the test is divided into two parts: pre-test and post-test. before using the genre-based approach in the writing learning process, students were given a pre-test to assess students' writing skills before treatment. meanwhile, after receiving treatment from the teacher, the students were given a post-test. it is given at the end of each cycle. the test in this study consisted of one question with one picture that students had to describe for each test. the writer provided a paper with pictures or photos that they must describe in the pre-test and post-test. they had 30 minutes to complete the test. the result of the test is used to figure out the students’ achievement in writing descriptive text. the following formula to determine the mean score of the pupils (sudijono, 2014) is used: �̅� = ∑𝑥 𝑛 where: �̅� = the students’ mean score ∑x = the total score of the students 𝑛 = the number of the students the writer used the following pattern to categorize the number of students who are competent in writing descriptive text (sudijono, 2014): p = 𝑅 𝑇 × 100% where: p = the percentage of students r = the number of students achieve kkm t = the total number of students 2. observation observation sheet is used to observe the students’ behaviors during the instructional process in the classroom. it includes how students ask questions, present ideas in class, engage to the activities. a passive observant was commanded to observe by filling in the observation sheet by making a checklist in the answer column. sukma septian nasution, ahmad jamalulael, laksmy ady kusumoriny, nur najibah sukmawati4, setiana sri wahyuni sitepu genre-based instruction: improving the students’ skill in writing descriptive text 1730 3. interview this is a semi-structured interview is crosscheck the implementation of instructional practices using gba from teacher and students’ perspectives. to be specific, questions are formulated for teacher to gather information such as the challenges the teacher faced when instructing students in writing descriptive texts in class, the extent of the students' writing skills, and the steps the teacher took to address the difficulties students were experiencing during the writing learning process. for students, it includes what challenges they have when learning to write, how they feel and think about using a genre-based approach to improve their writing skills, and others. results this study was carried out in the seventh a grade of mts daarul muttaqien which had 22 students. in this study, there were two cycles of two meetings each, with the test administered at the end of each cycle. the table displays the results of the whole scores of the students' tests. in this data, the writer used a note for each student to reveal that students who get the success criterion (≥70). figure 1 shows the average scores in pre test, cycle 1 and cycle 2. figure 2. chart of the average scores figure 2 shows that there is a constant increase in students' skills in writing descriptive text from pre-test to post-test ii. almost all of the students received a low score on the pre-test. it could happen because the students were yet unfamiliar with the material and wrote only what they knew. during this test, the writers observed that many students wrote the word with incorrect spelling and a lack of english vocabulary, resulting in a lower score for the students. the score can be seen in table 1. table 1. the percentage of the students passing the minimum score in pretest criteria total of students percentage p1 passed 5 22.7% 59.95 73.23 84.36 0 50 100 pre-test post-test 1 post-test 2 the students' avarage score avarage score ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1731 p2 failed 17 77.3% total 22 100% after conducting cycle 1, students' scores increased in post-test i. in the class, the students became more active and braver in asking questions about the material, and the majority of them began to understand it. there were13 students were able to achieve a passing grade of 70. however, students' scores in post-test i were still not satisfactory to both the students and the writer. as a result, cycle 2 was decided to conduct. the score can be seen in table 2. table 2. the percentage of the students passing the minimum score in cycle 1 criteria total of students percentage p1 passed 13 59.1% p2 failed 9 40.9% total 22 100% in cycle 2, the students responded positively, becoming more motivated and impacting their skills. it made them perform better than in post-test i. 21 students achieved a passing grade of 70, indicating that more than 90% of students passed this test. thus, the study's goal of improving students' writing skills through a genrebased approach was a success. the result can be seen in table 3. table 3. the percentage of the students passing the minimum score in cycle 2 criteria total of students percentage p1 passed 21 95.5% p2 failed 1 4.5% total 22 100% in details, tables 1, 2, and 3 portray that the students' scores increased from the pre-test to post-test i, and then from post-test i to post-test ii. the students who scored more than 70 (≥70) on the first test (pre-test) were 5 of 22 students in the class (22.7%). in post-test i, students who received scores greater than 70 (≥70) were 13 of 22 students in the class (59.1%). and in the third test (post-test ii), the students who scored higher than the minimum mastery criterion (≥70) were 21 of 22 students in the class (95.5%). the increase from pre-test to post-test i was about 36.4% and the increase from post-test i to post-test ii was about 36.4% as well. meanwhile, the overall result from pre-test to post-test ii was around 72.8%. thus, the implementation of the genre-based approach to improve students' skills in sukma septian nasution, ahmad jamalulael, laksmy ady kusumoriny, nur najibah sukmawati4, setiana sri wahyuni sitepu genre-based instruction: improving the students’ skill in writing descriptive text 1732 writing descriptive texts is evident. the evident improvement is also supported by the result of observation that the students’ engagement and enthusiasm during instructional practices using gba improves from cycle 1 to cycle 2. the improvement can be seen from their participation in every step of gba such as addressing responses to the teacher’s instruction or question, giving question to the teacher, showing active collaboration in joint construction of the text, and performing better writing in individual construction of the text. when interviewed about the instructional practices in the class, the teacher replied that genre-based approach is effective for teaching descriptive writing. during the teaching and learning process, the students appeared to be engaged. even though some students did not pay attention to the teacher and had a limited vocabulary. in general, student participation is quite high because classroom activities involve students. another question concerns student difficulties and solutions in the genrebased approach during the teaching and learning process. it was discovered that the majority of the students struggled with the grammatical process of writing, as well as pouring and arranging their ideas into sentences. as a result, teachers must provide more incentives for students to actively learn. teachers should instill in the students the notion that writing is a skill that requires as much practice as possible. the final category focus on the opinion of the genre-based approach. according to the teacher, the genre-based approach is a good way to learn descriptive writing. it makes it easier for students to write descriptively and increases their interest. as a result, it could be an option in a writing class. furthermore, it can significantly improve students' writing skills. it is evident from the students' grades. the students' mean score was low before using the genre-based approach. meanwhile, students' scores improved after using the genre-based approach. based on the findings, it can be concluded that implementing genre-based approach can improve the students’ skill in writing descriptive text. this finding is in line with studies by masitoh and suprijadi (2015) and ahmad (2018), and saragih (2019) who also found that gba in teaching descriptive text is effective to improve the students’ writing skills. haryanti and sari (2019) also found that using gba is able to improve the students’ skill in writing. however, the skill taught is writing narrative text. it shows that gba can also be implemented to teach students in writing other types of genres. conclusion genre-based approach offers holistic features of language skills and knowledge through its five steps which enable students with various problem in writing to solve. however, if teachers decide to conduct gba, it is relevant to get familiar with and subject to implementing top down and bottom-up activities as core activities in the teaching method. this study reveals that the use of genre-based approach is able to ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1733 improve the students' skills in writing a descriptive text. it was supported by the findings of observations and interviews conducted during the research which reveals that students looked engaged and interested in participating and being active in the teaching and learning process. they also said that gba was able to help them find and solve their own problem in different steps. collaborative works mediated in the joint-construction was also said to be significant in sharing and cooperation as two core values significant to grow. further researchers are suggested to take advantages of gba in improving their students’ skills in writing different types of genres such as narrative text, recount text, procedure text, and other types of text. references ahmad, i. (2018). the implementation of genre-based approach in improving students’ descriptive writing ability through sidney sheldon’s novel rage of angels as role models. kne social sciences, 372-382. altrichter, h., kemmis, s., mctaggart, r., & zuber-skerritt, o. (2002). the concept of action research. the learning organization. arikunto, s. (2007). penelitian tindakan kelas. jakarta: bumi aksara. emilia, e. (2011). pendekatan genre-based approach dalam pengajaran bahasa inggris: petunjuk untuk guru. rizqi press, bandung. feez, s., & joyce, h. (1998). text-based syllabus design. sydney: macquarie university. gómez burgos, e. (2017). use of the genre-based approach to teach expository essays to english pedagogy students. how, 24(2), 141-159. haryanti, h., & sari, f. (2019). the use of genre-based approach to improve writing skill in narrative text at the eleventh grade students of sma ethika palembang. english community journal, 3(1), 280-288. ilham, i., & aminullah, a. (2018). the implementation of genre based approach in teaching discussion text. paedagoria: jurnal kajian, penelitian dan pengembangan kependidikan, 5(1), 52-65. kemendikbud. (2017). buku guru : when english rings a bell. jakarta: kementrian pendidikan dan kebudayaan. kurniyaty, k. (2016). penggunaan pendekatan genre dalam pengajaran teks prosedural untuk meningkatkan kemampuan menulis siswa di smpn 5 pallangga (doctoral dissertation, universitas negeri makassar). lester, j., & lester, j. (2007). writing research papers a complete guide. new york: person longman. masitoh, s., & suprijadi, d. (2015). improving students’ability in writing descriptive text using genre based approach (gba) at the eighth sukma septian nasution, ahmad jamalulael, laksmy ady kusumoriny, nur najibah sukmawati4, setiana sri wahyuni sitepu genre-based instruction: improving the students’ skill in writing descriptive text 1734 grade students of smp islam terpadu fitrah insani. eltin journal: journal of english language teaching in indonesia, 3(1). nasir, r. h., lihawa, k., & balango, m. (2021). improving students’ability in writing narrative text through genre based approach. normalita (jurnal pendidikan), 9(3). pujianto, d., emilia, e., & ihrom, s. m. (2014). a process-genre approach to teaching writing report text to senior high school students. indonesian journal of applied linguistics, 4(1), 99-110. richards, j., & renandya, w. a. (2002). methodology in language teaching: an anthology of current practice. cambridge: cambridge university press. rohimah, n. a. (2019). a genre based approach in improving students’writing narrative text. tahdzib al-akhlaq: jurnal pendidikan islam, 2(2), 53-63. saksono, l. (2022). write recount text learning using a genre-based approach in german literature class. ijorer: international journal of recent educational research, 3(4), 403-413. saragih, p. s. (2019). improving the ability of writing narrative text by using genre-based approach of tenth grade students at smk negeri 1 medan. sudijono, a. (2014). pengantar statistik pendidikan. jakarta: pt. raja grafindo persada. sukardi. (2015). metode penelitian pendidikan tindakan kelas. jakarta: bumi aksara. sukmawati, n. n., & nasution, s. s. (2020). genre-based approach: can it improve the informatics engineering students’ writing skill?. jees (journal of english educators society), 5(1), 95-102. syarifah, e. f., & gunawan, w. (2015). scaffolding in the teaching of writing discussion texts based on sfl genre-based approach. english review: journal of english education, 4(1), 39-53. widiati, u., & cahyono, b. (2006). the teaching of efl writing in the indonesian context: the state of the art. jurnal ilmu pendidikan, 13(3): 139-150. the particular dialect or language that a person chooses to use on any occasion is called a code 26 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 26 35 the effect of using controlled writing technique and clustering technique on students’ writing skills at junior high school erika sinambela1, dorayanti lumban gaol2, sahlan tampubolon3, arsen nahum pasaribu4 arsen.pasaribu@uhn.ac.id 1,2,3 universitas hkbp nommensen, medan, sumatera utara received: 2022-10-11 accepted: 2023-04-03 doi: 10.24256/ideas.v11i1.3056 abstract this study deals with the effect of using controlled writing technique and clustering technique on students’ writing skill. this study used an experimental quantitative research that incriminating three classes were experimental 1 class, experimental 2 class and control class, in the experimental class the writer applied controlled writing technique and clustering technique while in controlled class applied conventional technique. the populations of this study were the students’ class of vii of smp st. ignasius medan. the researcher used 75 students as the sample. the sample of this research was taken by using random sampling technique, 25 from vii-1 and 25 vii-2 as experimental class and 25 from vii-3 as controlled class. to obtain the data the researcher used writing test, as the instrument for collecting the data. these test consisted of two types, namely pre-test and post-test. as the result of the anova test, p= 0.000 < 0.05 or f count = 23.40 > f table = 2.28 significant affect. it means that hypothesis alternative (ha) was accepted while the null hypothesis (h0) was rejected. the experimental class 1 and 2 scored higher than the control class, according to the results of the study. controlled writing technique and clustering technique are both successful in boosting writing descriptive text, according to the result. the statistics also indicate that the clustering technique outperforms the controlled writing technique. keywords: controlled writing technique; clustering technique; writing skill; descriptive text http://u.lipi.go.id/1457703302 mailto:arsen.pasaribu@uhn.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 27 introduction teaching writing is the process in which teachers have to give writing direction to the students, practice, and work with the language they have been studying (harmer, 2011; 2001). teaching writing requires additional preparation in order to pique the students' interest. teachers must also provide feedback on content and construction in order to improve students' writing and evaluate them by highlighting where they write well and where they make mistakes. raimes, (1983:3) states that writing reinforces the grammatical structures, idioms, and vocabulary that teachers have been teaching. the reasons writing to the students of english as a foreign language are for reinforcement, language development, learning style, and most importantly, writing is a basic skill. that is why, writing becomes and essential skill to be learnt. in the teaching writing of 2013 curriculum for grade seven , one of the competence standards of writing skill expects the students are able to compose very short and simple spoken and written descriptive texts, related to people, animals, and objects, taking into account social functions, text structures, and linguistic elements, correctly and in context. descriptive text is a text to describe a particular person, place, or thing in detail. students find it difficult to learn descriptive text because they must write on a topic assigned by the teacher. they must express their thoughts in writing. based on the researcher's experience in teaching writing in smp st. ignasius medan, besides other three language skills (bakara & pasaribu, 2022; khadijah & pasaribu, 2022; tampubolon & pasaribu, 2022; ginting, manik, sinambela, & pasaribu, 2021). there are some problems in the field: (1) the students have difficulties in writing a descriptive text. (2) the students are hard to understand how to get the idea especially on writing a generic structure of descriptive text. (identification and description). (3) the students are lack of motivation to learn, lack of vocabularies, and lack of understanding grammatical structures. (4) most teachers do not provide many opportunities for students to practice and improve their writing skills. (5) most teachers do not provide many opportunities for students to practice and improve their writing skills. marzelia (2014:1-14) found that the using clustering technique is effective in improving the students’ skill in writing hortatory exposition text. another previous study was done by nisa and suharjito using controlled writing technique improving the writing skill. the motivation of smp negeri 1 tempurejo students to explore their ideas in written descriptive text is lacking. the findings of this study indicate that the controlled writing technique is an effective method for increasing students' proficiency in english writing, particularly descriptive text. raimes (1983:95), states that, unlike free writing, controlled writing takes place when learners are supplied with “a great deal of the content and/or form such as an outline to complete, a paragraph to manipulate, a model to follow, or a passage to continue”. controlled writing is a technique in teaching writing in which the great erika sinambela, dorayanti lumban gaol, sahlan tampubolon, arsen nahum pasaribu the effect of using controlled writing technique and clustering technique on students’ writing skills at junior high school 28 deal of the content or form is supplied to the students. free writing is defined as writing that is not guided or strictly controlled. another opinion, langan (2008:19) argues that in questioning, you can generate ideas and details by asking question about your subject. based on the opinion above, it can be concluded that the controlled writing, especially question and answer type can give some guidance to the students to write a paragraph in an essay way, so the students will not think that writing is complicated. according to the preceding theory, controlled writing technique is a technique where students generate, organize, and express their own ideas, in their own sentences. controlled writing can give benefits at all levels of teaching and not just in the early stages before students have the ability to compose free writing. clustering is the result of active design mind participation in the writing process, which brings to the writing process the awareness of having grouped together, connected, and related elements of an idea from the infinite possibilities available to our brain. rico (2000:5) observed that when students express their ideas, their papers may resemble in figure 2.1. the model above shows that this writer had the most ideas about the first house he lived in as a child. when he thought about his house more, he remembered a stairway and a mysterious lady at the top. the large number of circles in the stairway indicates that he or she has many ideas about it, which leads him or her to choose it as the topic of the writing. clustering technique is a powerful tool or technique that assists writers in organizing, generating, and developing their ideas in order to produce good writing. according to rico (2000:5), clustering teaching technique is a technique for touching the mental life of the day dream, random thought, image, and sensation by passing the writer's logical, orderly sign-mind consciousness. furthermore, clustering is another method for managing and narrowing down the topic for a short essay from an expansive subject (buscemi, 2002). according to wyrick (2011), clustering assists learners in gathering important details on specific topics and emphasizing what they want to write or describe in their writing. based on the theory expert above clustering the researcher conclude that technique is a technique for condensing a broad subject into a more focused and manageable topic for a short essay or text. it is a technique for coming up with ideas for writing. it's also referred to as diagramming, webbing, looping, or mapping. method this study was conducted by using a quantitative approach with an experimental design. this study used a 2 x 2 factorial design because it looked at more than one variable. there were two independent variables in this study: the first is teaching techniques, which were of two types: controlled writing technique and clustering teaching techniques as a cooperative learning, and the second was personal traits, which were extrovert and introvert. the students' writing ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 29 achievement was the dependent variable. as a result, the research design was twoway anova (analysis of variance). table 1. research design groups pre-test treatment post-test experimental class 1 √ controlled writing technique √ experimental class 2 √ clustering technique √ control class √ √ the populations of this research were all students grade seven in smp st.ignasius medan which consists of 100 students and divided in three classes. the following table describes the number of the seventh-grade students at smp st. ignasius medan. the sampling technique cluster sampling. it was one of the sampling techniques in which sampling unit which were not identified independently but in group. it is supported by arikunto (2012) explanations explains that cluster sampling involves grouping the population and then selecting the groups or the clusters rather than individual elements for inclusion in the sample. results the total mean of pre-test in controlled technique class was 60.6 and the total mean of post-test in controlled technique class was 79.6. while in clustering class the mean of pre-test was 49,5 and the mean of post-test was 73.7. in control class the total calculated means score in pre-test was 65.5 and post-test 74.4. based on the table explanation the mean score students in pre-test is lower than the mean score in the post-test, students have increased grades after the post-test. table 2 the calculation of the pre-test and post-test in experimental and control group no pre-test (controlle d) post-test (controll ed) pre-test (clustering ) post-test (clustering ) pre-test (conventio nal) post-test (convent ional) 1 60 65 35 55 79 85 2 75 95 40 60 60 65 3 60 80 55 80 68 75 4 65 81 35 76 55 60 5 50 68 50 78 73 80 6 45 60 40 75 80 85 7 65 81 40 75 75 85 8 70 83 60 95 75 80 9 45 70 50 78 48 60 10 45 90 38 70 70 75 erika sinambela, dorayanti lumban gaol, sahlan tampubolon, arsen nahum pasaribu the effect of using controlled writing technique and clustering technique on students’ writing skills at junior high school 30 11 80 90 40 85 83 90 12 50 80 50 86 85 90 13 50 60 70 78 68 75 14 63 85 55 70 80 87 15 66 90 60 80 75 80 16 60 78 40 60 75 86 17 45 97 50 80 65 75 18 80 95 60 75 60 70 19 63 68 60 70 50 60 20 55 65 50 70 45 60 21 82 96 50 65 65 70 22 35 60 45 65 70 75 23 50 75 60 75 70 78 24 81 90 55 75 40 50 25 75 90 50 70 50 60 me an 60.6 79.6 49.5 73.7 65.5 74.4 then the normality and homogeneity test is carried out, normally testing is done using the kolmogorov-smirnov test. the following are the criteria for making decisions: 1. if the value of asymp. sig. (2-tailed) &gt; a significance level of 0.05 0r 5%, and then the data is normally distributed. 2. if value of asymp. sig. (2-tailed) & lt is a significance level of 0.05 or 5%, and then the data are not normally distributed. 3. table 2 test of normality tests of normality kelas kolmogorov-smirnova shapiro-wilk statisti c df sig. statisti c df sig. hasil belajar pre test experiment 1 (controlled technique) .145 25 .184 .948 25 .227 post test experiment 1 (controlled technique) .160 25 .096 .922 25 .057 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 31 pre test experiment 2 (clustering technique) .166 25 .073 .935 25 .115 post test experiment 2 (clustering technique) .152 25 .138 .969 25 .620 pre test control class .146 25 .181 .940 25 .146 post test control class .167 25 .070 .932 25 .098 based on the table 2 above, the score of smirnov sig. for data of pre-testcontrolled writing technique was 0.184 > 0.05, it means the data had normal distribution, then the score of smirnov sig for data of post-test-controlled writing technique was 0.96 > 0.05, it means the data had normal distribution, then the score of smirnov sig. for data of pre-test clustering technique was 0.73 > 0.05, it means the data had normal distribution, the score of smirnov sig. for data of post-test clustering technique was 0.138 > 0.05, it means the data had normal distribution, then the score of smirnov sig for data of pre-test control class was 0.81 > 0.05, it means the data had normal distribution, and also the score of smirnov sig. for data of post –test control class was 0.70 > 0.05, it means the data had normal distribution. the homogeneity test was carried out using the levene test. the following are the criteria for making decisions: 1. if the value is sig. & gt; a significance level of 0.05 or 5%, then the data is homogeneous. 2. if the value is sig. & significance level of 0.05 or 5%, then the data is not homogeneous. table 3 test of homogeneity of variances test of homogeneity of variances levene statistic df1 df2 sig. hasil belajar based on mean 1.841 5 144 .109 based on median 1.658 5 144 .149 based on median and with adjusted df 1.658 5 134.724 .149 based on trimmed mean 1.756 5 144 .126 based on the table above, the statistical coefficient value of levene f = 1.56 and p = erika sinambela, dorayanti lumban gaol, sahlan tampubolon, arsen nahum pasaribu the effect of using controlled writing technique and clustering technique on students’ writing skills at junior high school 32 0.126., it means the p > 0.05, and based on the criteria for making decisions if the value is sig. & gt; a significance level of 0.05 or 5%, then the data is homogeneous. after the homogeneity and normality assumption tests are met, so that the test was continued by using anova test table 4 test of anova anova learning results sum of squares df mean square f sig. between groups 15142.433 5 3028.487 23.404 .000 within groups 18633.760 144 129.401 total 33776.193 149 f count = 23.40 f table = 2.28 f count = 23.40 > f table = 2.28. it means ho was rejected, meaning that there was a difference in writing achievement between students who are taught controlled writing technique and clustering technique. or significance level 0.05 the significance of the test results p = 0.000, p= 0.000 < 0.05. it means ho was rejected, meaning that there was a difference in in writing achievement between students who are taught controlled writing technique and clustering technique. the validity of the research in this research the writer used content validity to saw the students' score in speaking. the writer used content validity to find out the score on speaking assessment. the writer used several types to find out the score of the students' speaking achievement there are accent, grammatical, vocabulary, fluency and comprehension in the table 5. table 5 validity content score percentage pronunciation grammatical vocabulary fluency comprehension 20 % 20 % 20 % 20 % 20 % testing hypothesis testing hypothesis was done to find out whether it was rejected or accepted. there was a rule of testing hypothesis. if the hypothesis was accepted if f observe > ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 33 f table and the hypothesis was rejected if f observe >f table. after got the result of f observe, where 23.40 was higher than f table 2.28. it shows that ha was accepted and ho was rejected. it can be concluded the controlled writing technique and the clustering technique were accepted and these techniques can affect students’ achievement in writing descriptive text on the seventh-grade students in smp st. ignasius medan. discussion regarding on the result of data analysis, it was found that controlled writing technique is effective to teach recount text. the previous research had proved that controlled writing technique can be effective. based on the first previous research the controlled writing technique was used in teaching speaking ability the research conducted by using experimental research and the second previous research the controlled writing technique used in teaching reading skill this research aim at describing the implementation of controlled writing technique. based on the two previous research the controlled writing technique not only used for teaching writing, the result of the test its depend on how teacher convey the material good or not and how about the students conditions in english also can influenced the result of the test. based on the test result, the controlled writing technique was more effective in teaching writing. the result of this research showed that there was effect of students score both pre-test and post-test. the hypothesis (ho) was rejected and alternative hypothesis was accepted. it means that the use of technique significantly effective because students showed the improvement test result. based on the result, the factors that the process of learning english used presentation practice production technique teaching writing recount text was more effective. this technique helped students understanding of text because there was that made students easier in learning process. the first stage focused on teacher transfer material for learners in this stage the students' focused about the material, in second stage focused on teacher and students working and interacting together put new material into practice, and last stages focused students demonstrating their ability to teacher so the teacher observe the individual have learned and which students need additional support was proved the result the students treatment than before giving the treatment. writers hopes this technique help the teachers process teaching recount text because this technique more effective transfer new material the students, by apply technique in learning process make teacher and students have a good interactions because there was stages make them interact and work together learning, and the advantages use this technique make teacher more understand about the students condition in learning process. erika sinambela, dorayanti lumban gaol, sahlan tampubolon, arsen nahum pasaribu the effect of using controlled writing technique and clustering technique on students’ writing skills at junior high school 34 conclusion the result of this research shows that controlled writing technique and clustering technique significantly affect to improve the students' ability in writing descriptive text. it can be seen at the conclusion of this thesis that is: 1. there is affect positive of using controlled technique and clustering technique to improve student’s achievement in writing descriptive text of the first-grade students of smp st. ignasius medan in the academic year of 2012/2023. it shows by means of pre-test and post-test in experimental 1 and experimental 2 classes and control classes. it means the alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. thus, it can be concluded that using controlled technique and clustering technique significantly effects the students' achievement in writing recount text. 2. there is any significant effect of using controlled writing technique and clustering technique to improve student's achievement in writing recount text of the firstgrade students of smp st. ignasius medan the academic years of 2012/2023. it shown by the result of calculation the formula of anova. references arikunto, suharsimi. (2012). prosedur penelitian suatu pendekatan praktik. jakarta: rineka cipta. bakara, j., & pasaribu, a. n. (2022). the implementation of cooperative learning by using a jigsaw technique in speaking to the grade xi students of smk negeri 9 medan. jurnal ilmiah aquinas, 5 (1), 10-23. https://doi.org/10.54367/aquinas.v5i1.1552 buscemi, s. v., (2002). a reader for developing writers. new york: mcgraw-hill companies, inc.14. ginting, g., manik, s., sinambela, e., & pasaribu, a. n. (2021). the effect of using snowball throwing method and sq4r method for students’ reading comprehension skill at sma negeri 1 kuala stabat. budapest international research and critics institute (birci-journal): humanities and social sciences, 4 (4), 10990-10997 harmer, j., (2001). how to teach english . england: pearson longman. harmer, j., (2011). how to teach writing. england and associated companies throughout the world. ediaburgh gate: harlow essex. khadijah, k., & pasaribu, a. n. (2022). the effect of reading interest on reading coprehension of grade xii high school students of sma negeri 1 brandan barat. jurnal ilmiah aquinas, 5 (1), 1-9. https://doi.org/10.54367/aquinas.v5i1.1668 langan, j., (2008). exploring writing paragraph and essays. new york: the mcgrawhill companies. https://doi.org/10.54367/aquinas.v5i1.1552 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 35 marzelia, a. (2014). the use of clustering technique to improve students’ skill in writing hortatory exposition text. vol. 2, no. 2, pp. 1. raimes, a., (1983). techniques in teaching writing, new york: oxford university press. rico, g., (2000). writing the natural way. new york: penguin putnam inc. tampubolon, n. c., & pasaribu, a. n. (2022). the effect of using herringbone technique (ht) and numbered head together technique (nhtt) for elementary students’reading comprehension skill. ideas: journal of language teaching and learning, linguistics and literature, 10 (1), 791 – 812. https://doi.org/10.24256/ideas.v10i1.2429 wyrick, j., (2011). steps to writing well and additional readings. new york: wadsworth. the particular dialect or language that a person chooses to use on any occasion is called a code 2211 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2211 2223 exploring interaction patterns in efl teaching and learning context sokhira linda vinde rambe vindesokhiralinda@gmail.com english education department, iain padangsidimpuan received: 2022-10-05 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3048 abstract this study talked about interaction patterns in efl teaching and learning context which aims to explore types of interaction patterns implemented by the teachers, problems faced and solutions done to solve the problems. the problem in this study was formulated into three namely; 1) what types of interaction patterns do the teachers use in teaching english?, 2) what are the problems faced by teachers in applying interaction patterns in teaching english, and 3) how do the teachers solve the problems in implementing interaction patterns in teaching english?. the research in this study was in a form of qualitative descriptive research. this study conducted research toward three qualified teachers at language development center of iain padangsidimpuan together with the students who study english with them. the instruments used were observation and interview. this study found that there were some interaction patterns applied by the teachers in teaching english. they were group work, full class interaction, close ended teachers questioning, open ended teachers questioning, individual work, choral responses, and students initiate and teachers answer. from these interaction patterns, there are two patterns dominantly used by the teachers i.e. group work and full class interaction. related to the problems of implementing interaction patterns, this study found that teachers got difficulty in monitoring students’ group work and students’ full class activity. keywords: interaction, pattern, teaching, learning introduction there are some reasons why interaction patterns are very useful. first, interaction patterns can affect students’ learning success and failure (amin, 2015). then, the patterns of classroom interaction can determine students’ learning process as well as their achievement (lestari, 2018). in addition, by having good interaction, students could reach communicative success through exchanging http://u.lipi.go.id/1457703302 sokhira linda vinde rambe exploring interaction patterns in efl teaching and learning context 2212 information and sharing ideas with the teachers or among the students (lyster, 2007). so, interaction patterns can help students to have different types of activities to reach their learning goals. regarding the problems about learning english, there are many students who cannot express their idea in english both written and oral form. this problem can be caused by the limited interaction between teachers and students, and students with other students. the problem related to the interaction using english classroom can be solved if teachers and students realize the importance of interaction in the classroom. according to hardini quoted by arumawati (2018), interaction plays beneficial roles in the classroom to develop students’ communication skill and to build up students’ confidence in producing languages. taking a close look at teaching and learning english in iain padangsidimpuan, all students from all departments and faculties in the first grade are required to take english lesson at the language development center of iain padangsidimpuan from monday to friday for one and a half hours. with that condition, teachers face a difficult task: they must create a fun and enjoyable learning environment so that learning is exciting for students. based on interview result with some teachers, it was known that teachers often faced students’ laziness, students’ boredom or students’ difficulties in understanding english material in the classroom, therefore the lesson sometimes became passive. then, it was also known that it was hard to get students’ attention, so classroom was not communicative. to solve the problem, the teachers tried to make interaction patterns in the classroom such as asking a question to students and let them think for a while to process the question into their mind with their pairs and group members. then, the teachers should make the class to be fun (by gaming), establish groups, call on each student, and teacher always encouraged students to speak to the teacher and to each other in the class. thus, interaction patterns played important role in learning this study reviews some previous research relevant to this research. julana (2018) found there were several benefits of interaction patterns including supporting them in managing the classes, and students could work and communicate effectively in english. so, interaction patterns bring a success to teaching and encouraging students to speak english during the teaching and learning process. then, juniarmi (2019) conducted research about interaction patterns. the research result showed that various learning interaction is really needed to improve students’ communication and activeness in learning. through interaction, students get more chances to expose their communicative ability and understanding of the language. interaction patterns also help teachers to motivate and encourage students to take part in building their communicative competences. in addition, lestari (2018) did research about interaction patterns and she found that there were some types of classroom interaction such as student – student interaction (ss), teacher – student interaction (ts), and student – teacher interaction (st). there were some roles of teacher – student interaction (ts) like giving instruction, giving explanation, correcting mistakes, translating in l1, requesting, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2213 displaying question, giving information, replaying words, and praising. the second, student – teacher interaction (st), they are student response, student silence, and student confusion. the third, student – student interaction (ss), they are participations and interaction. the next study was research by ibrahim (2012). the result of the research showed that interactional classes help students develop not only oral and communicative skills, but also sustain students self – confidence. yet students continue to have difficulties with pronunciation and pragmatic features. the success of classroom interaction relies on the teacher’s responsibility. he/she should vary the materials and teaching techniques in order to motivate learners and stimulate their interest. moreover, murtiningrum (2009) also conducted research about this research topic and found that the interaction between the teachers and students was limited on the activities in the textbook. the teacher gave instructions, explained the material, and asked questions. the student interacted with the teacher by giving response to the teacher’s question and giving initiation. in summary, the interaction among the students happened most of the time; both the teachers and students were aware and understood that interaction was important in english learning. regarding the previous related research, this research is different in terms of its data collection technique which is directed to exploring types of interaction patterns through in depth observation. the indicators of interaction patterns that are investigated are also different. this study used interaction patterns proposed by ur (1996) while other researchers took other indicators. then, there have been lots of research discussing about interaction patterns, yet only a few study investigated about problems faced and solution done related to its implementation. therefore, this study explored interaction patterns as well as problems faced and solution done in its implementation. related to the research problems, the researcher formulates the research question as follow: (1) what types of interaction patterns do the teachers use in teaching english at language development center of iain padangsidimpuan? (2) what are the problems faced by teachers in applying interaction patterns in teaching english at language development center of iain padangsidimpuan? (3) how do the teachers solve the problems in implementing interaction patterns in teaching english at language development center of iain padangsidimpuan? based on the research problem, there are three objectives of this research namely; to describe types of interaction patterns that teachers use in teaching english at language development center of iain padangsidimpuan, to find out the problems faced by teachers in using interaction patterns in teaching english at language development center of iain padangsidimpuan, and to know how the teachers solve the problems in implementing interaction patterns in teaching english at language development center of iain padangsidimpuan. method this research was done at language development center of iain padangsidimpuan. this research applied qualitative type of research and implemented descriptive method in analyzing the data. this research chose 3 of sokhira linda vinde rambe exploring interaction patterns in efl teaching and learning context 2214 english lecturers who teach english at language development center of iain padangsidimpuan as participants. in this research, the researcher used observation supported by interview as data collection technique. in this research, the researcher used miles and huberman’s theory in analyzing the data which covers data reduction, data display, and conclusion drawing/verification. results 1. types of interaction patterns used by the teachers in teaching english to get the data related to this findings observation was conducted to three qualified english teachers teaching english at language development center. here is the description of those three teachers’ teaching observation. a. teacher 1 (al) this study conducted observation once in her class, and these are findings derived from the observation. the topic of the lesson was about summer holiday including teaching vocabulary, grammar, and reading material related to the topic. there were some types of interaction patterns implemented by the teacher in her teaching. they were: 1) group work related to this type of interaction, the teachers grouped the students into 3 members and asked them to do the first task related to choose the correct word or phrases to complete the collocation. 2) full class interaction related to this type of interaction, the teacher taught the students about to be going to, to talk about future plan. then, she asked the students to interview their friends about their holiday in the future. the students walked around the class and did the interview. they were free to ask three of their friends and wrote the answers on their notes. 3) teachers talk the teachers also taught grammar about future to be going to. she wrote the examples on the board, and highlighted the form. she also explained how to use the concept well and correctly. 4) choral responses this type of interaction was very often used by the teacher in teaching. she tended to ask yes / no questions and reinforced the students to response chorally toward the questions. 5) close ended teachers questioning when explaining the concept of grammar, she did concept checking to make sure whether the students had understood the concept or not yet. she used close ended teachers questioning. b. teacher 2 (df) this teacher applied some types of interaction patterns in her teaching which is about perfect day. this topic covers some skills and discussion like speaking, reading, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2215 and grammar. the description of interaction patterns used by the teachers in her teaching is elaborated below. 1) group work (pair talk) regarding this interaction pattern, the teacher asked the students to work in pair in which the students talked to the students sitting next to them. the pairs talked about their day out activity. the students take turns asking the questions with their pairs, and wrote their answers on their notes. after that the teacher asked the students to report their notes to the students sitting next to them on another side. 2) group work (games) another activity implemented by using group work was in reading skill. here is the step applied by the teacher. a) the students were grouped into three members. b) the task was about finding the answers of the questions given by the teachers orally. c) the teacher read the questions and the group had to find the answers from the texts in the book. d) the group competed to be the faster one who would write the answer on the paper and showed it to the teacher. 3) close ended teacher questioning the teacher always use close ended teacher questioning in giving instructions. in other words, concept checking in form of yes/no questions are asked to make sure whether the students had understood the instructions or not yet. 4) open ended teacher questioning the teacher also sometimes asked the students with open ended teacher questioning interaction pattern, to make sure whether the students had understood the instructions or not. 5) choral responses in terms of choral responses, the students always answer the teacher’s questions chorally, whether the questions are close or open ended questions. the examples of students’ choral responses could be seen from students’ answers from open and close ended questions in the previous paragraph. 6) teacher talk related to this type of interaction patterns, the teacher explained the concept of present tense in future time clauses. again, she did long explanation. while she explained the concept, the students listened to it seriously. she also provided written examples on the board and highlighted the forms of the clauses like the use of verbs, to be and conjunctions. c. teacher three (nm) when, the observation was done, this teacher taught english about the office covering several english skills and component i.e. speaking, listening, grammar, and vocabulary. in her teaching, she implemented several patterns of interaction like sokhira linda vinde rambe exploring interaction patterns in efl teaching and learning context 2216 group work, pair work, opened and closed ended teachers questioning, self-access, choral responses, teachers talk, and full class interaction. here is the description of those interaction patterns. 1) group work the teacher applied a game called board race. the teacher grouped the students into five big groups consisting of five members. the group stood in line in front of the board and competed to write collocation related to office activity. the teacher said a verb and the students wrote a collocation using the verb. the front students started to write and the next students continued to write. 2) group work (pair work) related to this type of interaction, the teachers divided students into pairs to talk about office activities usually done by the office workers. the pairs must write their discussion result on their notebooks. then, the teacher asked the students to mention the result of discussion pair by pair. 3) teacher talk the teacher also applied teacher talk interaction pattern in her teaching related to grammar about comparing nouns or comparison. the teacher provided realia to make examples of comparison and wrote the example on the board. she highlighted the formula of comparison like the use of more + adjective and adjective + er. 4) close ended teacher questioning the teacher always used close ended teacher questioning in giving instructions. in other words, concept checking in form of yes/no questions were asked to make sure whether the students had understood the instructions or not yet. 5) open ended teacher questioning the teacher also sometimes asked the students with open ended teacher questioning interaction pattern, to make sure whether the students had understood the material or not. 6) individual work the teacher also asked the students to work individually to do the exercises from the book. the exercise was about completing the sentences with a noun or phrase related to collocation. the teacher set the time 10 minutes, and asked the students to compare their answers with their pairs. in giving feedback, the teacher nominated pair by pair to read their answer and wrote them on the board. 7) choral responses in terms of choral responses, the students always answer the teacher’s questions chorally, whether the questions are close or open ended questions. the examples of students’ choral responses could be seen from students’ answers from open and close ended questions in the previous paragraph. the short and clear information about types of interaction patterns used by the ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2217 three teachers is displayed in the table below. table 1. types of interaction patterns used in teaching english no research respondents types of interaction patterns used in teaching english 1 teacher 1 1. group work 2. full class interaction 3. teacher talk 4. choral responses 5. close ended teachers questioning 2 teacher 2 1. group work 2. pair work 3. teacher talk 4. choral responses 5. close ended teachers questioning 6. open ended teachers questioning 3 teacher 3 1. group work 2. pair work 3. teacher talk 4. choral responses 5. close ended teachers questioning 6. open ended teachers questioning 7. individual work 2. problems faced by teachers in implementing interaction patterns in teaching english to get the data related to problems faced by the teachers in implementing those kinds of interaction patterns, observation and interview were conducted by the researcher. here are the observation and interview results related to the data. related to the full class interaction in which the teacher asked the students to walk around to interview their friends. it was seen that the teacher got difficulty in monitoring all students’ speaking activity; the teacher did monitoring by walking around the classroom, met students, and listened to students’ talking. however, it was observed that even though the teacher did monitoring, there were still some students who did not do the task well. the study saw a few students who made some grammatical mistakes in expressing their ideas. there were also some students who mispronounced some words, phrases, and expressions. based on the interview with sokhira linda vinde rambe exploring interaction patterns in efl teaching and learning context 2218 the teacher, in line with the data from observation, it was found and known that the teacher also felt difficulty in monitoring students’ speaking while doing mingling activity in full class interaction. 1. how the teachers solve the problems in implementing interaction patterns from the three teachers observed, it was known that the problems happened in implementing some types of interactions like full class interaction, teacher talk, choral response, and individual work. a. full class interaction the problems related to full class interaction pattern is the fact that students tended to make some grammatical and pronunciation mistakes while talking to their friends. to solve this problem, the teacher did close monitoring to listen to students’ talking and gave direct correction if there were some students who made grammatical and pronunciation mistakes. in addition, to avoid students’ noise during group works and discussion, the three teachers observed always set the time to accomplish the task given. so, it was seen that during group work, all students in the group were busy doing their own task. the teachers also made sure that all students had their own task. b. teacher talk the problems related to teacher talk pattern are the fact that some students did not pay attention to teacher’s explanation while giving some explanation. some students sometimes were noisy and talked to their friends next to them. to overcome this case, the teacher gave concept checking which means asking students a question at the same time explaining the material. then, the teachers also said that they sometimes asked students to give examples from the things explained. c. choral responses the problems about choral response is the fact that not all students repeated what exactly drilled by the teachers. to solve the problem, the teachers asked the students to repeat the sentences, phrases, and words one by one which means doing individual drill. this is in order to make sure that students say the sentences correctly. d. individual work regarding the problems of individual work, the teachers said that students sometimes did cheating to their friends. the students did copy paste while doing their work individually. then, some students were noisy and talked to their friends. to deal with this case, the teachers did monitoring to make sure every student did their job honestly and correctly. the short and brief description about the problems and solution related to interaction patterns can be known from the table below. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2219 table2. problems and solution related to interaction patterns no interaction patterns problems solution 1 full class interaction students tended to make some grammatical and pronunciation mistakes while talking to their friends teacher did close monitoring to listen to students’ talking 2 teacher talk some students did not pay attention to teacher’s explanation teacher gave concept checking which means asking students a question at the same time explaining the material 3 choral responses not all students repeated what exactly drilled by the teachers teachers asked the students to repeat the sentences, phrases, and words one by one 4 individual work students sometimes did cheating to their friends, students were noisy and talked to their friends the teachers did monitoring to make sure every student did their job honestly and correctly discussion this research finds that there are some types of interaction patterns implemented by the teachers in teaching english namely group work, close ended teachers questioning, open ended teachers questioning, individual work, choral responses, full class interaction, students initiate and teachers answer, and teachers talk. however, there is one type of interaction pattern that has never been implemented by the three teachers observed i.e. self-access. related to those types of interaction patterns, it is also seen that the three teachers apply group work and full class interaction dominantly in teaching english. by applying this interaction, the students are seen active and motivated to learn english as well as every student get chance to express their ideas during the discussion, and the students cooperate effectively with other students. this finding is in line with juniarmi’s (20019) research findings mentioning that through interaction students get more chances to expose their communicative ability and understanding of the language. interaction patterns also help teachers to motivate and encourage sokhira linda vinde rambe exploring interaction patterns in efl teaching and learning context 2220 students to take part in building their communicative competences. in addition to types of interaction patterns dominantly applied by the teachers, close and open ended teachers questioning are also very often implemented in teaching english. questioning is seen effective to reinforce students to give opinions and share knowledge during the learning process. this research sees that questioning is used as a way to brainstorm the material, to wake students’ attention, and to raise students’ learning interest. then, by giving close and open ended questions to students, the teachers can know how far the students know about the material taught. related to this finding, svanes and bakken (2021) say that open questions are seen meaningful in classroom to enhance students’ dialogue and learning by giving them a chance to share their ideas. related to the implementation of group work and full class interaction, the teachers often face problems in monitoring students’ work. students tend to make noise and do something not related to the discussion if the teachers do not monitor the activity. this is in line with tal’s (2018) argument saying that classroom management is very important to handle students’ activity in speaking class in which one of the aspects is monitoring. in addition, problems also emerge when the teachers have long talk to explain certain concept. in other words, students cannot have good attention during teachers’ long talk (nuratika, 2018). it means that teachers should avoid giving a long talk. regarding the problems discussed in the previous section, there are always efforts that teachers do to avoid the emerging problems during teaching. it is seen that monitoring is the best solution to avoid problems in implementing group work and full class interaction. then, giving close and open questions is also another way to manage students’ attention during teachers’ talk. conclusion the conclusion is related to types of interaction patterns used in teaching english, how they are implemented, problems faced and solutions done by the teachers. regarding types of interaction patterns, there some interaction patterns used by the teachers namely; group work, close ended teachers questioning, open ended teachers questioning, individual work, choral responses, full class interaction, students initiate and teachers answer, and teachers talk. however, there is one type of interaction pattern that has never been implemented by the three teachers observed i.e. self-access. it is also concluded that the three teachers apply group work and collaboration dominantly in teaching english. related to problems faced by the teachers, this study concludes that the problems are dominantly seen in using group work and full class interaction. related to the implementation of group work and full class interaction, the teachers often faced problems in monitoring students’ work. students tend to make noise and do something not related to the discussion if the teachers do not monitor the activity. finally, related to solutions done to solve the problems, this study concludes monitoring is the best solution to avoid problems in implementing group work and full class interaction. then, giving close and open ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2221 questions is also another way to manage students’ attention during teachers’ talk. this study has some suggestions directed to the other researchers who will do the similar research. the suggestions are: this research is very limited in terms of its respondent’s numbers, there are only three teachers observed and interviewed. this research suggests adding more respondents in order to get more data because this is qualitative research. then, there is also a suggestion to conduct research 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2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 845 853 developing digital-based speaking skill literacy assessment using plomp model to support the national literacy movement maitri rahmadhani1 madani.edu19@gmail.com stkip al makusm langkat received: 2023-04-11 accepted: 2023-07-05 doi: 10.24256/ideas. v 11i1.3058 abstract this research aimed to develop a digital-based speaking literacy assessment model that credible, measurable and do able by using the plomp model in an effort to support the national literacy movement. located in smk al maksum stabat, the subject of this research was the second graders of smk al maksum stabat by applying random sampling. the instrument used were questionnaires both used for the expert validator and for the teachers. the result showed that the digital-based speaking literacy assessment model has 90.88% of validation percentage which means it has a high level of validity but need to be revised. 85.5% respondents respond positively to the developed digital-based speaking literacy assessment model including its interest and its attractiveness. it indicated that the developed digital-based speaking literacy assessment model has fulfill the aspect of feasibility and effectiveness and has been tested successfully implemented at smk al maksum stabat. keywords: assessment; digital; plomp; speaking_literacy introduction based on various international surveys on literacy, it is known that indonesia has a low literacy culture. the fact is that indonesia ranks 64th out of 65 countries in program for international students assessment (pisa) regarding literacy culture. this is certainly be a spotlight for other countries in seeing indonesia as well as being a whip for the indonesian government to improve itself considering that indonesia is a country rich in nature and culture, which if managed by reliable and quality human resources, god willing, it will become a great developed country. one of the government's contributions is to issue permendikbud n0.23 in 2015. based on the permendikbud, we can see that it is important for schools to set aside time regularly for the habit of reading as part of developing character. in this case, it is implied that reading activities are believed to have a positive role on character. this reading activity is certainly not only intended for textbooks, but also other quality and useful reading http://u.lipi.go.id/1457703302 maitri rahmadhani1 developing digital-based speaking skill literacy assessment using plomp model to support the national literacy movement 846 books or more familiarly what we call free reading. because “literacy” is not just being free from illiteracy, but more than that. thus, activating literacy for students at schools is expected to be able to develop their learning habits. in practice, this free reading activity is carried out at schools in the first fifteen minutes before starting the lesson. of course, the activities that have been initiated by the government must also be intensified by the schools, both in big cities and in remote parts of the country. in fact, there are still many schools that have not implemented it. the lack of reading books and socialization to parents and even students are also the reasons. not only that, the next obstacle is how teachers/education practitioners measure the literacy abilities of students so that they are able to see how far the literacy program is succeed. it should be noted that literacy skills are related to four basic language skills, namely: reading, writing, listening and speaking. these four basic abilities must be mastered in order to achieve the success of student literacy. to see the level of success in these four basic language skills, different assessments are needed based on each skill and must be measurable. in accordance to how importance of assessment to see the level of literacy success including the reading, writing, listening and speaking skill, it is necessary to conduct research and a qualified model design of assessment. which means that the assessmentt design model is measurable, credible, and do able. in 2021, the government has developed a reading literacy assessment which is be a part of the minimum competency assessment that then is used as a government policy in 2021. however, several other equally important literacy assessments have not yet been developed. assessment is crucial in literacy. the used of this assessment is as a way to get information about the extent of the learning process achievement. in relation to the success of speaking literacy, assessment can be said as a measuring tool. based on the permendikbud no. 104 of 2014, the assessment instrument is a tool used to assess the achievement of student learning development, such as tests and attitude scales. if it is associated with speaking literacy, it can be concluded that the role of this assessment is very important, namely as a tool to measure the success/achievement of a speaking learning process. therefore, the development of an assessment model for speaking literacy must also be accurate and good, which includes: measurable, credible, do able and refers to learning progression. speaking is derived from the word “speak” which means to express opinions; to say; to converse. in other words, speaking is a way to express an opinion and tell what is going to be uttered. in broad, speaking has a larger scope. it is one of the skills or abilities in language that is used to provide information, provide comments, express and refute opinions, ask and answer questions about something, or even to create an atmosphere of mere familiarity. according to shihabuddin (2009: 195) speaking is one aspect of productive language skills, namely in the form of skills in changing the form of thoughts or feelings into meaningful language sounds. according to him, there are six things that must be considered when assessing a person's speaking ability, namely: 1. pronunciation and speech; 2. grammar, linguistic structure in accordance with the variety of language used; 3. vocabulary, choosing the right words according to the meaning of the information conveyed; 4. fluency, ease, and speed of speech; 5. the content of the conversation, the topic of conversation, the ideas presented, the ideas put forward, and the flow of the conversation; ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 847 and 6. understanding, including the level of success of communication, and the communicativeness. furthermore, shihabuddin (2009:197) stated that speaking skill is a productive skill which consists of several components, namely: 1. the use of spoken language that functions as a medium of conversation through vocabulary, language structure, pronunciation and intonation, and variety of languages; 2. mastery of the content of the conversation that depends on what is the topic of conversation; 3. mastery of speaking technique and appearance adapted to the situation and type of conversation, for example conversing, giving speeches, telling stories, and so on. the mastery of this technique very important in formal types of speaking, such as giving speeches, lecturing, and discussing. according to plomp (2013) the research and development is a model of research that consists of 5 stages: (a) preliminary research, (b) design, (c) realization/construction, (d) test, evaluation and revision, (e) implemetation. in preliminary research the needs analysis is carried out, that is by gathering all the important information needed and identifying the problem. in the design phase, the thing to do is to design problem solving raised in the initial investigative phase. in this phase, a work plan is carried out in the form of designing a digital-based speaking literacy assessment which will then be realized in the next phase. in the realization/construction phase, production activities are carried out in the form of developing a digital-based speaking literacy assessment. in the test, evaluation and revision phase validation of the practicality and effectiveness of digital-based speaking literacy assessment by the expert validators is carried out. the revisions are made if deficiencies are happened at the time of evaluation. in the implementation phase, the developed digital-based speaking literacy assessment model was implemented for the students and teachers of smk al maksum stabat. this is carried out to see all the obstacles and deficiencies when applying the developed digital-based speaking literacy assessment model to ease the researcher to revise it. method this research was conducted at smk al maksum stabat, langkat regency – north sumatera province. the subject of this research is the teachers and 2nd graders of smk al maksum stabat by using purpossive sampling. this research is considered as research and development (r&d) by using plomp model. maitri rahmadhani1 developing digital-based speaking skill literacy assessment using plomp model to support the national literacy movement 848 fig.1 road map the qualitative data in this research are the suggestions from the expert validators and the media as a as a consideration for revising the digital-based speaking literacy assessment model product. the quantitative data analyzed in this study was calculated using the percentage score obtained from the validation questionnaire sheet. p = ∑𝑋 ∑𝑋𝑖 x 100% notes: p : percentage ∑𝑋 : score for each answer ∑𝑋 𝑖 : total score for each answer the results of the data analysis are then interpreted in accordance with the assessment qualification criteria proposed by riduwan (2011) which had previously been adapted. no interval criteria 1 80% < x ≤ 100 very valid 2 60% < x ≤ 80 valid 3 40% < x ≤ 60 fairly valid 4 20% < x ≤ 40 less valid 5 x ≤ 20 not valid results the developed digital-based speaking literacy assessment model was declared to have met the criteria for validity based on the results of the assessment of experts and education practitioners, with a percentage of validity of 90.88%. the developed digital-based speaking literacy assessment was stated to be practical ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 849 and has met the practicality criteria. this can be seen from: a. based on the testing result from the expert validators who stated that the developed digital-based speaking literacy assessment had a level of validity: very valid which means it can be used and implemented for both teachers and students, but it needed a minor revisions until it became the final draft of the digital-based speaking literacy assessment. b. based on the observation given to both teachers and students, it was showed that the developed digital-based speaking literacy assessment can be used and implemented easily by both teachers and students seen from the positive increase in student’s activity during the teaching-learning process. based on the trial-using of the developed digital-based speaking literacy assessment, it showed that the this digital-based speaking literacy assessment has met the criteria of effectiveness since the overall average percentage showed that 85.5% both teachers and students stated “yes” on the aspects of fun and interest in using the developed digital-based speaking literacy assessment, found what was new and what was contained in the assessment, understanding the instructions and clear use of the assessment, and interest in the assessment design being developed. discussion in need analysis phase, the distribution of the questionnaire was carried out to the second graders’ english teachers of smk al maksum stabat. this initial investigation was carried out to find out the problems that occurred in the process of assessing/testing speaking literacy for vocational students. based on the results of the questionnaire which was distributed purposively to 6 respondents of the english teacher at smk al maksum stabat it was found that: a. a. 83.33% teachers stated “never” to the statement “students understand the speaking literacy assessment scoring criteria”. 66.67% teachers stated “never” to the statement “students know the speaking literacy assessment scoring transparantly”. 100% of teachers stated "never" to the statement "students can conduct peer reviews of speaking literacy assessments". this means that the literacy assessment process that has been carried out so far is not transparent so that students do not know the speaking literacy assessment criteria and cannot conduct peer reviews. b. 50% of teachers stated “never”, 16.67% stated “rarely” and 33.33 stated “sometimes” in the statement “teachers have standardized speaking literacy assessment”. 50% of teachers stated “never”, 33.33% stated “rarely” and 16.67% stated “sometimes” in the statement “before the teacher conducts an assessment, the speaking literacy assessment is determined by the criteria”. 16.67% of teachers stated “sometimes”, 33.33% stated “often”, and 50% stated “always” on the statement “teachers give assignments that are in accordance with the material being taught and the assessment”. 66.67% stated “never”, 33.33% stated “rarely” in the statement “teachers establish practical and reliable assessment procedures”. 100% of teachers stated "always" in the statement "teachers present the maximum results of the assessment". this means that so far the speaking literacy assessment has not yet determined the standardization of the assessment. each teacher has a different perception of speaking literacy assessment c. 33.33% of teachers stated “never”, 33.33% stated “rarely”, 16.67 stated “often” and 16.67% stated “always” to the statement “assessment has been able to describe the maitri rahmadhani1 developing digital-based speaking skill literacy assessment using plomp model to support the national literacy movement 850 condition of student competence”. 83.33% of teachers stated “never” and 16.67% stated “rarely” to the statement “the assessment has been consistent and reliable”. 66.67% of students stated “never” and 33.33% stated “sometimes” to the statement “the assessment has been standardized and fair for all students”. 50% of teachers stated “never” and 33.33% said “rarely”, and 16.67% stated “always” o the statement “assessment was in accordance with student needs”. 33.33% of teachers stated “never”, 33.33 “rarely”, 16.67 “sometimes” and 16.67% “often to the statement “assessment has been able to describe student achievement truly”. thus, it can be concluded that the speaking literacy assessment that has been used so far is not in accordance with kepmendikbud number 719/p/2020 regarding to the nature of learning assessment. d. 50% of teachers stated "never" and 50% "rarely" on the statement "the assessment has been related and in accordance with what has been taught". 66.67% of teachers stated “never” and 33.33% “rarely” on the statement “the assessment used was very efficient”. 50% of students stated “never”, 16.67% “rarely” and 33.33% stated “sometimes” in the statement “the assessment used is clear and measurable”. 33.33% of teachers stated “never” and 66.67% stated “rarely” in the statement “the assessment used was easy”. in this case, it can be concluded that the assessment used at this time is still not clearly measured and is still based on the perception of each teacher. therefore, the result will be differ from one teacher to another in assessing the same student with the same testing aspect. this will be unfair for those students who have good literacy speaking skill but probably have some problems to certain teacher academically or personally, caused by the scoring of speaking literacy assessment which has not standard and objective. based on the calculation data from the expert validators toward the developed digitalbased speaking literacy assessment with several aspects assessed including content feasibility aspects, display feasibility aspects, language feasibility aspects, interface feasibility aspects and assessment design, the results obtained are 90.888% stated “very valid” as yet with minor revisions suggested by expert validators. the practicality of the developed digital-based speaking literacy assessment can be seen from how ease both teachers and students in using it. formerly, it has been noticed that based on the result of the expert validators test on the developed digital-based speaking literacy assessment was 90.88% or stated “very valid” with minor revisions. based on this data, the first element as a requirement for assessing the practicality of digital-based speaking literacy assessments has been fulfilled. in addition, there are other things that determine whether the developed digital-based speaking literacy assessment has met the criteria of practical value or not, namely by seeing a positive increase in teacher and student activities while using a digital-based speaking literacy assessment in testing the students speaking literacy during the teaching-learning activity. based on the observation given to 20 respondents i.e., the second graders of smk al maksum stabat taken by 3 english teachers for 4 times meeting by using the developed digital-based speaking literacy assessment, it was found: the highest percentage of student activity lied in practicing speaking literacy by understanding the teacher's statements and questions and conducting simulations with confidence. in this case, the percentage reached 95% at the 4th meeting, having previously increased from the 1st (65%) to the 3rd meeting (85%) and peaked at the 4th meeting. thus it can be concluded that the use of digital-based speaking literacy assessment with standardized assessment instruments so that it is clear for students and teachers about what must be achieved and the value. students also confidently conduct simulations and can conduct peer-reviews due to clear assessment scoring on the assessments developed. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 851 after testing the developed digital-based speaking literacy assessment on both teachers and students, the data obtained as followed: the overall average percentage showed that 85.5% both teachers and students stated “yes” on the aspects of fun and interest in using the developed digital-based speaking literacy assessment, found what was new and what was contained in the assessment, understanding the instructions and clear use of the assessment, and interest in the assessment design being developed. on the other hand, there were only 14.5% of teachers and students who said “no” to the questionable aspects of the digital-based speaking literacy assessment. this means that the developed digital-based speaking literacy assessment has met the feasibility aspect by being declared very feasible but needs minor revision according to the criteria needed by teachers and students. the purpose of this revision is to make the developed digital-based speaking literacy assessment can be better understood both in terms of use and in terms of its implementation by teachers and students. the results of the tests conducted on the second graders of smk al maksum stabat revealed that the developed digital-based speaking literacy assessment had succeeded in measuring students' ability of speaking literacy correctly. however, it should be noted that the focus of the tests given to the second graders of smk al maksum stabat in this study was to test the developed digital-based speaking literacy assessment and not to achieve an increase in the students' speaking skills. therefore, the value displayed on the test is not to be assessed for the achievement of improvement, but only as proof that the developed literacy assessment has functioned optimally. conclusion the developed digital-based speaking literacy assessment model was declared to have met the criteria for validity based on the results of the assessment of experts and education practitioners, with a percentage of validity of 90.88%. this developed digital-based speaking literacy assessment was also stated to be practical and has met the practicality criteria. based on the trial-using of the developed digital-based speaking literacy assessment, it showed that this digital-based speaking literacy assessment has met the criteria of effectiveness. therefore, it can be concluded that this digital-based speaking literacy assessment had succeeded the trial using and can soon be implemented by teachers and students in assessing the speaking literacy. acknowledgement the researchers would like to thank the lppm for helping the researchers in doing any administrations deals with this research and kemdikbudristek for the opportunity and trust that has been given to the researchers in winning the novice lecturer research grant (pdp). we also would like to thank the expert validators for helping us in doing the trial using of the developed assessment as well as doing the validity of the data. special thanks due to all teachers, students, and headmaster of smk al maksum stabat to which the researchers conduct this research. references arifin, zinal. 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(2015). asesmen dan evaluasi pendidikan. jakarta. prenada. https://doi.org/10.24256/ideas.v10i1.2661 the particular dialect or language that a person chooses to use on any occasion is called a code 2100 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2100 2112 the effect of mind mapping and semantic mapping on reading comprehension of the eleventh graders of senior high school erika sinambela1, immanuel padang2, arsen nahum pasaribu3 erika.sinambela@uhn.ac.id. 1,2,3 universitas hkbp nommensen, medan, sumatera utara received: 2022-10-12 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3060 abstract this paper discusses the effect of mind mapping and semantic mapping techniques on students’ reading comprehension. this research was an experimental quantitative study involving three classes, they were experimental class 1, experimental class 2 and control class. in the experimental classes, the writer applied the mind mapping technique and the semantic mapping technique while in the control class the method did not apply. the population of this research was students from class xi of methodist berastagi. the writer used 105 students as samples; this research sample was taken using random sampling technique. it was about 35 from xi-a class and 35 from xi-b class as experimental class and 35 from xi-c class as control class. to obtain data, the author used a reading test, as an instrument in data collection. this test consisted of two types, namely pre-test and posttest. based on anova testing p= 0.52 > 0.05 or f count = 7.65 > f table = 2 significantly affected. it can be concluded that the alternative hypothesis (ha) was accepted while the null hypothesis (ho) was rejected. therefore, it can be concluded that mind mapping and semantic mapping significantly affect the achievement on students’ reading comprehension in narrative text. based on the explanation above, the writer can choose these techniques as alternatives in learning. keywords: mind mapping; semantic mapping; reading skills; narrative text introduction the need of being able to master oral and written english is essential, where it is used as the main language of communication. in this era, english takes part almost in all areas such as in science, technology, culture, economics, art, international relationship, and education. almost newspapers, articles, journals, and books are written in english. for that reason, people need to learn english to obtain the http://u.lipi.go.id/1457703302 mailto:erika.sinambela@uhn.ac.id ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2101 information which they need. realizing that english is very important, it is considered a compulsory subject in the indonesian school curriculum. students formally learn english from the elementary level to the high school level. at the high school level, students should master four main skills; those are reading, listening, writing, and speaking. consequently, to achieve the aim of teaching and learning process, students are required to be able to read, listen, write, and speak in english (bakara & pasaribu, 2022; khadijah & pasaribu, 2022; tampubolon & pasaribu, 2022; ginting, et al., 2021; purba, et al., 2021). in this research, the researcher is concerned about reading. reading skill is one of the skills of language which has to be mastered by efl (english as a foreign language) students. this is because reading is a means to learn another desired world, so humans can broad their knowledge and explore written messages that are contained in reading material. reading skill is not easy for efl students because reading skill plays a significant role in students’ learning process. it means students must understand and comprehend the content of the text not just read and see it. but most efl students have difficulties comprehending the english text. due to several factors such as factors from the english teacher or from the efl students themselves, it needs to apply a new teaching technique when teaching english in classroom. when the students are lazy to read and less interested in reading english text, it will make the efl students have some problems in reading comprehension such as, they have difficulty to understand, to analyse the text, and to find information from the text. therefore, it will make students difficult to learn. in addition, english teacher must develop the material to improve reading comprehension for students. english teacher must have good method when teaching reading in classroom, because with good method can make student interested to comprehend the text. since there are many factors which should be fulfilled, the objectives of teaching reading are not yet achieved. an observation done prior to this study showed that eleventh-grade students at sma methodist berastagi had a major problem with reading. they still found difficulties in reading english texts. they often thought that reading was the need to read each word of the text. as a result, they spent time reading. according to wallace (2003:4) one of the difficulties which young learners may have is the incapability to understand texts. they tend to fail in acquiring the significant meaning of the texts. some students have difficulty finding the main idea in each paragraph. they still have trouble differentiating which the main idea and supporting sentences are. from the problems above, the researcher assumes that the students have difficulties in their reading comprehension ability. actually, there are many ways to comprehend english text which use reading strategies. willis, (2008:127) states that strategies are needed to build comprehension at each step of the comprehension process. based on the previous problems above is necessary learning that can help students to improve reading comprehension and also give them much more erika sinambela, immanuel padang, arsen nahum pasaribu the effect of mind mapping and semantic mapping on reading comprehension of the eleventh graders of senior high school 2102 motivation in the learning process, making students easier find the main points of the reading material. the writer proposes two reading strategies namely semantic mapping and mind mapping. the strategies hopefully can enhance students’ reading comprehension and assist teachers to solve students’ problems on reading comprehension among eleventh graders of sma methodist berastagi. mind mapping is one of the techniques in the high school level since high school teachers rarely use this technique. in this study, mind mapping is a tool that helps teacher and students think and remember better, creatively solve problems and take action. dunn (2006:35) states that mind mapping help learners think outside the box. it opens the users up to creativity and new ways of thinking. mind mapping is a structured strategy that shows the (hierarchical) relationship of ideas. buzan (2002:21) explains that mind mapping is a powerful graphic technique which provides a universal key to unlock the potential of the brain. further, buzan argues that mind mapping is a note-taking technique to keep any information in a visualization and graphic form by engaging imagination and association. semantic mapping is a form of graphic organizer, lead learners to design a visual representation of relationship among words, meanings and images. this means semantic mapping is a simple technique that can explain the topic of the text with graphic organizer. the ideas relate to each other. it means, map can help students to improve their reading comprehension without difficulty, using the map students can easy to finding the main idea, or something important in the text. in other definition about semantic mapping an excellent strategy to help students engage in higher-order thinking. students focus on some of the core regulators that divide the main idea patters follow using semantic mapping. semantic mapping, they state semantic mapping is closely related to reading comprehension can help students not only focus on keyword but also text structure, it can help student’s develop prior knowledge by looking at the relationship in a given topic. from the previous statement semantic mapping can be describe as , the writer conclude mapping is a learning strategy which has the form of a diagram, a graphic that describes the word called the subject or main idea by writing sub-sub ideas that explained the subject. semantic mapping also is easy including teaching and improving students reading comprehension. the student can understand the element of the text. method this research was done in quantitative research design especially in quasiexperimental. it is appropriate with the research since it is related to the purpose of the research. anderson (2005:98) states that” quasi-experimental is a comparative method in which different groups of people or organizations receive different opportunities and the researcher attempts to demonstrate the differences among the groups on some type of quantitative measure such as student examination ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2103 results”. these methods have dominated educational research for much of the century, though they are now being supplanted by more eclectic methods. in the example, there could be a range of comparative questions asked. anderson (2005:98) adds that “quasi-experimental research approaches, being much more flexible, have been used for years in evaluation projects”. the goal of employing the quasi-experiment is to assess and contrast the effect of mind mapping and semantic mapping on reading comprehension of the eleventh graders of sma methodist berastagi. participants are assigned to groups in quasiexperiments, but not at random. because the experimenter is unable to create an artificial group for the experiment due to the study setting's limitation, the quasiexperiment will be used. based on the statement above, in doing the research, the researcher uses quasiexperimental by using pre-test and post-test for both groups. the differences of the pre-test and post-test were both compared in the groups by the effect of the treatment. for more understanding, the research design can be shown on the table 1. table 1 research design groups pre-test treatment post-test experimental group (a) √ mind mapping √ experimental group (b) √ semantic mapping √ control group √ conventional strategy √ population is generally a large collection of individuals or objects that is the main focus of a scientific query. it is for benefit of the population that researches are done. however, due the large sizes of population, the researcher often cannot test every individual in the population because it is too expensive and time consuming. levy and lemeshow (2008:11) states “the population (or universe or target population) is the entire set of individuals to which findings of the survey are to be extrapolated”. the population in this study was the students at the eleventh grade of sma methodist berastagi which consisted of four classes. they were xi-a, xi-b, xi-c, and xi-d. each class had 35 students. the following table describes the number of the eleventh-grade student at sma methodist berastagi. sample is as stated by sugiono (2011) stated that, sample is a model for the random sampling process in selecting experimental units from the universe of units which would be defined later. it can be said that sample was a part of population that was studied. in conducting the research, the researcher selected the sample by using “simple cluster random sampling technique" to establish the experimental and control classes. then sugiono (2011) stated that cluster random sampling, the erika sinambela, immanuel padang, arsen nahum pasaribu the effect of mind mapping and semantic mapping on reading comprehension of the eleventh graders of senior high school 2104 sample is not selected individually directly, but it is selected through random groups. the samples in this study were xi-a, xi-b, and xi-c. here were several procedures in selecting sample through cluster random sampling like as. 1. identify the research population. 2. the population of the research was the eleventh grade of sma methodist berastagi that consist of 140 students. 3. determine the desired sample size. 4. the desired was 105 students. 5. identify and define the logical cluster. 6. a logical cluster was classroom. 7. list the entire cluster (obtained list) that made up the population of clusters. 8. there were 4 classrooms. 9. estimate the average number of population members per clusters. 10. determine the number of the clusters needed by dividing the sample size by the estimated size of cluster. 11. randomly select the needed number clusters. 12. there were 3 of 4 classrooms are randomly selected by assigning a number to each classroom. thus, the researcher used the three classes as the sample of the research from the population which was the eleventh grade of sma methodist berastagi. the researcher selected a cluster of the both selected clusters that will be as experiment class randomly as suggested by sugiono (2011). finally, the researcher observed the students of the two experimental classes using the techniques. in conducting the research, the researcher gave treatment to the both class, the researcher taught the technique for students by using mind mapping in experimental class (a) and semantic mapping in experimental class (b). results and discussion in this research, the researcher gave pre-test and post-test both experimental group a and experimental group b and control group. pre-test is used to determine the students' ability in reading skill examine the normality of the data and the reliability of the sample, while post-test is used to examine the hypothesis of the research. the data shows that the samples can represent the population and homogeneity of the sample shows that the students have the equal capability in reading skill. and then, the table below shows the data description for the pre-test and post-test score both of the experimental group a, experimental group b and control group. in this study, a pre-test would be administered to determine the students' ability to read comprehension for narrative text. there are 35 students in the mind mapping class. multiple choice exams based on narrative text were used to find data from the pre-test reading skill outcomes of students taught utilizing the mind mapping approach. a total of 20 items were included in the pre-test and post-test. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2105 the table below shows the data description for the pre-test score. we can see on the next page. table 2 the result of pre-test descriptions by using mind mapping descriptives kelas statistic std. error pretest mind mapping mean 72,4286 1,55260 95% confidence interval for mean lower bound 69,2733 upper bound 75,5838 5% trimmed mean 72,5794 median 70,0000 variance 84,370 std. deviation 9,18530 minimum 50,00 maximum 90,00 range 40,00 interquartile range 5,00 skewness -0,142 0,398 kurtosis 0,270 0,778 based on the table 2, the score result of the pre-test in the mind mapping was described in the table above. the pre-test mean in the mind mapping is 72.42. in the mind mapping, the pre-test has a maximum score of 50. next, the pre-test standard deviation in the mind mapping class is 9.18 and variance is 84.37. this study's post-test was used to determine the students' reading comprehension for the narrative text. there are 35 students in the mind mapping. then, after receiving treatment using the mind mapping approach, a follow-up test was completed. the goal of the post-test was to use the post-test score to determine the effect of the treatment that had been administered. a total of 20 items were included in the post-tests. the table below shows the outcome description of the post-test score. table 3 the result of post-test descriptions by using mind mapping descriptives kelas statistic std. error pretest mind mapping mean 88,4286 0,73254 95% confidence lower bound 86,9399 erika sinambela, immanuel padang, arsen nahum pasaribu the effect of mind mapping and semantic mapping on reading comprehension of the eleventh graders of senior high school 2106 interval for mean upper bound 89,9173 5% trimmed mean 88,4127 median 85,0000 variance 18,782 std. deviation 4,33376 minimum 80,00 maximum 95,00 range 15,00 interquartile range 5,00 skewness 0,391 0,398 kurtosis -1,059 0,778 the table was describing the score result of post-test in the mind mapping. the mean of the post-test in the mind mapping is 88.42. the maximum score of the post-test in the mind mapping was 95. the minimum score of the post-test in the mind mapping is 80. the standard deviation of the post-test in the mind mapping is 4.33. this can be concluded that the mean score of the post-test in students’ reading comprehension who were taught using mind mapping was higher than the mean score of the pre-test. in semantic mapping, a pre-test would be administered to determine the students' ability to read comprehension for narrative text. there are 35 students in the semantic mapping class. multiple choice exams based on narrative text were used to find data from the pre-test reading skill outcomes of students taught utilizing the semantic mapping approach. a total of 20 items were included in the pre-test and post-test. the table below shows the data description for the pre-test score. table 4 the result of pre-test descriptions by using semantic mapping descriptives kelas statistic std. error pretest semantic mapping mean 64,8571 1,76908 95% confidence interval for mean lower bound 61,2619 upper bound 68,4524 5% trimmed mean 65,0794 median 65,0000 variance 109,538 std. deviation 10,46603 minimum 40,00 maximum 90,00 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2107 range 50,00 interquartile range 10,00 skewness -0,286 0,398 kurtosis 1,181 0,778 the score result of the pre-test in the semantic mapping was described in the table above. the pre-test mean in the semantic mapping is 64.85. in the semantic mapping, the pre-test has a maximum score of 90. next, the pre-test standard deviation in the semantic mapping class is 10.46 and variance is 109.46. in semantic mapping, post-test was used to determine the students' reading comprehension for the narrative text. there are 35 students in the semantic mapping. then, after receiving treatment using the semantic mapping approach, a follow-up test was completed. the goal of the post-test was to use the post-test score to determine the effect of the treatment that had been administered. a total of 20 items were included in the post-tests. the table below shows the outcome description of the post-test score. table 5 the result of post-test descriptions by using semantic mapping descriptives kelas statistic std. error pretest semantic mapping mean 87,2857 0,85363 95% confidence interval for mean lower bound 85,5509 upper bound 89,0205 5% trimmed mean 87,2619 median 85,0000 variance 25,504 std. deviation 5,05017 minimum 80,00 maximum 95,00 range 15,00 interquartile range 5,00 skewness 0,215 0,398 kurtosis -0,990 0,778 table 5 was describing the score result of post-test in the semantic mapping. the mean of the post-test in the semantic mapping is 87.28. the maximum score of the post-test in the semantic mapping is 95. the minimum score of the posttest in the semantic mapping is 80. the standard deviation of the post-test in the semantic mapping is 5.05. this can be concluded that the mean score of the posttest in students’ reading comprehension who were taught using semantic mapping was higher than the mean score of the pre-test. erika sinambela, immanuel padang, arsen nahum pasaribu the effect of mind mapping and semantic mapping on reading comprehension of the eleventh graders of senior high school 2108 in control group, a pre-test would be administered to determine the students' ability to read comprehension for narrative text. there are 35 students in the control group. multiple choice exams based on narrative text were used to find data from the pre-test reading skill outcomes of students taught utilizing the control group approach. a total of 20 items were included in the pre-test and post-test. the table below shows the data description for the pre-test score. table 6 the result of pre-test descriptions by using conventional approach descriptives kelas statistic std. error pretest control group mean 45,2857 3,26004 95% confidence interval for mean lower bound 38,6605 upper bound 51,9109 5% trimmed mean 45,0397 median 50,0000 variance 371,975 std. deviation 19,28665 minimum 15,00 maximum 80,00 range 65,00 interquartile range 30,00 skewness -0,098 0,398 kurtosis -0,897 0,778 the score result of the pre-test in the control group was described in the table above. the pre-test mean in the control group is 45.28. in the control group, the pretest has a maximum score of 80. next, the pre-test standard deviation in the control group is 19.28 and variance is 371.97. in control group, post-test was used to determine the students' reading comprehension for the narrative text. there are 35 students in the control group. then, after receiving treatment using the control approach, a follow-up test was completed. the goal of the post-test was to use the post-test score to determine the effect of the treatment that had been administered. a total of 20 items were included in the post-tests. the table below shows the outcome description of the post-test score. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2109 table 7 the result of post-test descriptions by using conventional approach descriptives kelas statistic std. error pretest control group mean 47,2857 3,42594 95% confidence interval for mean lower bound 40,3234 upper bound 54,2481 5% trimmed mean 46,9841 median 50,0000 variance 410,798 std. deviation 20,26816 minimum 15,00 maximum 85,00 range 70,00 interquartile range 40,00 skewness 0,055 0,398 kurtosis -1,244 0,778 the score result of the post-test in the control group was described in the table above. in the control group, the post-test mean is 47.28. in the control group, the maximum post-test score is 85. in the control group the standard deviation of the post-test is 20.26. as a result, the mean post-test score in students' reading skill who were taught using the standard technique was greater than the mean pre-test score. testing homogeneity test is used to determine whether or not the sample variance is homogeneous. the levene test is used to examine the homogeneity test in this study using the spss 22 program. if the significance of the probability score is more than 0.05, the sample variance can be said to be homogeneous. the spss 22 program was used to examine the findings of the homogeneity test in this study, which are provided in the table below. table 8 homogeneity test test of homogeneity of variances levene statistic df1 df2 sig. pretest based on mean 14,029 2 102 0,55 based on median 9,833 2 102 0,63 erika sinambela, immanuel padang, arsen nahum pasaribu the effect of mind mapping and semantic mapping on reading comprehension of the eleventh graders of senior high school 2110 based on median and with adjusted df 9,833 2 78,174 0,72 based on trimmed mean 14,220 2 102 0,81 based on the table pre-test and post-test above, according to the results of the analysis levene statistic show is significance. however, implying the data in this study are from the same or homogeneous set of data. next, the table of anova. table 9 anova test anova pretest sum of squares df mean square f sig. between groups 13732,857 2 6866,429 36,402 0,103 within groups 19240,000 102 188,627 total 32972,857 104 based on the anova test there was a significant effect on the student’s ability after teaching the technique mind mapping and semantic mapping towards the students ability in reading skill then used control class. after getting the mean score, the standard deviation and variance, the researcher formulated was the research hypotheses as follows: “there is a significant effect of using mind mapping and semantic mapping on students’ ability in reading skill at the eleventh graders of sma methodist berastagi” the result of testing hypotheses, the table value of t-table dk = 2(n-1) = 2(351) =68 and the significance level is 5% (x=0.05), so, t table = t1/2oc(dk) = 2.666. since t count (2.) > t table (2.038) it can be concluded that ha is accepted and ho is rejected. the main problem of the research is to investigate whether there is a significant effect of using mind mapping and semantic mapping on students’ ability in reading skill at the eleventh graders of sma methodist berastagi. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2111 by using mind mapping and semantic mapping both to the experimental group, it has a very good effect to improve the students’ ability in reading skill. in the research, especially from the computations of the obtained data either both to the experimental group, it proves that there is the different students’ learning outcome. the result of the pre-test in both of the group, the experimental group a and b, showed that the students’ ability was classified in less level. then, the researcher gave the treatment in the experimental group a and b by using mind mapping and semantic mapping and having the students’ post-test result, the students’ ability in reading skill is increased and classified to be good level. the researcher stated that the students’ value in the post-test was higher than the students’ value in the pre-test. it can be stated that there is a significant effect on the students’ ability reading skill by mind mapping and semantic mapping. based on the testing hypothesis, it can be seen that there is a significant effect of using mind mapping and semantic mapping on the students’ ability in writing skill. through this strategy, the students’ reading skill is better than by using real teaching that is done commonly by the teacher in the classroom when teaching reading skill to the students. from the result of hypothesis computation, it can be concluded that the research hypothesis is accepted. conclusion after analyzing the data as presented in the previous chapter, the researcher takes some conclusions as follows: the mean score of the students’ ability in reading skill who were taught by using mind mapping (experimental group a) was 88.42 which was stated in enough level while the mean score of the students’ ability in speaking which was taught by using semantic mapping (experimental group b) was 87.66 which was also stated in enough level. based on the result of examining hypothesis, it gets the result of testing hypotheses, the table value of t-table dk = 2(n-1) = 2(35-1) =68 and the significance level is 5% (x=0.05), so, t table = t1/2oc(dk) = 2.666. since t count (2.) > t table (2.038) it can be concluded that ha is accepted and ho is rejected. the use of mind mapping gives a significant effect to the students’ ability in reading than the students who are taught without using semantic mapping. by having much knowledge about the practices of reading, it will be very helpful for the students to read a text well. references anderson, g. & arsenault, n., (2005). fundamentals of educational research. usa: taylor & francis e-library. bakara, j., & pasaribu, a. n. (2022). the implementation of cooperative learning by using a jigsaw technique in speaking to the grade xi students of smk negeri 9 medan. jurnal ilmiah aquinas, 5 (1), 10-23. https://doi.org/10.54367/aquinas.v5i1.1552 buzan, t., and barry, b., (2002). the mind map book. london: bbc worldwide erika sinambela, immanuel padang, arsen nahum pasaribu the effect of mind mapping and semantic mapping on reading comprehension of the eleventh graders of senior high school 2112 limited. dunn, s., (2006). what is a mind map, (http://braindance.com/bdimmap4.htm, accessed on april 5, 2022). ginting, g., manik, s., sinambela, e., & pasaribu, a. n. (2021). the effect of using snowball throwing method and sq4r method for students’ reading comprehension skill at sma negeri 1 kuala stabat. budapest international research and critics institute (birci-journal): humanities and social sciences, 4 (4), 10990-10997 khadijah, k., & pasaribu, a. n. (2022). the effect of reading interest on reading coprehension of grade xii high school students of sma negeri 1 brandan barat. jurnal ilmiah aquinas, 5 (1), 1-9. https://doi.org/10.54367/aquinas.v5i1.1668 levy, p.s. and lemeshow, s., (2008). sampling of population, methods and application. 3rd edition, john wiley & sons, new york. purba, p. b., mawati, a. t., juliana, j., kuswandi, s., hulu, i. l., sitopu, j. w., pasaribu, a. n., yuniwati, i., & masrul, m. (2021). penelitian tindakan kelas. medan: yayasan kita menulis. sugiono, (2011). metode penelitian kuantitatif kualitatif dan r&d, alfabeta, bandung. wallace, catherine. (2003). reading. oxford: oxford university press. willis, j., (2008). teaching the brain to read. virginia: stanley network. tampubolon, n. c., & pasaribu, a. n. (2022). the effect of using herringbone technique (ht) and numbered head together technique (nhtt) for elementary students’reading comprehension skill. ideas: journal of language teaching and learning, linguistics and literature, 10 (1), 791 – 812. https://doi.org/10.24256/ideas.v10i1.2429 the particular dialect or language that a person chooses to use on any occasion is called a code 2169 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2169 2186 psychogenic needs of affection in novel "warm bodies" by isaac marion: a psychological approach aditya zadira1, gaguk rudianto2 adityazadira@gmail.com 1student of english department, putera batam university 2lecturer of english department, putera batam university received: 2022-11-21 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3045 abstract this research aims is to analyze and describe the form of psychogenic needs of affection the needs of affection of the main character in “warm bodies” novel by isaac marion. in this research, researcher uses the needs of affection theory of henry murray. in the research design, researcher uses descriptive qualitative research, the primarily data is the novel warm bodies by isaac marion which was published in 2011. the researcher uses nonparticipatory observation as method of collecting the data. the researcher uses categorization data as the method of analyzing data. the researcher found the data all form the main character of the novel needs of affection based on experienced by main characters which are involved r and julie. there are form of psychogenic needs of affection such as need of affiliation found 3 data, need of rejection found 2 data, need of succorance found 2 data, need of nurturance 2 data and need of play found 1 data. keywords: needs of affection; psychogenic; psychological. introduction affection is a psychological term used to describe a feeling. affection includes the human need to get a good response or warm treatment from others in the form of compassion with the basic principle of feeling to be loved by giving and receiving. the need for affection needs to be discussed many times, in order to raise awareness in humans. lack of affection has a negative impact on a person's life, feeling disappointment, loneliness, injustice and deciding to commit suicide. based on statistics from the world health organization (who) in 2021, suicide is the fourth largest death case worldwide. many suicides occur impulsively in times of crisis with impaired ability to deal with life's stressors, such as financial problems. family problems, broken relationships or chronic illness and illness. head of the tibetan http://u.lipi.go.id/1457703302 mailto:adityazadira@gmail.com aditya zadira, gaguk rudianto psychogenic needs of affection in novel "warm bodies" by isaac marion : a psychological approach 2170 government, the dalai lama says that "we can live without religion and meditation, but we cannot survive without human affection." the role of affection has a great impact in human life, because of love, humans can feel the joy of being alive. some novelists also think that the importance of affection is frequently undervalued. in his classic work "chocolate war," novelist robert cormier (1997) stated, "love is one of the most ignored terms in english. people fling love phrases like confetti when they genuinely mean affection." affection is frequently interpreted as the feeling given and received by someone in love. that is not how this opinion may be read. affectionate emotions, such as rage or delight, are felt. the emotion sent by one person to someone or something else. everyone 's responsible for the affection shown or accepted. humans require some type of effort to offer or feel compassion for love. human love generates non-sexual affection. this may be shown in the form of a mother's love for her kid, as well as the love of a man for a woman. this sensation is prevalent not just in people but also in animals when cares for and given attention. humans are accountable for what is given and received, proving afterwards that it is worthy of devotion. as a result, affection plays the most important function. as a result, the role of affection has the biggest impact in life. according to murray (2008:90) mentioned that subjectively, affection encompasses feelings of pleasure or dissatisfaction; objectively, affection manifests itself in affective activities such as disposition, attitude, voice intonation, pace of movement, and so on. the preceding sentence demonstrates that affection may be expressed through conduct or tone when speaking, rather than just words. however, in today's environment, humans do not appear to value affection. for example, if you were eating supper at a roadside stand and a tiny child was asking for food from an adult, most of the adults would ignore him and some would even toss him out. wasn't god design mankind to love, give, and protect each other? the irony is that most people overlook the question of "how should it be human?" for this reason, researchers investigated the need for affection. the narrative begins with a man named "r" since it is the only letter he recalls. despite this, "r" is an undead. he is distinct from the others in that he constantly questions his life before death and wishes to live again. he can think, his always worried about the emptiness inside him. the longing of "r" to be able to experience what it's like to be human again is evident throughout the novel "warm bodies." not-forgotten horror is followed by the romanticism of a tragedy such as william shakespeare's romeo and juliet. however, it is exhibited in a new and different package. warm bodies is the best-selling novel by isaac marion. unfortunately, the popularity of warm bodies is not from novels, but rather films that were appointed in 2013. successfully won a number of nominations for the teen choice award (2013), best world soundtrack (2014), golden trailer award (2013) and seven other nominations. warm bodies is a tragic, frightening, and touching love story. a seldom recalled life value, a large that covers "how to be human." the author, isaac marion, offers the narrative in a unique way, with horror-romance elements that make it enjoyable ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2171 to read. because of the affection he received from julie, "r" gradually felt more human. corpses cannot experience anything, from dreaming to coldness to sadness. in short, isaac marion as the author of the novel warm bodies wants to show the true power of affection. the power that can make someone who is "dead" inside, feel again what it feels like to be "alive" with a different point of view. while most of the affection needs a center on building relationship and connections, rejection is also part of the needs of affection as character development. murray (2008:174) states that “the need of rejection is a negative tropism that must be avoided. a person who likes practically everyone or a misanthrope might be found on rare occasions. however, both needs are generally active, with the item encountered or the class to which the object belongs (profession, political party, nationality, religious sect, etc.) determining which need is activated. based on the story above, the researcher found that the needs of affection were a major factor in the changes that occurred in the main character. who is in a state of "death" can return to life, if given love such as loving, protecting, and other forms in the context of psychogenic needs of affection. there are many dialogues to prove contain needs of affection found this novel. one of the examples from form of need of affiliation. this can be evidenced by quotation below: “my friend “m” says the irony of being a zombie is that everything is funny, but you can’t smile, because your lips have rotted off” (warm bodies 2011:13). it shows, that r has fulfilled the need of affiliation by having a friend. share thoughts with each other. in this study, the researcher has found several journal research which have the relation that analyze novel “warm bodies”, the research finds there have been some researches about this novel but the analysis different. for the first which is by rizakiah (2018) this research is analysis warm bodies novel by isaac marion using jung theory of archetypes, psychoanalysis approach. in her research found that the eight jung archetypes are represented by r and julie's expressions and other character that had a relation with both characters in this film. r's identity is defined by his loneliness and seclusion, whereas julie is defined as a powerful and bold individual. other characters near to each key character describe their characters' shadows. another article or journal research entitled from romero to romeo— shakespeare’s star-crossed lovers meeting zombedy in jonathan levine’s warm aditya zadira, gaguk rudianto psychogenic needs of affection in novel "warm bodies" by isaac marion : a psychological approach 2172 bodies written by vinge (2010). the researcher using warm bodies (2013) movies as object of the data. film adaptation of isaac marion’s zombie novel inspired by william shakespeare’s romeo and juliet. it’s analysis, how shakespeare's romeo aids in the transformation of the previously evolved cinematic zombie into a romantic protagonist, and how shakespearean love tragedy, with its rich visual cinematic legacy, can successfully situate a zombie narrative within the rom com convention. this dissertation highlights the synergistic interactions between literary symbols and the cinematic monstrous by presenting the case of shakespeare crossing the zombie horror genre. therefore, the researcher analyzes the way main character fulfill needs of affection in warm bodies novel using theory psychogenic needs of affection by henry murray. the researcher believes that, theory can explain human needs of affection and helps to understand the meaning of affection deeply. psychological criticism in literature refers to how a writer's work is examined via a psychological perspective. this method psychologically examines the creator of the piece or a character in his work. it assists readers in comprehending the writer's and characters' motivations. in other words, critical critique enables us to comprehend why the author writes the way he does, how his biographical conditions influence his work, and why the characters in the novel behave the way they do. for example, imagine the protagonist in the novel is a murderer; assessing the character's psychological condition and background may assist the reader understand why he became a killer. this criticism technique might go into the writer's intentions for choosing this topic and how his background has impacted his decision. for instance, knowing that the writer was a victim of a violent crime may compel the reader to perceive the tale extremely differently. glassman and hadad (2009:27) states that “psychology employs a process of systematic observation and analysis known as "the scientific method." indeed, psychology is frequently characterized as "the scientific study of behavior." of course, definitions have restrictions, and this one does as well”. this psychological approach, which represents the impact of psychology both on literature and literary criticism, was heavily inspired by sigmund freud and carl jung's work. sigmund freud proposed the hypothesis that literary compositions are an expression of the author's inner unconscious wants and worries. thus, examining a character's conduct will assist the reader in tracing the character's childhood, family life, fascinations, traumas, and conflicts. these realities, though, are not immediately addressed in the art; they are frequently presented indirectly through dreams, symbols, and visions. as a result, this critique may occasionally give readers with hints to help them understand symbols, acts, and locations that are otherwise difficult to grasp. the aim of psychological research falls into three categories. first and foremost, the goal of studying conduct is to identify elements that influence the development and manifestation of behavior. second, the psychologist is working to create a ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2173 method for accurately predicting behavior. third, psychology seeks to create procedures that will allow for the control of behavior, i.e., a method of "shaping" or directing the path of psychological development by altering those basic variables that contribute to the growth and manifestation of behavior. the psychological approach most immediately leads to a significant expansion of the meaning of a literary work. when we talk about psychology and its role in literature, readers are primarily interested in the author's imagination. because all literary works are founded on some form of experience, and all authors are human, people are inevitably swept up in a large range of emotional problems (caused by experience). although not all psychological study of literary work is performed to reach at an understanding of the literary work, readers must be prepared to use psychology to explore probability to some level. there are many figures who influence the development of psychological approaches as a branch of behavioral approaches, cognitive approaches, psychodynamic approaches, evolutionary approaches, biological approaches, humanistic approaches, and sociocultural/contextual approaches. some wellknown names as psychologists are sigmund freud, carl jung and then there is henry murray who followed carl jung's footsteps because of his admiration for his work. which need to be described in this study. the purpose of the presentation was to realize the core viewpoint of these figures pleasing to the notion of psychological theory. according to glassman and hadad (2009:299) sigmund perspective in psychological especially, psychodynamic approach is seeks to understand behavior in terms of mental processes, with a focus on motivation and the influence of prior experience. developed to psychoanalytic theory. sigmund freud recognized the importance of associations as a technique in psychoanalysis: he sought for patterns that would disclose the individual's inner problems by employing free association (that is, just asking the subject to utter whatever words came to mind). according to freud, such tensions might result in a sort of forgetfulness known as repression. consider this: barbara, a teaching colleague who has been divorced from his wife. soon after, he ran into an old classmate on the street. recalled teaching the girl, the course she had taken, and even her final grade, but he couldn't recall her name. it was, of course, barbara when he asked! the combination of names triggered a painful occurrence for our colleague, resulting in memory loss. the validity of suppression as a memory phenomenon has been debated for a long time. aditya zadira, gaguk rudianto psychogenic needs of affection in novel "warm bodies" by isaac marion : a psychological approach 2174 (1) psychological approach. according to carl jung. according to guerin et al. (2005:101) carl gustav jung became well-known as one of the world's leading mythologists. nonetheless, the two theories are unique, and mythology has a broader reach than psychology. for example, what psychoanalysis strives to uncover about an individual's psyche, mythology discloses about a people's mind and character. and, just as dreams represent an individual's hidden wishes and concerns, myths are symbolic projections of a dreams and hopes, ideals, fears, and aspirations. according to murray (2008:80) states that “secondary or psychogenic needs, which are apparently dependent on and created by basic needs, might be quickly stated. it depicts basic reaction systems and desires. it is not stated that these are basic biological demands, although some may be innate.” psychogenic/secondary need, as described by us psychologist henry alexander murray, is concerned with emotional fulfillment as opposed to biological satisfaction. affiliative, dominance, and isolation are examples of psychogenic needs. psychogenic needs are caused by long-term tensions, with or without emotion, that are heavily impacted by external situations or representations reflecting these conditions. thus, viscerogenic needs are focused with physical satisfactions, while psychogenic needs are concerned with emotional or mental fulfillments. secondary requirements arise as a result of or are impacted by fundamental wants. murray identified 17 secondary wants, each of which falls into one of eight need domains: ambition, materialism, prestige, power, sadomasochism, social conformity, affection, and information. needs in each domain are underpinned by similar themes; for example, the ambition domain includes all needs related to success and recognition. especially in needs of affection related to the research classification into five forms. 1. need of affiliation, developing friendships and affiliations. welcoming, joining, and living with others cooperating and conversing with others in a cordial way to be in love. to take part in group activities. a.) desires and effects, approaching and cooperating or reciprocating with an associated o: an o who resembles or likes the s. to entice and earn the love of a cathected o. to stick with and be faithful to a buddy. b.) feelings and emotions, trust, friendship, compassion, and love empathic sympathy trust an acquaintance as an example. c.) trait-names and attitudes, friendly, sociable, respectful, likable, trustworthy, and good-natured. 2. need of rejection, feelings of indifference, revulsion, aggravation, disdain, or disgust toward other people that are followed by acts of exclusion, avoiding, disengagement, expulsion, or neglect are referred to as apathy. a.) desires and effects, to keep one's distance from a negatively cathected o. to reject, discard, expel, or be careless about a bad o. b.) feelings and emotions, disgust, scorn, boredom, and apathy example: rejecting a person who is a poor influence in order to decide what is good or bad ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2175 for oneself. going to reject someone who is a detrimental influence in order to determine what is good or bad for oneself. c.) trait-names and attitudes, rejective, forbidding, ridiculing, arrogant, and haughty isolated, disconnected, and uninterested. selective, discriminatory, and critical. 3. need of succorance, the desire to be adored. to seek assistance, protection, or sympathy. to scream for aid, beg pardon, and rely on a warm, nurturing parent the succorance drive is looking for a nurturer. a.) desires and effects, to fulfill one's own needs with the compassionate assistance of supporters. being looked after, supported, guarded, encircled, protected, cherished, advised, directed, pampered, forgiven, and comforted. to remain close to a devoted customer. to constantly be a supporter. b.) feelings and emotions, anxiety over powerlessness; feelings of insecurity, abandonment, and desperation to obtain protection from a pal, for example. c.) trait-names and attitudes, succorant, reliant, and helpless; sad, bereaved, and sorrowful; applicant, request, and asking. 4. need of nurturance, provide sympathy or meet the needs of others. the desire to be adored. assisting, feeding, supporting, amusing, protecting, or comforting / calming those in need of comfort and tranquility increase the wellbeing of the helpless give your time, energy, or money to benefit others. allow freedom. this urge can also be met by seeking amusement through drugs, alcohol, or food in order to forget misery and pain. the nurturance drive is looking for a helper. a.) desires and effects, to sympathize with and meet the needs of a vulnerable o, such as a newborn or any other o who is weak, crippled, exhausted, inexperienced, infirm, defeated, humiliated, lonely, sad, sick, or mentally ill. perplexed. to aid an o in need. feeding, assisting, supporting, safeguarding, consoling, nursing, and healing b.) feelings and emotions, feelings of pity, sympathy, and tenderness as an example, consider a mother who helps her child while he is in a difficult circumstance. c.) trait-names and attitudes, care, sympathetic, compassionate, kind, motherly, guardian, sustainer, father figure, benefactor, humanity; giving, merciful, gentle, patient, forgiving, tolerant. aditya zadira, gaguk rudianto psychogenic needs of affection in novel "warm bodies" by isaac marion : a psychological approach 2176 5. need of play, a physical or mental leisure activity conducted just for enjoyment or entertainment and with no other goal in mind. enjoy oneself by having fun, laughing, and relaxing. to prevent major tensions. some individuals spend their leisure time doing things like sports, dancing, drinking parties, cards, and other indoor games. their working hours can also be described as cheerful. likes to laugh and tell jokes about anything and everything this is attributed to the need of play operation: the proclivity to behave for 'fun' with no other aim. a.) trait-names and attitudes, playful, jovial, cheery, easygoing, lighthearted, and athletic. for example, having fun with a friend might help you achieve tranquility and prevent strain. the form or level of psychogenic needs, according to murray. the researcher can connect the forms needs of affection in the novel "warm bodies". the theory above can help researcher analyze form needs of affection occur to human behavior. as it is, affection as a need that must be met by humans to get satisfaction with life. indifference to fellow human beings is capable of causing the loss of humanity itself. affection is a tangible form that must be realized, that loving each other indirectly gives a good life for humans. the second is moputi1 and husain2 (2018) entitled an ambition analysis represented by the main character in perfume: the story of a murderer. her journal discusses about the ambition of the main characters in perfume: the story of a murderer. his research aims to demonstrate that the urge for ambition is fostered in order to meet psychogenic demands. she employed a qualitative research approach to obtain data on a screenplay movie. the study employs a psychological technique to examine the main character's imaginary behavior. according to the findings of her research, ambition has both causes and consequences. the distinction between his and the researcher stems from objective research that employs the need of ambition, even though that the theory is based on psychogenic needs. the third by altymurat (2021) entitled human behavior in organizations related to abraham maslow's hierarchy of needs theory. it’s about physiological requirements, comfort needs, the want to be loved and respected, and the need for self-esteem in this research. using a qualitative approach to data collection. the research employs maslow's hierarchy of needs as a psychological technique. the outcome of his research is that the way to act in the organization's success improves in meeting the purpose and goal which has been set forth to help others. the similarity between this research and researcher is using psychological approach. but with a different object of the research. the fourth by kusumawijaya (2019), discusses the importance of accomplishment for sme workers in bali. the study's purpose was to anticipate what would need to be done to increase entrepreneurial intent by affecting the leadership behaviors of sme employees in bali. the 190 respondents for this study on sme workers in bali were chosen using sampling technique, and the number of responses was 100%. methods for doing research based on the desire for success, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2177 locus of control, and entrepreneurial ambition. the goal of the research was to use mcclelland's urge for accomplishment. the quantitative data purposive sample approach was used, specifically sme employees in bali. techniques for collecting data include surveys and research tools based on the demand for accomplishment, locus of control, and entrepreneurial intention. the difference between her and the researcher is that objective research employs the need for achievement and data collection approaches such as sample questionnaires. the fifth is gupta (2020) entitled synergy between teaching and freud’s structural theory of personality: id, ego and superego. this research looked into students are like blank slates, with no prior beliefs or goals in mind. given the current situation, pupils are having such horrific experiences that it is impossible for them to deal with peer pressure. teachers who also function as mentors can examine their students' character and behaviors and respond properly. their psychoanalytic critique has the potential to drastically alter pupils' lives. the focal study's purpose is to demonstrate how internal drive (id), ego, and superego, three characteristics hypothesized by sigmund freud as forming a person's personality, impact teaching. freud's work has influenced our knowledge of the human psyche. using a qualitative approach. his study differs from that of other researchers who employ both psychological techniques and qualitative methodologies. however, the object of this study is not the same. the researcher mentioned above in relation to studies psychological about psychogenic demands of attachment that occurred in real life as an issue to be analyzed. there may be links between earlier studies mentioned above. the commonalities may be found in the purpose of the research, psychogenic needs, and technique research. there are other differences between prior researchers, such as the psychogenic form and the data source, which is fresh in this study. as a result, this study differs from the previous one. method by employing qualitative study, the researcher got the data in the form of qualitative data. according to creswell (2014:194) qualitative research techniques differ from quantitative research methods in their approach to academic inquiry. nonetheless, the techniques are comparable. qualitative approaches make use of both textual and visual data. this research can then be classified as library research. it is study in which data is gathered from a range of literatures. the term "literature" aditya zadira, gaguk rudianto psychogenic needs of affection in novel "warm bodies" by isaac marion : a psychological approach 2178 refers to not only books, but also content from journals, periodicals, newspapers, and the internet. the research design in this study may be regarded as an arrangement condition for gathering and evaluating data from isaac marion's novel "warm bodies. the data analysis is categorizing data related to what will be analyzed. according to suyitno (2018:47) categorization is the labeling of a data description based on prospective qualities and connections (associative) of the represented data interpretation. by basing on the psychological approach, the data analysis process uses categorization method for analysis this thesis based on psychogenic needs of affection by henry murray. the object of the research is the psychogenic needs of affection in the novel warm bodies by isaac marion focuses in main character. theory by henry murray (2008). in analyzing data researcher applied categorization based on that theory of psychogenic needs of affection. finding and disscusion the research question of this research explained forms of psychogenic needs of affection which is occur to young zombie named, r as main characters in warm bodies novel by isaac marion. r is a young man with an existential crisis, he is a zombie. he shuffles across an america ravaged by war, societal breakdown, and his zombie colleagues' mindless hunger, but he needs more than blood and brains. he can only communicate in a few mumbled words, yet his inner existence is rich and full of wonder and desire. he has no memory, identity, or pulse, but he does have dreams. r makes an unexpected choice after witnessing a teenage boy's memories while digesting his brain, resulting in a stressful, awkward, yet weirdly lovely connection with the victim's human lover. julie stands out amid the usually drab and gloomy scenery that surrounds r. his decision to defend her will change not just r, but also his fellow dead, and even their whole dead universe. cause of that memory r can feel it being alive again even just a minute. he makes it choice to save girl named julie, r falling in love with her. protect julie always, take julie to the airport which is the home of zombies. they teach each other life, taking the point of view of the living or the dead. the longer the feeling of love grows, however, love is built in two different worlds. on the other hand, a hopeless undead bonney, chasing after them as well as general grigio who wants his daughter back. despite many obstacles, r still tries to find the meaning of life. scary, funny, and surprisingly poignant, warm bodies is about being alive, being dead, and the blurry line in between. there are five forms of psychogenic needs of affection then the researcher carried out classified the discrimination based on theory henry murray (2008). need of affiliation. building ties and friendships necessitates the need for affiliation. to accept others, to join people, and to live beside them. to work with others and interact with ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2179 them in a pleasant manner. to fall in love, to develop empathy, and to become a member of a group. r is conscious that he differs from the others around him. though communication is difficult, it can be demonstrated that r's thought has no limitations; he regrets the loss of humanity and feels immense sorrow for having to consume the living. however, he must eat since it is only through consumption that r notices bursts of emotion, glimmers of sensation, and ephemeral flashes of color and vitality. on their next hunting excursion, r and his fellow zombies come upon a human enclave and go about their business as normal, but when r bites into one poor man's brain tissue, he sees life more vividly than he's ever seen it before. reliving part of a young man called perry's fragmentary recollections. r spots a stunning blonde named julie and feels perry's first-love flush. that same girl, now a young lady, is with r. and is destined to face a same fate as the rest of the little group of humans. r feels a need larger than that for flesh for the first time and is unable to ignore the pains of guilt. he makes the decision to protect julie. the following below are the data found by researchers on needs of affiliation. data 1 “we are going out to find food. a hunting party forms around us as we shuffle toward town. it’s not hard to find recruits for these expeditions, even if no one is hungry.” warm bodies (2011:14). the quotation above can be classified as that the needs of affiliation by having group. life as a dead person is not tough. r, who lives at the airport with hundreds of other undead, is simply messing about. when m gets hungry, he gestures to the city and exclaims, "there is food that is humans." r quickly followed him, and a group was formed to look for food. it demonstrates that r has satisfied his need of affiliation by joining a group like a human. form a hunting group to work together to attain a common aim of survival. data 2 “i’m getting agitated. “need it!” i shout, glaring at m. “come . . . on.” i turn and start speed-lumbering toward the skyscraper. focused thought. the rest of the group reflexively follows. m catches up and walks beside me, watching me with an uneasy grimace.” warm bodies (2011:23). the next day, r and his hunting party went back to the city in search of fresh human brains. he smelled the life in the skyscraper. r was restless at the moment aditya zadira, gaguk rudianto psychogenic needs of affection in novel "warm bodies" by isaac marion : a psychological approach 2180 due to his insatiable appetite and requested his companion m to hurry. m is a terrific buddy who respects and cares about r. infiltrating and assaulting human groupings. the quotation above shows that r has fulfilled the needs of affiliation, by showing interaction with friends in order to understand each other and “to please” from a friend in a trouble. as a result, r gets feelings and emotions in the form of empathy through his friend m. data 3 “i nod slowly and point at her. “dead,” i pronounce. i click my teeth and do an exaggerated zombie shuffle. “okay,” she says. i lumber around in a circle with slow, shaky steps, letting out an occasional groan.” warm bodies (2011:44). julie had already fled for dread of being in a location teeming with the undead. unfortunately, she was caught in a swarm of zombies and had to flee beneath the plane's wing. r, who is aware of this, goes in search of him and rescues julie from the circumstance. it can be shown that r has fulfilled the needs of affiliation, shows that "r" cares about julie's safety even though she has been lied to. need of rejection feelings of indifference, revulsion, aggravation, disdain, or disgust toward other people that are followed by acts of exclusion, avoidance, withdrawal, expulsion, or neglect are referred to as apathy. r drives julie to his 'house,' a 747-jet strewn with random stuff. despite the fact that r saved her life, julie is enraged by his actions, leaving him feeling rejected and distant. r still tries to be kind to her, bringing a blanket for warmth as well as what little food and beverages he can locate. julie comes to realize that r's 'virus' is truly a 'curse,' and that he still has human feelings, which contradicts what her father, general grigio, the head of the human resistance, has taught her. even though the reason julie left r was the right decision. because her didn't want r to be in danger. on the other hand, r feels that there is a rejection. an unfair life for the undead. the following below are the data found by researchers on needs of rejection. data 1 “nobody i know has any particular recollections. just a hazy recollection of a long-gone world. faint echoes of previous life that remain like phantom limbs. we notice civilization's buildings and automobiles, but we play no personal role in it. there is no history. we are just here. we do what we do, time passes, and no one asks questions.” warm bodies marion (2011:13). a zombie named r narrates that he dies but it's not that bad. because everyone will die too in the end. he lives at the airport with a herd of other zombies staggering aimlessly. however, he was different. r is determined to live. r questions his previous human life. on the other hand, r feels empty behind his despair. no one knows that those who walk after the human brain are humans too. forever trapped in a dead feeling. the quotation above shows ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2181 that r has fulfilled the need of rejection since the beginning of the story, he feels that the world ignores him just because he is not a creature that should exist in the world. feelings and emotions felt by r in the form of indifference. data 2 “good-bye, r, the picture whispers to me. it’s that time now. it’s time to say it. can you say it? i hold the picture in front of me, staring at it. i rub my fingers on it, smearing its fresh emulsion into rainbow blurs. i consider taking it with me, but no. i’m not ready to make julie a souvenir.” warm bodies (2011:95). after escaping from the airport, r and julie decide to stay in an old abandoned house near the city, because julie's human body can't stand the cold. unlike r, who doesn't feel cold. in the morning, julie calls her father general grigio that he is fine and will return to where humans are on his own. however, julie's expression looked sad. when he asked r for help to find gas. julie left r with a message on the back of a photo of r and herself. r senses that julie has rejected him into his life. the quotation above shows that it has fulfilled the need of rejection because it is ignored and feels shunned. the feelings and emotions that r felt were a form of rejection because they were considered a bad influence on julie's life. need of succorance need of succorance is the need to be loved, desired, gain forgiveness for faults, get support, acquire attention, and various sorts of self-satisfaction obtained from other people. a basic example might be a little toddler asking his parents for assistance in bringing him to school or a child seeking forgiveness from his parents when his test results are poor. it is seen in chapter 1, as r feels cared for by julie for constantly saving his life. the confused julie kept looking at r as if the woman's eyes were falling in love with him and said what are you? because of that closeness, r can fulfill the need of nurturing which is the need to love intimately and want reciprocity in the form of the need of succorance, the need to be loved. the following below are the data found by researchers on needs of succorance. data 1 aditya zadira, gaguk rudianto psychogenic needs of affection in novel "warm bodies" by isaac marion : a psychological approach 2182 “and you know the craziest part, r?” she says. “sometimes i barely believe you’re a zombie. sometimes i think you’re just wearing stage makeup, because when you smile . . . it’s pretty hard to believe.” i lie down again and fold my hands behind my head. embarrassed, i keep my face mirthless until julie falls asleep.” warm bodies marion (2011:72). julie gets trapped by a swarm of zombies when she tries to flee the airport. r arrived to help her, and julie was terrified, so she played the sinatra song again. julie followed the pattern and was surprised to see r grin, even though julie assumed the wounds all over her body were only makeup, and it made r feel cared for. it can be shown through julie's attention to r, that r has fulfilled the need of succorance. the desire and effect that r got was a compliment that made him feel happy because he was noticed. data 2 “every last one of them is here. they look restless, agitated, and would clearly love to devour julie, but they don’t move or make a sound. over julie’s heated protests i asked m to escort us out. he follows a few paces behind, huge and vigilant, scanning the crowd like a secret service agent.” warm bodies (2011:77). this occurs when r chooses to drive julie from the airport to his residence. julie had wished to be devoured alive while r was not around because of the prior occurrence. as a result, r approaches m for assistance in getting out of the airport and keeping evil boney away from julie. boney, on the other hand, stared at julie with uncontrollable desire. m yelled at r to take julie away and then block the group of hungry monsters with the aid of other coworkers. the quotation above shows that r has been fulfilled the need of succorance by getting help from a friend. desires and effects obtained in the form of support and protection. need of nurturance need of nurturance is the desire to express sympathy or meet the needs of others, such as by assisting, supporting, protecting, feeding, or giving security in affiliation, nurturing needs are primarily concerned with the desire to please others, however in personal relationships, nurturing needs can be viewed as the need to love, such as offering freedom, safeguarding loved ones, being easy to forgive, pleading guilty, giving time to meet, or empathy. nurturance needs must be encouraged by succorance needs. it can be shown, from chapter 1 how r as the main character who is a different undead can think about how his life is, thinking about his fellow undead. starting from providing help when her friends want to hunt for food, helping julie to be able to live and get out of the airport which is a nest of the undead. nurturance needs are not only seen from the character r, but also other characters such as m, julie, perry, julie father, and ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2183 nora, julie's roommate. the following below are the data found by researchers on needs of nurturance. data 1 “i am the lowest thing. i am the bottom of the universe. i drop the photo onto the seat and look at the floor. “i’m . . . sorry,” i say again, and leave the plane. warm bodies (2011:35) julie asking numerous questions such as why she was saved and an equally significant topic, namely julie talks about her lost lover perry to r. r, who was full of emotions as julie told her about how much she loved her partner. r, who feels terrible for julie and guilty for eating perry, apologizes indirectly for what he did; however, r is unable to tell him because the situation began with perry assaulting him, thus he was compelled to murder perry. the quotation above shows that r has been fulfilled need of nurturance by feeling guilty for the death of perry, julie's lover. the nature and attitudes shown are sympathy and emotions that turn to pity for julie. data 2 “i look at julie. she is trembling. i grip her hand and look at m. he nods. with the pulse-warmth of julie’s hand flooding through my icy fingers i run.” warm bodies (2011:79) after julie is nearly eaten by a hungry undead, r decides to take julie out of the airport and back home. m aids julie's rescue effort, while boney violently barricades their surrounds. boney, who is starving, bites julie's neck, prompting her to scream. r fights up the wicked monsters and seeks assistance from his companions. m. m. barricades them with a stick and demands that r and julie leave immediately. with a piercing shriek r and julie then drove away, leaving the mercedes parked on the road. julie was shivering because she was terrified of what had happened, especially the bite that had barely wounded her on the neck. at that point, r grasped julie's hand with the desired outcome of calming her down. it can be shown r saves julie from danger and calms her down when she is in a state of anxiety by grasping julie's hand which is an example of need of nurturance. the attitude and character shown by r when rescuing julie is showing sympathy for people who are hurt or scared. aditya zadira, gaguk rudianto psychogenic needs of affection in novel "warm bodies" by isaac marion : a psychological approach 2184 need of play a physical or mental leisure activity conducted just for enjoyment or entertainment and with no other goal in mind. enjoy oneself by having fun, laughing, and relaxing. to prevent major tensions. some individuals spend their leisure time doing things like sports, dancing, drinking parties, cards, and other indoor games. their working hours can also be described as cheerful. loves to laugh and make jokes about anything and everything this is due to the requirement play operation: the proclivity to behave for 'fun' with no ulterior motive. the following below are the data found by researchers on needs of play. data 1 “the record plays. it’s frank sinatra. i can hear it faintly through the headphones, like a distant eulogy drifting on autumn air. last night . . . when we were young . . .i close my eyes and hunch forward. my head sways vaguely in time with the music as verses float through the jet cabin, blending together in my ears.” warm bodies (2011:30) finally, julie woke up from her sleep. next to him, r who is constantly staring. julie was surprised that there was a zombie in front of her, backing away in fear. however, r still said that julie was safe with him. r played his vinyl record with frank sinatra trying to calm him down. r felt calm as well as julie drifting into the beat. the quotation above shows that r has fulfilled need of play by getting calm, relax. traits and attitudes shown by r. cheerful, easy going. conclusion the researcher analyzes needs of affection the main character in novel warm bodies by isaac marion applying theory of murray. in this research used form psychogenic needs of affection experience by main character in novel. there are 5 forms of psychogenic needs of affection like as need of affiliation, need of rejection, need of nurturance, need of succorance, and need of play. researchers include all forms of needs of affection because each form has its own role in character development to fulfill his desires. the desire to live to be human again. the most impactful form is the need for nurturing and the need for succorance, because these two needs are interconnected. because of this desire to be loved and to love, it is this that makes r able to return to being human and happy with julie. references altymurat, a. 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(2010). from romero to romeo— shakespeare’s star-crossed lovers meeting zombedy in jonathan levine’s warm bodies. anthropocentrism in western ecology, 8(november), 1–28. the particular dialect or language that a person chooses to use on any occasion is called a code 1456 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1456 1470 transition, action, details; helping the students to write easily abdul aziz rifaat1, nyayu yayu suryani2 azizlie2@gmail.com sekolah tinggi ilmu kesehatan siti khadijah, palembang, sumatera selatan received: 2022-10-28 accepted: 2022-12-29 doi: 10.24256/ideas.v10i2.3120 abstract writing means implementing all parts of its stages. once the writer misses one of its stages, the product of the writing should not as expect. the tad is one of the writing strategies to help the writer easier to write especially in recount text. the objective of this study was to find out the significant difference in writing achievement before and after the students was taught by using the tad strategy. the pre-experimental design was used in this study. the population and the sample of this study was all 3rd semester bachelor’s degree of nursing students at the institute of health science siti khadijah palembang in academic year 2020/2021. the total number of the sample was 30 students. the total sampling technique was used to select the sample in this study. the writing test was used as an instrument to collect the data in this study. the test was given before the treatment as a pretest and after the treatment as a posttest. the result of the study showed that there was a significant difference before and after the students were taught by using the tad strategy. keywords: ,action, detail; recount text; transition writing http://u.lipi.go.id/1457703302 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1457 introduction learning english seems to be a complicated thing to be learned by some students. learning english means learning all skills and aspects in english itself. the students tend to interested in one skill or two skills. not many of them like all of the skills in english. the teacher in this case should know what method should be appropriate to what skill in what group of the students. ismukoco (2014) describes some factors that could be the possibility answer the reason why the students afraid in learning english including writing skill involve in it. the first factor is that the teacher has no appropriate method in teaching english. the other factor is that the teacher did a mistake in determining learning paradigm in teaching english. the third factor is that the teacher did not discuss the appropriate vocabularies to the topic learned. and the last factor is that the teacher did not drill the students how to pronounce the vocabularies and language function. principally, writing is the complex process of some stages in doing it. doing writing should do all of those writing stages. those writing stages are setting goals, generating ideas, organizing information, selecting an appropriate language, making a draft, reading and reviewing, revising, and editing (peha, 2003). when the writer writes, all of those stages should be passed one by one in order to get got writing product. caulfield (2020) describes that the writing process should pass five basic steps. the illustration as below: figure 1. five basic steps in writing (caulfield, 2020) the writing process prewrite plan & outline write first draft redraft & revise edit & proofread abdul aziz rifaat, nyayu yayu suryani transition, action, details; helping the students to write easily 1458 the product of writing would be better if the writer passes all those stages. the writer might miss one or two of those stages but the product would not be as good as if the writer passes all those stages. unfortunately, the students (especially at the institute of health science siti khadijah palembang) sometimes are in doubt to begin writing. there were some reasons why they are in doubt to begin writing. one of the major reasons is they do not know how they begin writing. in another word, they do not know what technique/method/approach/strategy that should be used to explore their ideas into the paragraph. in addition, the teacher tends to use the same method in teaching writing especially in recount text. the students usually asked to write their personal experience without any guidance or definite method used by the teacher. this common approach sometimes makes the students difficult to create a good writing product. the students tend to write individually without any discussion and guidance provided by the teacher or even they have any idea at all to begin writing. the important thing that should be underlined is that writing is a complex process. as a complex process, every writer (in this case the students) should write based on appropriate strategy in order to produce a good writing. there are many types of writing. one type of those types is a recount text. recount text is a kind of text that contains a factual event in the past experienced by an individual (purwanti, 2013). the person retells the personal experience in the past time or retells someone personal experience also called recount text. in addition, budiyani (2013) asserts that recount text is a text genre in english retelling a story, event, or experience in the past time. actually, teaching the students writing a recount text is the same as teaching the students how to rewrite their or someone’s experience, story, or biography. the students can explore their vocabularies and grammatical skill especially simple past tense when practicing writing a recount text. the three generic structures in recount text are generally described by budiyani (2013), there are orientation, events, reorientation. as described, orientation is the first part of the recount text. the content of this first part tells who in the text is, where the event is, and when it happens. the events tell the phenomenon that happens in the past chronologically. reorientation is the conclusion of the text. however, reorientation is not always a part of the text. depends on the writer, the reorientation should be included or not. purwanti (2013) adds that writing a recount text looks like writing a personal experience. in her opinion, the most important thing that should be done is brainstorming. in this part, she suggests to use 5 w + 1 h to make the writer easier to brainstorm. once the brainstorming was done, each point could be elaborated in some paragraphs so that those paragraphs become a good recount text. a certain technique in teaching writing is possibly appropriate for a type of writing, a condition of the sample, a group of students, or even a huge group of students. however, it does not mean that a certain technique could be applied or appropriate to all of the groups of students, all types of writing, or all conditions of the sample. transition, action, details (tad) strategy offers the writer, in this case, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1459 the students who study a recount text type of writing, to write in detail. the students could be easier to express the ideas in detail. tad strategy is the plan activities to support the students constructing the events or experience chronologically into a paragraph or paragraphs (nui, 2013). the tad strategy is useful for the students to manage the plan of the event, experience, or story. the students could be interested in using this strategy. they can explore the memories by combining them to the vocabularies so that the flow of writing paragraphs seems easier to be done. tad strategy is done by making a graphic organizer separating its parts. a graphic organizer in teaching writing lets the students feel confident in the writing. sharrock (2008) states one of the simple ways to relate the ideas within a text is by using a graphic organizer. tad strategy allows the students to construct their ideas in the form of the graphic organizer. tad strategy itself has three columns and some rows depend on the needs. every column plays its part. the first column is the transition column, the second is the action column, and the last one is the detail column. tad strategy offers the students to write effectively and chronologically because this strategy consists of three parts and every part has its’ function in helping the students to write easily (peha, 2003). those three parts are transitions, actions, and details. transition is an introductory phrase. it has a function as the beginning of the sentence. the phrase or phrases make the sentences in the paragraph composed neatly and easy to be understood. the second part is actions. in this part, peha (2003) asserts the writer writes all factual things that should be written. the last part is details. here, all supporting information for the action column are presented. normally, some questions related to the action column are answered in the details column to explain clearly what is in the action column. again, peha (2003) shows how the writer can apply the tad strategy as an example shown below: transition action details (introduce the action) (describe what happened) (answer audience questions) we go almost every year abdul aziz rifaat, nyayu yayu suryani transition, action, details; helping the students to write easily 1460 last summer, i went on vacation with my family to the ocean. it’s fun because there’s a lot to do. i get to do a lot of exploring with my dog. etc. another example with different topic was shown as below: transition action details (introduce the action) when i heard my dog start after the animal, (describe what happened) i immediately stopped and turned around to watch him. (answer audience questions) he doesn’t usually just run off like that i was surprised and a little scared as soon as i saw where he was headed, i called out to him to get him to stop. he didn’t seem to notice. he just kept going. i had a feeling something bad was going to happen. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1461 muhallim (2015), in his study, explains the characteristics of the tad strategy. the first characteristic is that tad strategy uses step by step approach. for this reason, the writers are able to elaborate on what they are going to write clearly and chronologically. another characteristic is that the tad strategy uses a graphic organizer. as stated above, there are some benefits of using a graphic organizer. it helps the writers to concept, to understand, and even to construct the paragraph well. the last characteristic is that the tad strategy fits for any composition such as narrative and recount. based on the explanation above, it was interested to conduct a study concerning on was there any significant difference in writing achievement before and after the students were taught by using the tad strategy. method the study design the pre-experimental design through one-group pretest-posttest design was used in this study. this design was used because there was no control variable and the sample was not taken randomly. the paradigm of this design was shown as below (sugiyono, 2016): figure 2. pre-experimental design; one-group pretest-posttest design notes: o1 : pretest score (before the treatment) x : treatment o2 : posttest score (after treatment) the students were given a pretest (o1) before the treatment was implemented. after the pretest was given, in this case writing test, the tad strategy was implemented (x). finally, the posttest (o2) was given in order to compare the difference in writing achievement before and after the treatment was implemented. since the pandemic of covid-19 had been continued, this study was applied through o1 x o2 abdul aziz rifaat, nyayu yayu suryani transition, action, details; helping the students to write easily 1462 whatsapp application and zoom meeting application in implementing the tad strategy for the treatment. the students as the sample were monitored and guided online. the sample population of the study the population and the sample of this study was all 3rd semester bachelor degree of nursing students at the institute of health science siti khadijah palembang in the academic year 2020/2021. sugiyono (2016) asserts that sample is a part or a group of the total population. the sample could be taken because of some reasons such as the limitation of time, budget, and so on. the total number of the sample in this study was 30 students. the sample was taken based on saturation sampling. saturation sampling was used to as a sampling method because all of the population was chosen as the sample (sugiyono, 2016). since the total number of the population was 30 students, all of them were chosen as the sample in this study. the study was done from october to december 2020. data collection and analysis the writing test was used as an instrument to collect the data in this study. the test was given before the treatment as a pretest and after the treatment as a posttest. the students were asked to write an essay in form of a recount text with some topics that had been prepared. the essay should be at least 3 paragraphs contain 120 or more words if possible. at the end of each test, the students’ essay was scored. the students’ score was analyzed by using brown’s theory where the components of its theory are organization, content, grammar, punctuation, and expression. the scale of each component is as follow (brown, 2004 cited in simhadi, 2017): table 1. brown’s theory in scoring the writing test no aspect excell ent to good (2018) good to adequa te (1715) adeq uate to fair (1412) unacc eptabl e (116) not colleg elevel work (5-1) 1 organiz ation 2 content 3 gramm ar 4 punctua tion 5 expressi on ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1463 based on this scale, the total scores of each student then will be divided into five (based on the total number of the aspects). for example, student a got 5 for the organization, 10 for content, 10 for grammar, 12 for punctuation, and 13 for expression. the total score of student a was 50. then, 50 divided into 5 equals 10. so, the score of student a was 10 with the level unacceptable. the following level was summarized; table 2. students’ writing score and level score (total score:5) level 18-20 good to excellent 15-17 adequate to good 12-14 fair to adequate 6-11 unacceptable 1-5 not college level the next step is analyzing the data. after all, scores were collected; the data were analyzed by using the statistical package of social science (spss) program. comparing the mean of the pretest and posttest to find the significant difference before and after the treatment was the main part of this step. result findings the test as an instrument to collect the data was given twice before the treatment was applied as a pretest and after the treatment was applied as a posttest. after the pretest was given to the sample, it was found that the lowest score from all of the students was 7 and the highest score from all of the students was 14 while the mean score was 10.3. the table below shows the pretest scores of the sample: abdul aziz rifaat, nyayu yayu suryani transition, action, details; helping the students to write easily 1464 table 3. students’ pretest score no initial pretest score level 1 a 10 unacceptable 2 b 9 unacceptable 3 c 11 unacceptable 4 d 12 fair-adequate 5 e 11 unacceptable 6 f 9 unacceptable 7 g 7 unacceptable 8 h 9 unacceptable 9 i 9 unacceptable 10 j 10 unacceptable 11 k 14 fair-adequate 12 l 10 unacceptable 13 m 11 unacceptable 14 n 12 fair-adequate 15 o 7 unacceptable 16 p 8 unacceptable 17 q 10 unacceptable 18 r 11 unacceptable 19 s 7 unacceptable 20 t 12 fair-adequate 21 u 10 unacceptable 22 n 11 unacceptable 23 v 13 fair-adequate 24 w 12 fair-adequate 25 x 12 fair-adequate 26 y 9 unacceptable 27 z 10 unacceptable 28 aa 9 unacceptable 29 ab 13 fair-adequate 30 ac 12 fair-adequate ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1465 moreover, after the posttest was given, it was found that the lowest score from all of the students was 8 and the higher score from all of the students was 17 while the mean score was 12.2. the table below shows the posttest scores of the sample: table 4. students’ posttest score no initial posttest score level 1 a 13 fair-adequate 2 b 12 fair-adequate 3 c 13 fair-adequate 4 d 12 fair-adequate 5 e 14 fair-adequate 6 f 8 unacceptable 7 g 12 fair-adequate 8 h 9 unacceptable 9 i 11 unacceptable 10 j 12 fair-adequate 11 k 17 adequate-good 12 l 12 fair-adequate 13 m 12 fair-adequate 14 n 11 unacceptable 15 o 9 unacceptable 16 p 11 unacceptable 17 q 13 fair-adequate 18 r 15 adequate-good 19 s 8 unacceptable 20 t 12 fair-adequate 21 u 12 fair-adequate 22 v 12 fair-adequate 23 w 12 fair-adequate 24 x 12 fair-adequate 25 y 13 fair-adequate 26 z 11 unacceptable 27 aa 16 adequate-good 28 ab 14 fair-adequate abdul aziz rifaat, nyayu yayu suryani transition, action, details; helping the students to write easily 1466 29 ac 16 adequate-good 30 ad 12 fair-adequate the paired sample statistics of 30 students showed that the mean of students’ pretest was 10.33 and the mean of students’ posttest was 12.20. the standard deviation of the pretest was 1.826 and the standard deviation of the posttest was 2.124. since the mean of the posttest was higher than the mean of the pretest, it means that there was a mean difference of the students’ score in writing achievement. the table is shown as below: table 5. paired sample statistics mea n n std. deviatio n std. error mean pair 1 pret est 10.33 30 1.826 .333 postt est 12.20 30 2.124 .388 the paired sample correlation showed that the pearson correlation was 0.587. since the pearson correlation was higher than 0.5, it means that there was a correlation between the pretest variable and the posttest variable. the table below shows the paired sample correlation of the pretest and posttest: table 6. paired sample correlations n correlati on sig. pair 1 pretest &posttest 30 .587 .001 the mean difference between pretest and posttest was 1.867. additionally, the standard deviation was 1.814 at the significant (2 tailed) level was 0.00. since it was lower than 0.05, it can be inferred that there was a significant difference in writing achievement before and after the students were taught by using the tad strategy. the paired sample test is shown in the table below: table 7. paired sample test paired differences t df sig. (2-tailed) ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1467 m e a n std . de via tio n std. err or me an 95% confide nce interval of the differen ce lo w er up per p ai r 1 pre tes t po stt est 1. 8 6 7 1.8 14 .33 1 2. 54 4 1.1 89 -5.635 29 .000 based on this study, most of the students got a better score in the posttest if compared to the score in the pretest. the diagram below describes the students’ level in the pretest and in the posttest: abdul aziz rifaat, nyayu yayu suryani transition, action, details; helping the students to write easily 1468 there were 21 students at an unacceptable level, 9 students at fair to an adequate level, 0 students at not college level, adequate to good, and good to excellent. moreover, there were 8students at an unacceptable level, 18 students at a fair to an adequate level, 4 students at adequate to good level, 0 student at college level and a good to an excellent level. discussion the result of the study showed that the students got a better score in writing tests after the tad strategy was applied. the mean score of the students in the posttest was 12.20 while the mean score of the pretest was 10.33. the gain between the pretest and posttest was 1.87. the result of this study showed the significant improvement of the tad strategy in teaching writing especially recount text. however, the gain not only influenced by the tad strategy itself but also could be influenced by other factors. since the process of doing this study was not directly facing the students, some external factors were also contributed to this gain. the reason that why the study was applied online is that because the area and the institution where the sample exist still has no permission from the government to held the offline meeting. the direct meeting possibly affects the different results of the study. the direct meeting could let the students intensely discuss each other and share the information each other. not only among them, but laso the teacher could guide the students intensely if the direct meeting was held. some facts during this study hampered the process of the study. the limitation of internet connection, time agreement, or distracted duration was the example of obstructions in this study. otherwise, the fact that the process of doing this study was through additional application could not be denied. those applications also contributed to the result of the study. it does not mean if the tad strategy contributed nothing to this study. this strategy helps the students organize the sentences, focus on the content of the text, revise wrong structured and punctuation directly, and choose the pretest0 10 20 30 students' level pretest posttest ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1469 appropriate expression for each sentence. conclusions the tad strategy significantly improved the students writing achievement in general. the students got a better score after the tad strategy was applied. most of the aspects (organization, content, grammar, punctuation, and expression) improved significantly. this strategy helps the students to focus on what the students are going to write or do draft before writing down the sentences. however, the direct meeting could be the better method in applying this tad strategy because the teacher could guide the students intensively and the students could communicate directly with each other. it is suggested to the english teachers especially at stik siti khadijah palembang to use the tad as an alternative strategy in teaching writing. additionally, the english teacher should be more creative in teaching english especially for non-english major students. the students are suggested to use tad strategy in writing a recount text and to improve their writing skill by discussing the new topic to be written with their friends. the writer suggests also to the other researchers to investigate other studies relating to writing especially recount text. references brown, d. 2004. language assessment. principles and classroom practices. longman. budiyani, s. 2013. writing tips. pt citra aji pratama: yogyakarta. caulfield, j. 2020. a step-by-step guide to the writing process. https://www.scribbr.com/academic-writing/writing-process. accessed on november, 26th 2020. harmer, j., (2001). how to teach english . england: pearson longman. harmer, j., (2011). how to teach writing. england and associated companies throughout the world. ediaburgh gate: harlow essex. khadijah, k., & pasaribu, a. n. (2022). the effect of reading interest on reading coprehension of grade xii high school students of sma negeri 1 brandan barat. jurnal ilmiah aquinas, 5 (1), 1-9. https://doi.org/10.54367/aquinas.v5i1.1668 abdul aziz rifaat, nyayu yayu suryani transition, action, details; helping the students to write easily 1470 langan, j., (2008). exploring writing paragraph and essays. new york: the mcgrawhill companies. ismukoco. 2014. joyful learning; information gap activities. http://bdksurabayakemenag.id/artikel/detil/207. accessed on december, 25th 2020. masruddin, masruddin, the efficacy of using short video through group work in teaching speaking to indonesian english as foreign language (efl) students (september 1, 2018). arab world english journal (awej) volume 9. number 3. september 2018 . available at ssrn: https://ssrn.com/abstract=3258815 or http://dx.doi.org/10.2139/ssrn.3258815 masruddin, m. (2016). the efficacy of using language experience approach in teaching reading fluency to indonesian efl students . arab world english journal,7 (4). doi: dx.doi.org/10.24093/awej/vol7no4.21 marzelia, a. (2014). the use of clustering technique to improve students’ skill in writing hortatory exposition text. vol. 2, no. 2, pp. 1. muhallim. 2015. the implementation of transition-action-details strategy to improve the students, writing ability in recount text. exposure journal. 4 (2). 246-268. nui, k. m. 2013. writing resource guide. learning to write. honolulu: university of hawaii. peha, s 2003. the writing teacher’s strategy guide. new york: ttms, inc. purwanti, 2013. let’s write english text. pt citra aji pratama: yogyakarta. raimes, a., (1983). techniques in teaching writing, new york: oxford university press sharrock, t. 2008. the effect of graphic organizers on students’ writing. kennesaw, ga: kennesaw state university simhadi, f. 2017. developing effective teaching through thematic progression pattern with cooperative learning (a study conducted in paragraph writing class). tidar university and graha cendekia publisher. sugiyono. 2016. metode penelitian kuantitatif, kualitatif, dan r&d. alfabetacv: bandung https://ssrn.com/abstract=3258815 https://dx.doi.org/10.2139/ssrn.3258815 the particular dialect or language that a person chooses to use on any occasion is called a code 1583 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1583 1600 linking adverbials in indonesian efl students’ essays: a corpus-driven study ikmi nur oktavianti1, japen sarage2 ikmi.oktavianti@pbi.uad.ac.id 1, 2 english education department, universitas ahmad dahlan, yogyakarta received: 2022-10-12 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3061 abstract writing is the activity of arranging and organizing ideas that need some logical connectors to make the ideas cohesively structured. there are several plausible means for cohesiveness, including linking adverbials (las). this study examines the la categories found in efl students’ academic essays and explores how el students use them. the data were collected from students’ essays compiled as a learner corpus, learner corpus of academic writing, comprising 52,404 words. the present study employed lancsbox as the corpus tool and the louvain corpus of native english essays as the control corpus to assist the analysis. the study results show that all primary categories of las are found in the corpus. however, the subcategory transition to another topic is absent from the corpus. in the frequency of use, causal resultative las outnumber all other categories, followed by additive and adversative las. as for the least frequent las, the study identified sequential types. in comparison to the native writer corpus, it is found that there are shared similarities, including the categories and the subcategories of las found in both corpora. regarding the frequency of use, the most frequent types are relatively similar with different positions, namely causal resultative and additive las, while the least frequent type is sequential. these results suggest more considerations in designing writing materials, especially in regard to transition markers belonging to the sequential category. keywords: academic writing; corpus; linking adverbials; efl introduction when learning a new language, one of the important skills to master is writing. several aspects should be considered to constitute a text, including the semantic unity of the ideas conveyed in the text, so textual continuity is created or called cohesion (flowerdew & mahlberg, 2007; grisot, 2018; halliday & hasan, 2014; http://u.lipi.go.id/1457703302 ikmi nur oktavianti, japen sarage linking adverbials in indonesian efl students’ essays: a corpus-driven study 1584 yang & sun, 2012). for creating textual cohesion, alongside coordinators and subordinators, linking adverbials are essential since they indicate the relation between parts of the text (biber et al., 2021; lei, 2012; yin, 2014). linking adverbials (las) connect clauses, sentences, and paragraphs (beyond clauses), while coordinators and subordinators link clauses within sentences (biber et al., 2021; liu, 2008). according to liu (2008), las can mark several different semantic relationships of discourse units, such as additive (that is, likewise), adversative (however, on the other hand), causal/resultative (as a result, consequently), and sequential (first, meanwhile). this four-way classification system is crucial since it represents the fundamental textual relations and enables the writing to function as a text (halliday & hasan, 2014). liu (2008) underlined two significant reasons for focusing on las: (1) the importance of las in language use and learning and (2) the inadequate description of las in grammar books and textbooks. thus, las are salient features that should be considered in writing (biber et al., 2021; lei, 2012; liu, 2008). the importance of las has also been a part of the discussion in second and foreign language writing (gao, 2016; lei, 2012). previous studies have demonstrated that las are crucial in second and foreign-language writing because they help learners build logical links of different units in a text (ahmad & way, 2020; gao, 2016; leedham & cai, 2013; lei, 2012; wang, 2022). furthermore, different disciplines or registers might rely on las distinctively (yin, 2016). however, these studies showed that second and foreign-language learners found some difficulty in using las. some studies proved that esl and efl learners overused or underused particular las in comparison to native writing (ishikawa, 2010; lei, 2012; nizar & munawaroh, 2019), which can weaken their writing (ahmad & way, 2020). in addition, there was also register-inappropriate use, e.g., using colloquial las in the academic context (liu, 2008). therefore, this study explores the use of las in students’ writing and compares it to native writing to find out the discrepancies in las usage. previous studies on las have been focused on written and spoken academic contexts. in written academics, those studies can be categorized into the studies of native writing, esl learners writing, efl learners writing, the comparison between esl/efl learners to native writing, and the comparison of novice academic writers to professional academic writers. to begin with, some previous research on las in written academic english focused on single-language data, i.e., native english/esl/efl. in the native english context, liu (2008) reported the findings of the investigation of las in five registers (spoken, academic, fiction, news, and others), yield variations in the distribution of las. overall, las in fiction are less frequent than in speaking and academic writing, and the news shows the least use of las. similarly, pipatanusorn & wijitsopon (2019) explored the use of las in native english writers of various genres in present-day english. this study claimed that las occur most frequently in academic writing and least frequently in fiction and media texts, with additive las occurring most frequently across text types. the results ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1585 emphasize the distinct characteristics of each text type or genre. regarding academic prose, techarsatitwong (2015) examined las of results in written academic english as compiled in coca and showed that the most common la is thus, followed by therefore, and hence respectively. this study also demonstrated the use of so, which is frequent in written academic english in the middle position. some research has also focused on the discrepancies in las usage in the esl and efl context. regarding the esl context, appel & szeib (2018) studied the use of las among learners from various l1 backgrounds, which showed that l1 arabic writers overuse additive lasadverbials, contrastive las are overused by l1 chinese writers, and appositional las are overused by l1 french writers. this study indicates that each linguistic background might have its consequence aligned with the use of las. as for the efl context, leedham & cai (2013) showed that chinese students dominantly use certain las, e.g., besides, on the other hand, and they tend to disregard informality and use las in the sentence-initial position. earlier research on las also compares the use by native speakers and non-native speakers of english. in the esl context, dutra et al. (2019) examined the use of las of brazilian esl learners and english native writers and claimed the differences between them concerning the syntactic position and meaning of the las. whereas in the efl context, previous studies identified the mismatches of las use of native and efl learners. ishikawa (2010) reported the discrepancies in las usage among native and asian non-native writers in terms of the quantity of essay writing and the tendency to overuse additive las by asian non-native writers. similarly, liu (2013) found that chinese efl learners overuse las in their speaking and writing, though they use las differently in those registers. the study also revealed a higher frequency of adverbials in speaking than in writing. furthermore, jamil et al. (2014) proved that l1 pakistani writers use additive, summative, and contrastive las compared to english native writers. later, ha (2016) showed differences in la use between english native writers and l1 korean writers since l1 korean writers overused the sequential and additive categories. in the asian context, nizar & munawaroh (2019) showed a relatively similar distribution of las between native writers and indonesian efl learners. however, the latter overused additive las and underused causal las. like nizar & munawaroh, ahmad & way (2020) demonstrated that malaysian learners only utilized a limited set of las in their essays and tended to overuse additive las. on the contrary, lumbangaol (2022) reported a lack of las in students’ writing due to their low writing proficiency in english. similarly, in the japanese context, nakayama (2021) claimed that japanese learners tend to overuse sentence-initial las and underuse sentence-medial/final las. the comparison of english native use of las to nonnative writers in the asian context was also made for textbooks. phoocharoensil (2017) revealed that the las used in the thailand efl textbooks differ from those in the corpora, e.g., corpus of contemporary american english. las in the corpora seem more informative based on the frequency and authentic academic english. in addition, the use of las of results in the textbooks does not cover all possible ikmi nur oktavianti, japen sarage linking adverbials in indonesian efl students’ essays: a corpus-driven study 1586 common uses found in native-speaker corpora. las have been analyzed based on the perspective of professionalism. lei (2012) examined las in efl chinese dissertations and professional writers and identified 33 las overused by doctoral students, and some of them were misused. meanwhile, there are 25 las underused by doctoral students. the study also revealed that doctoral students relied more heavily on fewer las than professional writers. cho (2020) compared the las used by master students and professional writers. the study showed that master students overused 23 las and underused 7 las. also, there was some misuse regarding some las, e.g., on the other hand with in contrast or on the contrary. some of the aforementioned previous studies have been conducted by focusing on native or second/foreign language data only, and some were done by comparing second/foreign language data to native language repertoire. in the indonesian context, la research has been less notorious (lumbangaol, 2022; nizar & munawaroh, 2019) and should be done more frequently to comprehensively describe the learners’ language development and mastery. this research specifically focuses on academic writing because this genre is more complex than other genres or registers (biber & gray, 2016), and las are the common features in academic prose (biber, 2006; biber et al., 2016; biber & gray, 2016). this study investigates las to answer the following questions: (1) what are las used by efl learners in academic writing? and (2) how are the las used by efl learners? furthermore, this research employs a corpus-based approach meaning that the language data is large which can support a more comprehensive analysis. by conducting a corpus study on the use of las, the results can map the learners’ language development, especially related to las. these can inform writing instructors and materials writers to provide better exposure to the use of las. method this is mixed-method research because there are qualitative data (sentences containing las) and quantitative data (frequency, percentage, token). this study has several steps: corpus design, data collection (corpus construction, las identification), and data analysis. participants the study's participants are sixth-semester students of the english education department at universitas ahmad dahlan enrolled in the academic writing course. the rationale of the participant selection: the students have completed previous writing courses and learned basic writing materials and techniques. in addition, the course syllabus aligns with the study's needs since the outcome is an academic essay. research instrument the instruments in this study are language background questionnaire (lbq) and a writing task. lbq provides the linguistic backgrounds of the participants related to ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1587 the use of the l1 and l2. the background is necessary to describe the profile of the learners whose writing will be compiled as a learner corpus in the present study. this study adopts flege et al.’s (flege et al. 1999) lbq. the second instrument is a writing instruction to collect students’ academic writing. writing instruction was developed to collect students’ written production from several topics related to education and technology for the learner corpus ranging from 1500-2000 words. the learner corpus design is generally modified from (granger, 2008, 2012), which is presented in figure 2. figure 1. learner corpus design based on the design, the focal points are learners and task variables. thus, the design of the learner corpus in this study is displayed in table 1. table 1. learner corpus design learner task variables general l2-specific general l2-specific age: 19-21 learning context: fl medium: written task type: nonexam gender: female, male proficiency: intermediate, b1 written reports, and essays field: education, technology conditions: timed region: indonesia l2: indonesian genre: academic mother: local language(s), indonesian other fl: n/a data collection and identification of linking adverbials the data collection procedure involves the distribution of writing assignments to the participants with several topics they can select. the academic essay should be written in 1500-2000 words. the writing assignment will be timed and submitted online in a google drive folder. the compiled texts were cleaned for the exact ikmi nur oktavianti, japen sarage linking adverbials in indonesian efl students’ essays: a corpus-driven study 1588 measurement of corpus size and the accuracy of query results and collected as a learner corpus named learner corpus of academic writing (lcaw) with 52,404 words. the corpus files were converted into .txt format and loaded into a corpus tool, lancsbox (brezina et al., 2020). regarding the identification, this study utilizes liu’s (2008) list comprising 110 las. all 110 las were the search keyword to identify the las in the learner corpus and the kwic feature in lancsbox was used. however, one la might carry multiple meanings, thus, the searches were followed up with a manual check to ensure the identified units are las and not a conjunction. this is also explained by liu (2008) as an important step to validate the data. data analysis the analysis focuses on semantic types of las in the students’ academic writing and the comparison to native corpora to answer the research questions. the analyses include the classification of semantic functions and the frequency of use. the present study employs liu (2008)’s classification of semantic functions. the analysis will be confirmed by employing inter-rater agreement to diminish bias in classifying las. this step was commonly done in the corpus-based analysis (oktavianti & prayogi, 2022; wang, 2022). lastly, the results will be compared to those in native corpora of students’ essays, louvain corpus of native english essays (locness) (granger, 1998), which comprises university-level essays of 324,304 words. results this section presents the types of las found in the lcaw. the present study identified all major categories of las based on liu (2008)’s classification; they are emphatic, apposition, adversative, causal resultative, and sequential las. linking adverbial categories in lcaw the followings are all la categories found in the learner corpus. 1. additive las the present study identified all subcategories of additive las, namely emphatic, apposition, and similarity comparative las. a. emphatic the examples of emphatic las found in lcaw are besides, furthermore, moreover, and in addition, as follows. (1) besides, teachers should be ambitious and professional to support the process of teaching and learning to their students and enhance students’ competence. (2) furthermore, some students who are from rural background do not have access to the internet or require smartphones. (3) moreover, the applications on their phones, like instagram, tiktok, twitter, facebook, snapchat, can distract their focus while studying. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1589 (4) in addition, teachers who have creative thinking skills can also motivate their students to be more creative in dealing with various areas of life. b. apposition las apposition las are also found in lcaw, e.g., in other words, for example and namely; below are some examples from the corpus. (5) in other words, less monetary investment, but the results can be better than the other options. (6) for example, if you study abroad and want to get a job, online education is a good choice. (7) there are also other factors that become obstacles in implementing online learning, namely health factors. c. similarity comparative las another additive type identified in the corpus is similarity comparative las, such as likewise and similarly, as shown below. (8) likewise, people who do not have the opportunity to continue their education because of limited funds, they still have the opportunity to learn through the online learning system. (9) similarly, the facebook organ does not initiative visibly shared new online registration to all friends in an individual’s network, encouraging social conformity. 2. adversative las all types of adversative las can be identified in lcaw. below are examples of each subcategory: proper adversative and contrastive adversative. a. proper adversative some examples of proper adversative (while and however) las are presented below. (10) while it is indisputable, there is still plenty of schools which still apply corporal punishments. (11) however, the benefits of adding the 21st-century skills to your curriculum are great. b. contrastive adversative the second subcategory of adversative, contrastive adversative las are also found in lcaw, as presented below. (12) in fact, a lot of contents are presented on social media with various themes. (13) actually, i think that this online learning method is considered effective and helpful. c. correction the third subcategory of the adversative las is the correction type (e.g., ikmi nur oktavianti, japen sarage linking adverbials in indonesian efl students’ essays: a corpus-driven study 1590 instead and rather) which can be seen in examples (14) and (15). (14) instead, it should be about declaring your approach to using technology. (15) rather than missing important class sessions due to weather conditions, students can always attend by participating in discussion boards or chat sessions and watching lectures or reading materials. d. dismissal this subcategory occurs restrictedly (e.g., despite), as shown in example (16). (16) despite all the disadvantages, a new influencer fadil jaidi has become popular on social media. 3. causal/resultative las las of the causal resultative category are also found in lcaw, which is divided into two subcategories: general causal and conditional causal. some examples are shown below. a. general causal general causal las found in lcaw include as a result, consequently, therefore, and some others. (17) as a result, using an online education platform allows a better work balance and study, so there is no need to give up. (18) consequently, those unavailing things that the students do will ruin their mindset and critical thinking. (19) therefore, every educational institution continues to improve the quality of skills for every educator b. conditional clausal conditional cuasal la identified in lcaw is then as exemplified below. (20) then, we also have to ascertain whether the economy can be profitable or even detrimental 4. sequential las lastly, there are some sequential las identified in lcaw, consisting of nearly all subcategories, namely enumerative/listing, simultaneous, and summative las. the examples are as follows. a. enumerative/listing the first sequential subcategory is enumerative, which shows a greater number of type representations. some examples are written in (21)—(25). (21) firstly, be flexible in time and place because online learning system is different from ordinary schools. (22) secondly, it can trigger cyberbullying. (23) finally, digital minimalism is how we use technology wisely and consciously to help our activities. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1591 (24) lastly, an english teacher must have collaboration skills so they can work with many people within and outside the country. (25) next, replace applications that have been deleted or restricted to use and move to other activities, such as reading comics, painting, or other social activities. b. simultaneous the second subcategory of sequential las, simultaneous las, are limitedly found in lcaw. (26) meanwhile, the cons are many people consider this activity to be a place to flex. (27) at the same time, the second most users are from 20 to 24 years old. c. summative summative subcategory examples are seen in examples (28)—(30). (28) in conclusion, if we can study optimally with the materials given by the lecturers, surely we can get the same knowledge as in face-to-face learning. (29) in short, people will be attracted if the viral content is what is useful to them. (30) to sum up, social media has become so addictive to many users from various ages. it is evident that nearly all categories of las are found in the learner corpus under study, lcaw. however, there is one missing/absent subcategory, which is the transition to another topic. this subcategory of las belongs to the category of sequential las. it is surprising to see the absence of this subcategory since the corpus was compiled from university-level students’ essays. nonetheless, the result might indicate a lack of la mastery of the learners that should be revisited and taken into account. the use of linking adverbials by efl learners after discussing the findings of las types/categories in the learner corpus, this section focuses on the frequency of use and the distribution of each la in lcaw. table 2 presents the frequency of use individually. table 2. frequency of las in lcaw category las token frequency percentage (1) additive emphatic additionally 1 0,11 again 1 0,11 also 6 0,67 and also 4 0,44 not only… but also… 10 0,00 but also 1 0,11 as well 5 0,55 besides 20 2,22 ikmi nur oktavianti, japen sarage linking adverbials in indonesian efl students’ essays: a corpus-driven study 1592 in addition 37 4,11 in addition to 13 1,44 further 3 0,33 furthermore 5 0,55 moreover 8 0,89 not to mention 1 0,11 of course 59 6,55 too 32 3,55 subtotal 206 21,75 apposition that is 1 0,11 in other words 4 0,44 for example 46 5,11 for instance 3 0,33 namely 27 3,00 subtotal 81 8,99 similarity comparative likewise 2 0,22 similarity 1 0,11 subtotal 3 0,33 subtotal additive 290 31,52 (2) adversative proper adversative at the same time 3 0,33 while 43 4,77 however 50 5,55 nevertheless 1 0,11 though 22 2,44 subtotal proper adversative 119 13,21 contrastive adversative actually 27 3,00 in fact 10 1,11 in reality 2 0,22 on the other hand 6 0,67 subtotal contrastive adversative 45 4,99 correction instead 11 1,22 on the contrary 3 0,33 rather 12 1,33 subtotal correction 26 2,89 dismissal after all 2 0,22 despite 3 0,33 despite that 1 0,11 subtotal dismissal 6 0,67 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1593 subtotal adversative 196 21,75 (3) causal resultative general causal as a result 4 0,44 because of 5 0,55 consequently 1 0,11 hence 1 0,11 so (sentence-initial) 49 5,44 so 197 21,86 therefore 45 4,99 thus 9 1,00 subtotal general causal conditional causal then 9 0,98 subtotal conditional causal 9 0,98 subtotal causal resultative 320 34,52 (4) sequential enumerative/listing first 18 2,00 firstly 5 0,55 first of all 2 0,22 second 14 1,55 secondly 6 0,67 third 8 0,89 thirdly 1 0,11 finally 5 0,55 last 2 0,22 lastly 7 0,78 last but not least 2 0,22 next 2 0,22 then 18 2,00 and then 2 0,22 subtotal enumerative 92 10,21 simultaneous at the same time 1 0,11 meanwhile 1 0,11 subtotal simultaneous 2 0,22 summative in conclusion 11 1,22 in short 3 0,33 to sum up 6 0,67 subtotal summative 20 2,22 subtotal sequential 114 12,65 ikmi nur oktavianti, japen sarage linking adverbials in indonesian efl students’ essays: a corpus-driven study 1594 based on table 2, it is clear that various las found in the corpus and the frequency indicate that the students already make use of las in writing their essays. table 3 presents the token frequency and percentage of each linking adverbial type. table 3. frequency of la type in lcaw no category of las token percentage 1 causal 320 34,78 2 additive 290 31,52 3 adversative 196 21,30 4 sequential 114 12,39 table 3 demonstrates that the most frequent type found in students’ essays is causal resultative las (34,78%), followed by additive (31,52%) and adversative (21,30%). meanwhile, the least frequent type is sequential la, with 12,39%. causal resultative adverbials outnumber all types of las in the learner corpus under study. this present study identified some significant gaps in the token-type ratio regarding token and type comparison, as shown in figure 2. figure 2. token and type frequency of las in lcaw figure 2 displays the comparison of tokens and types of las in lcaw. some significant ttr (type-token ratio) scores are based on the graph, such as general causal las. this la type has 8 types with 311 tokens meaning that the ttr is 2,57%. the low percentage of ttr shows the low variety of the words under this category. another category with a pretty noticeable ttr percentage is emphatic and proper adversative, with 8,67% and 4,2%, respectively. furthermore, the similarity comparative subcategory is negligible in terms of the token frequency and type frequency. although the additive category is quite frequent in general, the similarity comparative subcategory is included as one of the least frequent las in lcaw. these 196 81 3 119 45 26 6 311 9 92 2 20 0 17 5 2 5 4 3 3 8 1 14 2 3 0 0 50 100 150 200 250 300 350 f re q u e n cy category of las token type ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1595 findings show that, even though the students have used the las in their writing, there is a problem in regard to the variants of the las indicating the restricted repertoire of las. this study also compares the frequency of las found in locness as the control corpus. table 4 displays the token frequency and percentage of each primary type of las in the corpus. table 4. las in locness no type of las token frequency percentage 1 adversative 1808 37,95 2 causal 1318 27,67 3 additive 1189 24,96 4 sequential 449 9,42 based on table 4, the most frequent type found in locness is adversative type (37,95%), followed by causal resultative (27,67%), additive (24,96%), and the least frequent is sequential type (9,42%). in comparison to lcaw, there are some points to underline. table 3 presents the frequency of las in lcaw and proves that the most frequent type is causal resultative (34,78%). this result differs from that in locness because locness exhibits the use of adversative as the most frequent one (37,95%), and causal resultative occupies the second place with 27,67%. additive type in lcaw occupies the second position (31,52%), while in locness it occupies the third position (24,96 %). however, lcaw and locness shared the same results for the least frequent types, i.e., sequential las. as for the type distribution of las in lcaw and locness, figure 2 displays the comparison. 17 5 2 5 4 3 3 8 1 14 2 3 0 18 9 3 7 8 3 6 10 4 19 2 5 2 0 2 4 6 8 10 12 14 16 18 20 f re q u e n cy type in lcaw type in locness ikmi nur oktavianti, japen sarage linking adverbials in indonesian efl students’ essays: a corpus-driven study 1596 figure 3. type frequency of las in lcaw and locness figure 3 shows that many types have similar numbers in the category and subcategory of las, either in lcaw or locness, e.g., emphatic, general causal, and simultaneous. however, certain types have a significant gap in type, e.g., apposition, contrastive adversative, and enumerative. the transition to another topic subcategory is not found in lcaw, but there are 2 types representing this subcategory in locness. in other words, transition to another topic subcategory is absent in lcaw, which should be revisited and considered pretty seriously. however, in a more general sense, sequential las are less familiar for foreign learners and native writers, as proven by lcaw and locness. discussion the study’s results demonstrate the tendency of certain use of las in the academic context. students in this study were identified to use causal resultative, emphatic, and adversative las compared to the other categories. the current study highlights the importance of specific las categories, such as causal resultative, additive, and adversative, and those las missing from the corpus (i.e., transition to another topic). regarding the findings from other relevant studies, this study can confirm the importance of a particular la type, i.e., additive. the findings show that additive las are the highly frequent las (although they are not the most frequent in the present study) following some previous research, e.g., ahmad & way (2020), appel & szeib (2018), ha (2016), jamil et al. (2014), nizar & munawaroh (2019). these studies show that people connect ideas in the discourse by utilizing addition or additive markers. however, the current study shows that the additive type is the second most frequent las, following causal resultative las. this phenomenon is surprising,g but considering the texts compiled in this corpus, the widespread use of causal resultative las is sensible to provide robust arguments. this study also proves the use of adversative las as the third most frequent type in students’ writing, which is in line with the study of appel & szeib (2018), ha (2016), and jamil et al. (2014). adversative las are important to express contrary opinions, facts, comparisons, and corrections that might be necessary for an academic context. as proven by liu (2008), academic prose uses more of this la type than spoken language and fiction registers. however, according to lei (2012), adversative las are the most problematic connectors since they might perform multiple functions and students tend to use them in inappropriate registers. in regard to the less frequent las, ishikawa (2010) found that sequential las tend to be underused by efl learners, which is also relevant to the finding of this study. the present study identifies sequential las as the fourth most frequent las type. this can be related to the nature of efl learners with limited exposure to the target language, especially regarding academic language. many studies have proven the lack of specific linguistic features in academic prose in the efl context that should be considered more seriously (ahmad & way, 2020; bychkovska & lee, 2017; ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1597 nakayama, 2021; oktavianti & sarage, 2021). the findings of the current research are also contradictive to some previous studies. for example, nizar & munawaroh (2019) claimed that causal las are underused by the learners, which does not correspond to the results of this study showing that causal resultative las are the most frequent las in students’ essays. another thing to consider is the use of adversative las. ahmad & way (2020) pointed out that adversative las are the least frequent las, which contradicts this study’s result claiming that adversative las occupy the third position (not the last one). this might be plausible due to some aspects, including the level of learners’ proficiency and the text types of the corpus. the results of this study also complement those of the previous ones, i.e., similarity and sequential las. regarding similarity comparative, this subcategory has the lowest frequency in lcaw and locness, indicating that this subcategory is less crucial in students’ writing (efl learners or native writers). as for the absent subcategory, transition to another topic is absent in lcaw. at the same time, it is found in locness, showing that this subcategory is not familiar to the efl learners or the learners do not have sufficient knowledge of the category. based on the study findings, there are some points to underline concerning las teaching and learning. students should be more aware of the category and variants of las since sufficient knowledge of las can help improve writing quality. furthermore, the ideas can be connected more flawlessly and logically. thus, the teachers should emphasize some categories to the learners, namely sequential las and similarity las. the missing subcategory should be taught and intensively introduced to the learners, so this category can be part of the learners’ linguistic repertoire. conclusion this study shows that students have utilized las to create logical connections in their writing. overall, the efl learners in this study have some knowledge of las and how to use them in their writing. however, some points must be considered, including the variants of the las. it is proven by the restricted type of particular las and the absence of the transition to another topic subcategory. it is then crucial to revisit the existing teaching materials so the students can be equipped with sufficient knowledge of las. in comparison to the native corpus, locness, it is evident that there are some differences in the frequency of las category and the type comparison also exhibits the fact of some limited variants of las in the efl students’ writing. unfortunately, the present study merely focuses on the las categories and subcategories and their frequency of use. the study overlooks other variables of study as the functions of las, the patterns of use, the register contexts, etc. therefore, future research should be able to analyze more aspects, and it is also necessary to collect more data (larger corpus size). the study of las and other discourse elements is very potential to conduct, and the findings might contribute robustly to language teaching and ikmi nur oktavianti, japen sarage linking adverbials in indonesian efl students’ essays: a corpus-driven study 1598 learning. acknowledgment the authors express their deepest gratitude to the institute of research and community service, lembaga penelitian dan pengabdian masyarakat, universitas ahmad dahlan, for funding this research. references ahmad, u. k., & way, l. p. 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(2016). register-specific meaning categorization of linking adverbials in english. journal of english for academic purposes, 22, 1–18. https://doi.org/10.1016/j.jeap.2016.01.004 the particular dialect or language that a person chooses to use on any occasion is called a code 1849 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1849 1862 the correlation between vocational students’ speaking anxiety and speaking performances in learning english shiken anzanni1, dian novita dewi2. shiken_anzanni@student.ub.ac.id 1 pendidikan bahasa inggris, universitas brawijaya, malang, jawa timur 2 pendidikan bahasa inggris, universitas brawijaya, malang, jawa timur received: 2022-10-31 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3148 abstract speaking is one of english skills that needs to be mastered by the students because it is the most fundamental element to build a communication. however, speaking has the complexity that can difficult the students to learn english and reach the goal. this study aims to find out about the correlation between vocational students’ speaking anxiety and speaking performances in learning english. this study also find out about their speaking anxiety level, type of speaking anxiety, and their speaking ability in learning english. a correlational study used to conduct this research. the researcher collected the data through flcas questionnaire that consists of 24 statements and the students’ speaking performance score. the researcher distributed the questionnaire to 70 students of smk pgri 3 malang. after analyzing the findings with spss version 24 and microsoft excel, the result shows that there is a negative correlation between students’ speaking anxiety and speaking performances in learning english. it is correlated at -0.192 which means it is in a very weak correlation. in addition, the students’ speaking anxiety level is identified in moderate level. the dominant type of speaking anxiety they have is communication apprehension and their speaking ability is categorized in a very good level. keywords: speaking anxiety, speaking performances, vocational high school students introduction english is an international language that needs to be mastered by people from all over the world. many people use english to communicate with each other in this modern era. in indonesia, english has become one of the subjects that must be learned by the students at school, especially vocational high school students http://u.lipi.go.id/1457703302 shiken anzanni, dian novita dewi the correlation between vocational students’ speaking anxiety and speaking performance in learning english 1850 (vhs). vhs students are prepared to find a job and become workers. according to apriliana & basikin (2021), vocational high school is an education program that is designed for a specific job and equip the students with productive skills and knowledge that relate to employment areas. in every aspect of life, english becomes something crucial that is needed to be mastered. one of the aspects is in the workplace. khalida and refnaldi (2020) stated that learning english is an important thing for vocational high school students and teaching english for specific purposes (esp) is recommended for the students because they are designed to have professional skills in a specific field. thus, learning english is crucial for vocational high school students because it can help them to compete in today’s workplace. english has four skills such as speaking, listening, reading, and writing. the goal of learning english at school is for the students to be able to communicate in english. among those skills that english has, speaking is the most appropriate way for the students to reach the goal. speaking is a productive skill that needs to be developed because it is the ability to build communication. according to mitha et al. (2018), the most fundamental element for communicating ideas in english is speaking. all important roles that can affect people’s life start from speaking skill. people can share their thoughts, emotions, and deliver the messages clearly if they can speak well. fauzia (2019) stated that it is important for the students to state their knowledge and ideas clearly, accurately, and fluently. therefore, mastering speaking skill is crucial for vocational high school students. speaking has the complexity that can make it difficult for the students to learn english and reach the goal. vocational high school students (vhs) are expected to speak fluently in english because it is a necessary ability to be used in the workplace. communicating in english can create a good impact for companies because they will get wider relationships with the other companies if they use english as a language to communicate. it becomes the main reason why english teachers expect the students to be active in speaking activity. however, many students find speaking as a difficult skill to master. most of them still need to give extra effort to speak in english. according to ikhsaniyah (2022), speaking is a complex skill for students because they have to be aware of the grammatical rules, vocabulary, and comprehension. al-roud (2016) also stated that speaking is usually considered as the most challenging skill to master because it requires command of speech choice of grammatical pattern, production sub-skills and sociocultural competence. in addition, speaking contains many things such as grammar which refers to sentences and tenses, vocabulary which refers to the words that used, pronunciation refers to the way of a person produces sound accurately and clearly, fluency refers to a person’s ability to speak fluently and accurately, and the last one is comprehension which refers to speaker’s understanding about what they are saying (harmer in plantika and adnan, 2021). due to many requirements that students need to face, it leads to speaking anxiety and affects their speaking ability. speaking anxiety is one of the anxiety categories that can be an obstacle for the students to do speaking activity. it can be a complicated problem that students ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1851 face because it can affect their success in speaking performances. horwitz, horwitz, and cope (1986) stated that anxiety is a personal’s experience of tension, fear, nervousness, and worry linked with an arousal of the autonomic nervous system that can occasionally disturb students from having a successful performance in language learning. in learning english, some students are nervous, afraid and worried when they use english. this kind of situation will lead them to speaking anxiety. according to hasibuan and irzawati (2020), students struggle with a variety of speaking issues including shyness in speaking english, anxiety, and a fear of making mistakes. the anxiety they feel in english class tends to relucted them to speak and make them feel afraid of error production. many studies have been conducted to investigate the correlation between speaking anxiety and speaking performance. susanto, palupi, and mustikawati (2017) found that there is significant correlation between students’ speaking anxiety and speaking performance. the finding of the study stated that the students feel worry, nervous, and unconfident when they speak english in front of their friends and class. moreover, oktavia and syahrul (2021) stated that there was a correlation between students’ anxiety and students’ speaking performance. it was shown that if the students have high anxiety, they will have a low ability in speaking performances and vice versa. however, those studies focused on english department students and senior high school students. learning english is also important for the vhs students. many vhs students are afraid of making mistakes in speaking activity, have a lack of confidence and get anxious when english teacher asks them to speak. the speaking anxiety that the vhs students suffer in class can affect their speaking performances. it is important to find the correlation between vocational students’ speaking anxiety and speaking performances in learning english because there has not been much research done to explore more about vhs students’ speaking skill. therefore, this study was conducted to find out the correlation between their speaking anxiety and speaking performances so the problem that relates with vhs students’ speaking anxiety can be solved significantly. method research design to find the relationship between students’ speaking anxiety and speaking performances, quantitative methodology was adopted in this study, particularly a correlational research design. according to creswell (2012, p.338), correlational research design is tool to explain and predict relationships among variables. correlational method is used when the researcher wants to find about two or more variables and the result if they can influence each other. there are two variables explored in this research which are students’ speaking anxiety and students’ speaking performances. shiken anzanni, dian novita dewi the correlation between vocational students’ speaking anxiety and speaking performance in learning english 1852 research subject in this study, there were seventy vocational high school students of smk pgri 3 malang in the 2022/2023 academic years which consists of two classes. the participants of this study were seventy vocational high school students of smk pgri 3 malang in the 2022/2023 academic years which consists of two classes. the total of participants would be described below: table 1. the total students class total students x. pbb 39 students x. dkva 31 students total 70 students procedures the instruments of this research were the questionnaire and students’ score of speaking performance. the researcher adapted a questionnaire from foreign language classroom anxiety scale (flcas) by horwitz, horwitz, & cope (1986). the researcher used flcas questionnaires to identify the students’ speaking anxiety. the instrument consists of 24 statements which highlight three dimensions. the research used a likert scale model that contained strongly disagree (1), disagree (2), agree (3), and strongly agree (4). in collecting the data, the researcher distributed the printed questionnaire to the students. it took 20 minutes to fill out the questionnaire. after that, the data was analyzed by using microsoft excel and spss 24. questionnaire must be valid and reliable before it is distributed to the students. the items of the questionnaire had been approved by the lecturer of the english education department at universitas brawijaya who is an expert in the speaking field. then, the questionnaire was being tested on 30 participants. according to perneger, et al. (2015), the sample size of 30 or more should be preferred to conduct a pretest so a reasonable power can be achieved to detect the problems. in addition, the significance value of each item must be lower than 0.05 so it can be called significance. the result of the validity from the questionnaire is stated in the table below: table 2.1. validity of flcas x1 x2 x3 x4 x5 x6 total pearson correlation .681 ** .755 ** .669 ** .617 ** .653 ** .866 ** sig. (2-tailed) .000 .000 .000 .000 .000 .000 n 30 30 30 30 30 30 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1853 x7 x8 x9 x10 x11 x12 total pearson correlation .584 ** .500 ** .627 ** .716 ** .699 ** .569 ** sig. (2-tailed) .001 .005 .000 .000 .000 .001 n 30 30 30 30 30 30 x13 x14 x15 x16 x17 x18 total pearson correlation .572 ** .677 ** .757 ** .623 ** .608 ** .741 ** sig. (2-tailed) .001 .000 .000 .000 .000 .000 n 30 30 30 30 30 30 x19 x20 x21 x22 x23 x24 total pearson correlation .729 ** .681 ** .683 ** .798 ** .640 ** .758 ** sig. (2-tailed) .000 .000 .000 .000 .000 .000 n 30 30 30 30 30 30 the reliability of the items was analyzed by spss using cronbach’s alpha. according to fraenkel, et al. (2012), reliability items can be accepted if the alpha is .70 and higher. hence, the reliability of this instrument is acceptable. table 2.2. reliability statistics of flcas cronbach's alpha cronbach's alpha based on standardized items n of items .947 .948 24 shiken anzanni, dian novita dewi the correlation between vocational students’ speaking anxiety and speaking performance in learning english 1854 results the level of students’ speaking anxiety figure 1. the percentage of students’ speaking anxiety level. according to yaikhong and usaha (2012), to analyze the questionnaire response and levels of anxiety, it is suggested to multiply the questionnaire items with the five-point likert scale and subtract it from the total items of the scale. this research used four points likert scale to measure every item of questionnaire. there are 24 statements in questionnaire. thus, the total multiplied scores of flcas was 96 and then subtracted by 24. the scores higher than 72 were categorized as high speaking anxiety level, between 72-48 as moderate speaking anxiety level, and lower than 48 as low speaking anxiety level. based on the graphic above, the students’ speaking anxiety level is divided into three levels which are low, moderate, and high. it showed that 11% of students in smk pgri 3 malang have low speaking anxiety level. the total of 8 students categorized in low anxiety with the average score was 41.8 points. the graphic also showed that 73% of students had moderate speaking anxiety level. the 51 students were classified in this level with the average score 63.1 points. in addition, there was 16% of students who classified in high speaking anxiety level. it means 11 students were identified in high anxiety with the average score was 77.6 points. in conclusion, the dominant level of speaking anxiety that the students of smk pgri 3 malang experienced is at a moderate level with the percentage of 73%. the type of speaking anxiety horwitz et al. (1986) stated that communication apprehension, test anxiety, and fear of negative evaluation are three related performance anxieties that can interfere performance evaluation in an academic and social context. those dimensions were expanded into 24 items which were provided in the questionnaire. a four-point likert scale was used to get the respond from strongly agree (4), agree (3), disagree (2), and strongly disagree (1). below are the result of the analysis and interpretation 11% 73% 16% students' speaking anxiety level low moderate high ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1855 of flcas response based on its dimensions. a. communication apprehension this dimension was developed into the statements in item 1, 2, 3, 4, 5, 6, 7, 8, and 9 as presented in the table 3.1. below: item statement mean score 1 i never feel quite sure of myself when i am speaking in my english class 2.61 2 i worry about making mistakes in english class 2.58 3 it frightens me when i do not understand what the teacher is saying in english 2.77 4 it embarrasses me to volunteer answers in my english class 2.48 5 i would be nervous speaking english with english teacher 2.48 6 i do not feel confident when i speak in english class 2.57 7 i feel more tense and nervous in my english class than in my other classes 2.02 8 i get nervous when i do not understand every word the english teacher says 2.62 9 i feel overwhelmed by the number of rules i have to learn to speak english 2.25 table 3.1. the detailed items of communication apprehension the result showed that the highest mean score belongs to the item number 3 (m=2.77). from 70 students, 40 of them chose (60%) agree with the statement. it can be interpreted that most of the students are frightened when they do not understand what the english teacher is saying in english. in addition, the lowest mean score belongs to the item number 7 (m=2.02). there are 34 students (48.6%) who chose disagree with the statement. it means that the students feel more tense and nervous in their other classes instead of english class. a. fear of negative evaluation this dimension was developed into the statements in item 10, 11, 12, 13, 14, 15, and 16 as presented in the table 3.2 below: shiken anzanni, dian novita dewi the correlation between vocational students’ speaking anxiety and speaking performance in learning english 1856 item statement mean score 10 i keep thinking that the other students are better at english than i am 2.98 11 i worry about the consequences of failing my english class 2.71 12 i get upset when i do not understand what the english teacher is correcting 2.64 13 i always feel that the other students speak english better than i do 2.82 14 i feel very self-conscious about speaking english in front of the students 2.52 15 i am afraid that the other students will laugh at me when i speak english 2.48 16 i get nervous when the english teacher asks questions which i haven’t prepared in advance 3.02 table 3.2. the detailed items of fear of negative evaluation. according to the table above, it is found that the highest mean score belongs to the item number 16 (m=3.02). the students mostly chose the statement by choosing agree (57.1% of the participants) and strongly agree (24.3% of the participants). it can be concluded that the students seem to get nervous when they get questions without preparing the answer first. on the other hand, the table shows that item number 15 has the lowest mean score. most of the students (41.4% of the students) disagree with the statement. it means they do not feel worry and afraid if the other students will laugh at them when they speak in english. a. fear of speaking test this dimension was developed into the statements in item 17, 18, 19, 20, 21, 22, 23, and 24 as presented in table 3.3 below: item statement mean score 17 i tremble when i know that i am going to be called on in english class 2.45 18 i am not usually at ease during my speaking test in my english class 2.47 19 i start to panic when i have to speak without preparation in english class 3.04 20 in speaking test, i can get so nervous i forget things i know 2.88 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1857 21 even if i am well prepared for speaking test, i feel anxious about it 2.87 22 i can feel my heart pounding when i am going to be called on english class 2.60 23 the more i study for an english test, the more confused i get 2.44 24 i get nervous and confused when i am speaking in my english class 2.55 table 3.3. the detailed items of fear of speaking test. based on the table above, the highest mean score belongs to item number 19 (m=3.04). from 70 students, 60% of them (42 students) agree with the statement. it shows that most of the students are panic when they have to speak without any preparation in english class. besides, the item number 23 has the lowest mean score (m=2.44). there are 42.9% of the students (30 students) who chose disagree with the statement. it can be interpreted that when they study more for an english test, they will not get confused and they can understand it. therefore, based on the scores calculation regarding the three dimensions (table 3.4), it was found that communication apprehension is the most dominant type of speaking anxiety that students face in learning english (m= 22.42). the second type of speaking anxiety they face in class is fear of speaking test with the mean score (m=21.32). the last one is fear of negative evaluation with the mean score (19.21). table 3.4. the detailed items of fear of speaking test. descriptive statistics n minimum maximum mean std. deviation communication apprehension 70 11 30 22.42 4.329 fear of negative evaluation 70 8 26 19.21 3.550 fear of speaking test 70 11 32 21.32 3.899 the students’ speaking ability in learning english based on the data obtained, there were 17 students (24%) got the score between 90 to 100 (excellent), 40 students (57%) got the score between 80 to 89 (very good), and 13 students (19%) got the score between 75-79 (good). the lowest shiken anzanni, dian novita dewi the correlation between vocational students’ speaking anxiety and speaking performance in learning english 1858 score was 75 and the highest score was 94. it can be concluded that the students’ speaking ability is categorized in a very good level. although the students still make some errors with the pronunciation and grammar, their speaking are still understandable. figure 3.2. the percentage of students’ speaking score the correlation between students’ speaking anxiety and their speaking performance correlations speaking anxiety speaking performances speaking anxiety pearson correlation sig. (2-tailed) n -,192 ,112 70 1 70 speaking performances pearson correlation sig. (2-tailed) n 1 70 -,192 ,112 70 table 3.5. the result of correlation test as seen in the table above, the r-obtained (-.192). then, the level of probability (p) was (0.112). it means the p was higher than 0.05 (p>0.05). in conclusion, there was negative correlation between students’ speaking anxiety and speaking performances in learning english. based on the correlation interpretation by 24% 57% 19% students' speaking score excellent very good good ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1859 sugiyono in zhafar (2020), the r= -0.192 is in a very weak correlation with negative correlation. discussion according to the data analysis above, it is found that there are four results to be explained in this section. the result revealed that there was a negative correlation between students’ speaking anxiety and speaking performances in learning english which mean the null hypothesis (h0) was accepted and the alternative hypothesis (h1) was rejected. the r-obtained was -0.192 which means that it has a very weak correlation. then another result is about the students’ speaking anxiety level. there are 11% of the students (8 participants) who have low level, and 16% of the students (11 participants) have high level. most of the students are having moderate speaking anxiety level which is 73% of the students (51 participants). it can be concluded that the students’ speaking anxiety level is in moderate level which is not low or high. the students might be anxious in doing speaking activity, however the students can still handle it well and capable in doing the speaking activity. on the table 3.4, it is showed that communication apprehension is the dominant speaking anxiety type that students face while doing speaking activity. communication apprehension is an anxiety that makes people shy and afraid of communicating with other people. petry (2016) also states that communication apprehension is the anxiety that people feel before they have to converse in group settings. the students might have trouble with oral communication and it can affect their speaking performances in english class. in addition, the highest mean score in communication apprehension dimension belongs to the item number 3. it means most of the students are afraid when they do not get what the teacher say in english. on the other hand, the students’ speaking ability is in a very good level. most of the students got the score between 80 to 89 in their speaking performance. the grammatical and pronunciation errors are the challenges that most of the students face in speaking activity. they also tend to speak with low voice because they are shy or think about the next sentence they are going to say. however, the students’ speaking ability is still understandable. conclusion the purpose of this study is to find out the correlation between vocational students’ speaking anxiety and speaking performances in learning english at the first grade of smk pgri 3 malang. the result of this research showed that there is a very weak correlation between the x (speaking anxiety) and y (speaking performance). this study also indicated that students’ anxiety and their speaking performances have a negative correlation where the pearson correlation value 0.192. it means if the students speaking anxiety goes up then the speaking ability goes down and vice versa. this study also showed the students’ speaking anxiety level where the students are at the moderate level. communication apprehension shiken anzanni, dian novita dewi the correlation between vocational students’ speaking anxiety and speaking performance in learning english 1860 becomes the dominant type of speaking the students face when they learn english. they are afraid and frightened when they have to communicate orally in english class. however, their speaking ability is in a very good level because their speaking are still understandable when they do speaking activity in classroom. this research only focus to discover about the correlation of students’ speaking anxiety and speaking performances in learning english. it is suggested for further studies to investigate about how to overcome students’ speaking anxiety in learning english so that the students can get a better output in their speaking performance. it is also important for the next researcher to investigate a study that focus with vhs students because the studies about speaking skill of vhs students are still limited. acknowledgement the writer wants to express her appreciation and gratitude to the people who always gives valuable support and contributions. 1. dian novita dewi, s.pd., m.li. as my advisor who help and support me a lot during the process of writing this article. i highly appreciate her suggestion, patience, and advice. 2. my beloved family especially my father and mother (waluyo, s.e. and sartini). thank you for the endless support although i am far from home. 3. my best friends (luciana, faza, rahma, fanny, and nannette). thank you so much for the time and energy to support me through my darkest days and help me conduct the research. i also would like to thank my p4 friends (exora, rohma, galang, and eric) for unforgettable memories, laughter, and love we shared at smk pgri 3 malang. 4. lastly, i would like to address my gratitude to the school principal of smk pgri 3 malang, moch. lukman hakim, st,mm, the assistant principal, mohammad nurullah, s.t., the english teacher, hadi bintoro, s.s., who gave me permission and assistance during the p4 and research. it was an honor to work with them. i also thank x.pbb and x.dkva students of smk pgri 3 malang for their help and participation so that my research could be finished. references al-roud, a. 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(2021). the correlation between students’ speaking anxiety and their speaking ability. journal of english language teaching, 10(1), 121–128. https://doi.org/https://doi.org/10.24036/jelt.v9i3.109297. susanto, h., palupi, r. e. a., & mustikawati, d. a. (2017). the correlation between student anxiety and student speaking skill at english department students of muhammadiyah university of ponorogo. jurmas: jurnal mahasiswa universitas muhammadiyah ponorogo, 1(1), 79–86. https://studentjournal.umpo.ac.id/index.php/edupedia/article/view/171/15 4. yaikhong, k., & usaha, s. (2012). a measure of efl public speaking class anxiety: scale development and preliminary validation and reliability. english language teaching, 5(12), 23–35. https://doi.org/10.5539/elt.v5n12p23 zhafar, e. f. (2020). the relationship between vocabulary mastery and speaking competence of efl students across level of abilities. https://doi.org/https:/doi.org/10.24036/jelt.v9i3.109297 https://studentjournal.umpo.ac.id/index.php/edupedia/article/view/171/154 https://studentjournal.umpo.ac.id/index.php/edupedia/article/view/171/154 https://doi.org/10.5539/elt.v5n12p23 the particular dialect or language that a person chooses to use on any occasion is called a code 1487 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1487 1495 analysis cooperative principle in turning red movie: pragmatic approach chud radeffy azhari1, ambalegin2 pb191210011@upbatam.ac.id 1 , ambalegin@puterabatam.ac.id 2 1,2 universitas putera batam (upb), batam, indonesia received: 2022-11-09 accepted: 2022-12-29 doi: 10.24256/ideas.v10i2.3179 abstract this study examined several cooperative ideas expressed by characters in turning red movies using grice's theory. this study used descriptive qualitative analysis to interpret the data. observational methods and taking a note were used to collect the data by sudaryanto. following that, the data were analyzed using the matching technique and the pragmatic identity method to examine the data in context. the cooperation principle contained four types of maxims. there were 54 maxims of total in the data. it was discovered the results of maxim quantity with 13 data, 9 data maxim of quality, 3 data for the maxim of relevance, and maxim of manner with 9 data. simple terms, the quantity maxim was the most widely used data piece. the maxim of relation was the smallest principle that the turning red movie characters used. keywords: movie; observance maxims; pragmatics http://u.lipi.go.id/1457703302 mailto:pb191210011@upbatam.ac.id mailto:ambalegin@puterabatam.ac.id chud radeffy azhari, ambalegin analysis cooperative principle in turning red movie: pragmatic approach 1488 introduction in speaking, the speaker and the interlocutor both realize that there are rules that govern the use of their language for the actions and utterances of the interlocutor. as a result, there is such a thing as a cooperative principle. grice, (1975) mentioned several maxims of cooperative principle, such as: maxim of quality, maxim of quantity, maxim of relevance, and maxim of manner. one of phenomena cooperative principle can be catch in social media youtube namely “the tonight show” published on april 6th, 2022. it showcased amanda seyfried as the guest star and jimmy as the host. the utterance of cooperative principle observance to maxims as follows. jimmy (s): “do you do karaoke a lot?” amanda (h): “i don’t” the statement that was made involved jimmy as like the speaker and amanda as like the hearer in 0:23-0:57 minutes. it happened in the stage of the tonight show. before the utterance was spoken. the speaker discussed one of the speaker's instagram posted which showed the speaker was doing karaoke at that time with his friend. when speaker posed the question to hearer, in hearer’s answer "i don't". according to grice (1975), it was observance to maxim of quantity because the hearer said enough in conversation. then it was observance maxim of quality because the hearer’s answer the question truthful. it was also observance maxim of relation because the hearer’s answer stayed relevant to the topic, the last observance maxim of manner because the hearer’s answer is clear and avoid the ambiguous to the topic. one of observance to maxims performance comes in various media such as movie. as discovered by the researcher, the cooperative principle appears in “turning red” movie. the movie released on march 1, 2022 is an american computeranimated, fantasy, comedy movie. the characters in the movie showed a lot of cooperative principles. one of cooperative to maxims found in the movie is as follows. mom (s): “who are these hip-hoppers and why they are call ‘4 town’ if there are five of them?” meilin (h): “ohh, i don’t know” the statement that was made involved mom as like the speaker and meilin as like the hearer in 10:20-10:40 minutes. it was placed in the living room. before the utterance was spoken. the speaker asked about hip-hopper which has 5 members but the group’s name was ‘4 town’. then the hearer’s answer was "ohh, i don’t know" so it means the hearer observance to maxim of quality because the hearer said truthful. based on theory of grice (1975), it was also observance to maxims of quantity because the hearer said enough to the topic. and it was observance to maxim of relation because the hearer said relevant to the topic. the hearer didn’t follow maxim of manner because the hearer’s answer wasn’t clear. many previous researchers have looked at the cooperative principle analysis. the theory of grice (1975) was mostly employed by researchers. napitupulu & ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1489 ambalegin, (2022) from putera batam university. the aimed of this research looked into the kinds of cooperative concepts expressed by characters in the zootopia films. the results in the zootopia movie, there were 54 instances of characters expressing the cooperative principle. there were 17 data from maxim of quantity was frequently used14 data based on quality maxims. 16 data based on the relation maxim. then there were 7 data from maxim of manner. lazulfa and pamolango (2018) from 17 augustus 1945 surabaya university also discuss cooperative principle in “in kampoeng inggris pare”. the principle of cooperation was backed up by theory of grice (1975) in the study that looked at cooperative discussion. the aimed of this study was whether the tenants' conversations follow grice's four maxims. the following ten sources of evidence are examined to see if they adhere to the cooperative principle. the result of this study also demonstrated that the relevance maxim was followed in kampoeng inggris pare, kediri. it can be observed from the previous studies that the cooperative concept is used in a range of aspects. because this situation occurred in human daily life, such as in movies, social media, and interpersonal conversations, it is diverse. the theory is the similarities between this research and the journals mentioned above. grice's cooperative principle was also applied in this study. the data source is similar to that in the film, with the exception that one is mentioned in the conversation. this study used grice's theory to further investigate the cooperative principle (grice, 1975). onward movie will be utilized as a data source. the cooperative principles expressed by the characters in the film will be examined in this study. the goal of this study is to discover and examine the different sorts of cooperative concepts that appear in the movie. according to previous research above, the theory used to the data source to determine the different types of cooperative principle. the discrepancies were in the data source because this study employed the "onward" movie. as a result, the goal of this study was to identify the different sorts of cooperative principles in the "turning red" movie. literature review the conversation can be deal between speaker and hearer when the conversation followed the cooperative principle rules. grice (1975) mentioned the cooperative principle states that you should try to make your conversational contribution as clear, instructive, and relevant as possible in order to achieve the conversations objective. as emphasized by meyer (2009) claims that the value of cooperation has been elevated to that of an independent principle. the cooperative principle is a set of conversational principles that must be followed by both the speaker and the listener in order to minimize misunderstandings during conversations by sending messages that are as clear as the speaker/hearer requires chud radeffy azhari, ambalegin analysis cooperative principle in turning red movie: pragmatic approach 1490 and expects. the maxim quantity, maxim quality, maxim relation, and maxim manner are the four sub-principles of the cooperative principle. maxim of quantity grice (as cited in yule 1996) mentioned that it is important for the conversation to be as informative as the request or inquiry demands from the speakers. this means that the interlocutors should provide detailed responses and say enough don’t say too much. provide as needed to avoid misunderstandings. example: mrs rupa mehra (s): “who is he?” lata: (lata looked at savita) “just a friend” thakur (2016) looking at her response in the context of the quantity maxim. in context of her recent discovery that her daughter (lata) was having an affair with a boy, mrs. rupa mehra inquires, "who is he?" just a friend," lata responds. maxim of quality this maxim demands for the speaker to state what they believe to be true and to provide proof to support their claims (grice, 1975). it means the interlocutor doesn't need to answer if they are not sure and don't make claims for which they don't have sufficient evidence. example: rachid (s): “how was your vacation? ‟ claude (h): "great, thanks‟ sastrawan and sajarwa (2021) rachid thinks his question in the conversation cited above has true proof. naturally, since it is the case, the interlocutor agreeably answers the speaker's query and qualifies rachid's statement as factual information by responding "great, thanks". claude gives an implication that the speaker is telling the truth. maxim of relation grice stated ( as cited yule, 2010) in conversation, the presumption will be relevant. it means the interlocutor must say only what is relevant to the questioner or speaker. the main rule of maxims relation is to stay on topic and not deviate from it. example: boy: excuse me, where is the office of global e? nadia: there, in front of the black car. lazulfa and pamolango (2018) the conversation between the kid who inquiries about the location of something and nadia, who responds with a prepositional phrase, was the topic of the conversation. this demonstrates that the discussion is related to the maxim relevant with the current problem. maxim of manner in a conversation, the presumption will be clear, brief, and orderly mentioned by grice (as cited yule, 2010). it means the interlocutors must be brief, clear and unambiguous in conversation or express anything with a double meaning. example: ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1491 qara: “what are the ingredients in the making of milkshake?” anna: “a cup of milk, a cup of ice cream, and whipped cream” sari & afriana (2020) the dialogue above refers to maxim of manner. when anna provided a clear, concise, organized, and unambiguous response. method the research was designed as descriptive qualitative research. the research design offered was qualitative by cresswell (2013). as mentioned by cresswell (2013), the people and locations under examination are taken into consideration during data collection, and inductive and deductive data analysis is used to identify patterns or themes in the data. qualitative investigators use this new qualitative approach to inquiry to research this subject. this study employed an observational approach to gather data by sudaryanto (2015). watching the movie "turning red" served as the observational method major in research method. the researchers followed three steps procedure for data collecting. firstly, the researchers watched “turning red” movie. second, the researchers took a note of the utterances from the scripts and read the scripts. lastly, the researchers started to connect the data based on grice (1975) theory used in this study. the data that had been highlighted during the data collection process was then examined by the researcher. the pragmatic identity method of sudaryanto (2015) was employed to examine the data in this investigation. furthermore, sudaryanto (2015) developed a pragmatic competence-in equalizing technique. to examine the data, the researchers conducted a few steps. first, the context of the highlighted statements was established by the researchers. second, the researchers used grice (1975) theory to examine the different sorts of cooperative principle. finally, the result illustrated the kinds of cooperative principle performed in the film "turning red.” results it was discovered that characters in the turning red movie uttered 34 data of the cooperative principle. there are separate categories for those cooperative principles. maxim of quality (9), maxim of quantity (13), maxim of manner (9), maxim of relation (3). the 22 data were discussed in relation to the total number of data discovered. chud radeffy azhari, ambalegin analysis cooperative principle in turning red movie: pragmatic approach 1492 no cooperative principle frequency 1 maxim of quality 9 2 maxim of quantity 13 3 maxim of relation 3 4 maxim of manner 9 total 34 discussion maxim of quality data 1 mom (s) : “meimei, do you want a snack?” meimei (h) : “cool, great, thanks “(12:08 – 12:34) the conversation above took place in the bedroom. there was mom as speaker and mei mei as the hearer. the speaker delivered the utterance as a question for hearer whether the hearer wants a snack from speaker. thus, the hearer’s answer observances to maxim of quality. because it was truthful that the hearer wanted the snack. data 2 mom (h) :” meimei stop, there is cure” mei-mei(s) :” really? how did you know?” mom (h) :” because it happened to me” (28:21-28:47) the conversation above took in the shrine. there was mom as hearer and mei-mei as the speaker. the speaker did not accept the fact that her form turned into a red panda. and the hearer tried to calm her down. in this scene, the speaker filled maxim of quality. because the hearer’s answer truthful. the hearer said that it happened to her. data 3 merriam (s) :” mei-mei, what the heck happened?” mei-mei (h) :”it is genetic, i got from my mom” (32:33-32:44) the conversation above took in the bedroom. there were merriam as the speaker and mei-mei as the hearer. the speaker came to see the hearer and shocked that the hearer changed became a red panda. the speaker asked the hearer about what happened to the hearer. the hearer’s answer followed the maxim of quality. because the hearer’s answer was truthful by said that is genetic and the hearer got from her mom. maxim of quantity data 1 mom (s) : “meimei, what is this?” meimei (h) : “it’s nothing, just a boy “ (12:4412:55) the conversation above took place in the bedroom. there were mother as speaker and meimei as the hearer. speaker asked something to hearer when the speaker sees the painting that hearer hold behind her. thus, the hearer’s answer observances ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1493 to maxim of quantity because hearer said enough information when the speaker asked. data 2 mom (s) :” i have ibuprofen, vitamin b, a hot water bottle and pads” meimei (h) : “alright, awesome” (17:5318:01) the conversation above took place in a bathroom. there was mom as a speaker and mei-mei as a hearer. speaker came to the bathroom after hearer screamed. then the speaker tried to help the hearer by bringing medicine. the hearer already filled maxim of quantity. because the hearer answer said enough what the hearer wants to say and did not say too much. data 3 mom (s) :” hold on, you are not going out like that, are you? mei-mei (h) :”my panda, my choice mom” (1:28:17-1:28:32) the conversation above took place in front yard. there was mom as the speaker and meimei as the hearer. the hearer asked the permission to go hangout with her friends. and the speaker doubted the appearance of the hearer. thus, hearer’s answer followed the maxim of quantity. because the hearer’s answer said enough but don’t say too much by said the panda was her choice. maxim of manner data 1 mom : “perhaps we should talk about what happening” meimei : “no. i mean it is okay” (18:19-18:29) the conversation above took place inside the car. there were mother as speaker and mei-mei as the hearer. the speaker took the hearer to school by the car. the speaker tried to talk with the hearer but in this scene, the hearer did not want to talk about it. the speaker’s response followed maxim of manner because the hearer refused clearly and briefly. data 2 merriam (s) :” ready to get your karaoke on?” mei-mei (h) :” totally!” (1:28:07-1:28:15) the conversation above took place in a front yard. there were merriam as the speaker and mei-mei as the hearer. speaker come to hearer’s house for asked to join karaoke. the hearer followed the maxim of manner. because the hearer answer was clear and brief that the speaker ready joined the karaoke with the speaker. data 3 mei-mei (s) :” when are they coming?” abby (h) :” may 18th, they just announced it” (33:10-33:25) the conversation above took place in bedroom. there were mei-mei as the hearer and abby as the hearer. they talking about concern that would be held. the speaker asked about the date. and the hearer’s answer followed the maxim of manner. because the hearer’s answer it was clear and brief. the hearer answered with a chud radeffy azhari, ambalegin analysis cooperative principle in turning red movie: pragmatic approach 1494 specific time. maxim of relation data 1 abby (s) :” what is with you? you are being weird” mei-mei (h) :” i am just really excited about math” (22:21-22-36) the conversation above took place in the class. there were abby as the speaker and mei-mei as the hearer. the speaker asked the hearer about her condition because the hearer being weird and made the speaker confused. and the speaker’s answer has followed maxim of relation. because it was relevant with her condition that math made her excited. data 2 mei-mei (s) :” wait, you like the panda?” her classmate (h) :” like it? i love it” (42:20-42:36) the conversation above took place in the toilet. there were mei-mei as the speaker and her classmate as the hearer. the speaker has turned into a red panda. suddenly the hearer entered the toilet and saw a red panda. but the hearer was not surprised. the hearer’s answer followed maxim of the relation. because the hearer’s answer was relevant with her act. the hearer did not surprise but she loves it. data 3 meimei (s) :” you ready?” mom (h) :” let’s do this” (1:27:32-1:27:52) the conversation above took place in the front the door. there were mei-mei as the speaker and mom as the hearer. the hearer and the speaker wanted to open temple visit. when opening the gate, the speaker asked to the hearer. it followed the maxim of relation. the hearer’s answer was relevant to the condition. because the hearer ready for opening the gate. conclusion the cooperative principle phenomenon in the turning red movie was examined using grice's (1975) theory. this study discovered several cooperative principles in turning red movie. four maxims were discovered to be necessary for cooperation in conversation. they were maxim of quantity, the maxim of relevance, maxim of quality, and maxim of manner. the maxim of quantity, which was based on 13 data, was used the most frequently. it was clear that the characters provided as much information as was needed when communicating. however, there were only 3 instances of the maxim of relation being utilized. after all, through comprehending and studying cooperative principles, this research can provide additional knowledge and understanding of how to accomplish successful communication. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1495 references cresswell, j. w. (2013). research design: qualitative, quantitative and mixed methods approaches (4th ed.). sage publications. https://doi.org/1452226105 grice, p. (1975). logic and conversation. new york: academic press https://doi.org/https://doi.org/10.1163/9789004368811_003 lazulfa, f. i., & pamolango, v. a. (2018). a study of cooperative principles in conversation of tenants at kampoeng inggris pare, kediri. parafrase: jurnal kajian kebahasaan & kesastraan, 17(1), 81–87. https://doi.org/10.30996/parafrase.v17i1.1363 meyer, c. f. (2009). introducing english linguistics. in may 14, 2009 (print book). cambridge university press. https://doi.org/https://doi.org/10.1017/cbo9780511757822 napitupulu, e. b., & ambalegin, a. (2022). the cooperative priciple in zootopia (2016) movie. jurnal ilmu budaya, 10, 1–8. https://doi.org/https://doi.org/10.34050/jib.v10i1.14678 sari, y. w., & afriana, a. (2020). the cooperative priciple analysis in about time movie. linguistic, english education and art (leea) journal, 4(1), 66–76. https://doi.org/https://doi.org/10.31539/leea.v4i1.1369 sastrawan, i. g. a., & sajarwa, s. (2021). cooperative principle appliance on daily conversation of the verneuil. humanis journal of arts and humanities, 26(3), 34–43. https://doi.org/https://doi.org/10.24843/jh.2022.v26.i01.p05 sudaryanto. (2015). metode dan aneka teknik analisis bahasa. sanata dharma university press. thakur, v. s. (2016). cooperative principle of conversations in vikram seth’s a suitable boy: a socio-pragmatic assessment of inferential chains of interpretation. international journal of education, 9(1), 24. https://doi.org/10.17509/ije.v9i1.3714 yule, g. (2010). the study of language (4th editio). cambridge university press. the particular dialect or language that a person chooses to use on any occasion is called a code 1671 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1671 1683 a narrative research of an efl student’s speaking learning strategy arilia triyoga1, halimatu’ sa’diyah2, ratri nur hidayati3 arilia@pbi.uad.ac.id 1,2,3universitas ahmad dahlan, yogyakarta received: 2022-11-02 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3159 abstract speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information or expressing one's thoughts and feelings in spoken language. for most people, mastering speaking skills is the most critical aspect of learning a foreign language. success is measured by the ability to converse in that language. some students are successful in learning to speak, and others find challenges. this study aims to explain experiences of the student’s speaking learning strategies employed by a highperformance student using narrative study. this study employed narrative research by interviewing a seventh-semester student who is considered a successful learner because he has a high english proficiency score and an advanced speaking skill level. to check the data's trustworthiness, the researcher did member checking. as a result, the participant employed a memory learning strategy by using images and sound. keywords: narrative study, speaking learning strategies introduction speaking is considered a complicated process in learning english and is not an easy skill to master. learners feel speaking is the most challenging skill since it needs great courage and preparation to speak well in the new language. they must simultaneously learn grammar, pronunciation, comprehension, fluency, and vocabulary (brown, 2001). moreover, speaking a foreign language can be assumed to be a communicative process in constructing meaning using another native language. because using a non-native language, the speaker needs more effort to achieve a certain level of competence (abrar, 2019). in the process of learning, the learners meet some problems and challenges. according to scarsella & oxford (1994) and florez (1998), there are three learner problems in speaking. the first problems are the conflict between fluency and http://u.lipi.go.id/1457703302 arilia triyoga, halimatu’ sa’diyah, ratri nur hidayati a narrative research of an efl student’s speaking learning strategy 1672 accuracy, lack of confidence, and pronunciation. students unconsciously have a problem with the conflict between fluency and accuracy. for example, when a learner speaks ungrammatically and less fluently of english, their english will continue to be inaccurate. the second problem is a lack of confidence when learners are inconvenient to speak english differently from their mother tongue. the last is pronunciation. learners get phonetic confusion, interference from the written form, interference from the mother language, and failure to use the weak forms. the challenges in mastering speaking do not always come from external factors but also the learners themselves. one of the internal factors is the learner's learning strategies, especially in speaking. white in lewis (1997) states that learning strategies are generally described as practices or processes that the learner selects and employs consciously (or unconsciously) to learn the target language or to promote a language assignment. aside from that, macaro (2001) defines learning strategies, methods, tactics, or international behavior taken by students to facilitate learning and recall knowledge from both linguistic and content areas. in addition, stern (1983) defines a language learning strategy as various general purposes or all kinds of approaches that language learners use, which refers to technical terms and the results of observable learning behaviors. language learning strategies have several types; direct and indirect strategies. the direct strategy involves the mental process acquisition of language, supported by three groups of strategies, memory, cognitive, and compensation. the indirect strategy consists of three strategies: metacognitive, affective, and social (oxford, 1990). the language learning process will progress significantly using the proper techniques. in addition, appropriate strategies for language learning contribute to better and faster language proficiency and contribute to the development of the language system used by the learner (rubin and wenden, 1987). there is a positive correlation between language learning strategies with good language learners (kayaog lu, 2013; radovan, 2011). due to its essential, speaking learning strategies has been widely discussed in previous studies. successful students use more metacognitive, cognitive, and social learning strategies (setiyadi, sukirlan, mahpul & rahman, 2016), compensation, and effective strategy (gani, fajrina, hanifa, 2015). they also were more aware and creative in employing strategies that made the students successful in finishing language tasks. at the same time, mistar & umamah (2014) stated that cognitive interaction maintenance, self-improvement, and compensation strategies strongly contribute to improving students' speaking skills. from those previous studies, it can be seen that learning strategies play an essential role in the students' speaking competence. past research explained the use of certain strategies used by teacher in china studied narratively (fang, 2006; zhang, 2020). however, studies about learning strategies especially focusing on strategies in learning speaking employing narrative study are still rare; because of this, getting to know the student's speaking learning strategies deeper and more personally is crucial to be conducted. the research question of this study is how is a highideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1673 performance student’s experience in learning speaking? and this study aims to explain experiences of the student's speaking learning strategies employed by a high-performance student using narrative study. method this research employed narrative research, and to gather the data, this research used a narrative inquiry design. narrative inquiry combines storytelling and research by using stories as research data or as a tool for data analysis or presentation of findings (barkhuizen, benson & chik, 2014). according to polkinghorne (1995), narrative inquiry is not new to qualitative researchers. it is defined as a subset of qualitative research designs in which stories are used to describe human actions. creswell (2007) added that narrative research studies the life experiences of individuals over time. narrative research is a type of research that consists of obtaining and then reflecting on people's lived experiences (josselson, 2007). according to barkhuizen, benson and chik (2014), adult language learners recruited from formal learning contexts are interviewed to elicit their learning experiences. the research participant was a seventh-semester student, jack (pseudonym). jack is a high-performance student, as proven by his english proficiency test score. in 2021 he took the toefl test and got a score of 580, which is equivalent to "a 6.5" ielts test score. moreover, he also got a 115 score on his duolingo test in 2022. based on cefr level categorization, he is at the c1 level and categorized as an advanced proficient level or user of the language. the last reason is that the participant becomes an awardee of a student exchange program from the indonesian government to a university in malaysia in one semester. table 1. participants’ profile pseudonym age group total years of learning english ept score ielts conversion cefr jack 20-25 ten years 580 (paper-based toefl) 6.5 c1 (advanced) 115 (duolingo) 7 the qualitative data were gathered from interviews based on the questions arilia triyoga, halimatu’ sa’diyah, ratri nur hidayati a narrative research of an efl student’s speaking learning strategy 1674 listed in the interview guidelines. according to barkhuizen, benson and chik (2014), the interviewer is expected to have a set of core questions to anchor individual interviews. the interview guidelines have several questions based on six strategies (oxford, 1990) to capture long-term language learning experiences (barkhuizen, benson and chik 2014). the questions are related to the participants' experience in learning to speak in their life. the qualitative research interview attempts to understand the world from the subjects' points of view, unfold the meaning of their experiences, and uncover their lived world prior to scientific explanations (kvale & brinkmann, 2009). the data collecting technique was semi-structured interviews because semi-structured interviews are resources to direct the interviews. however, at the same time, the questions are usually open-ended to allow participants to elaborate and researchers to pursue developing themes. it allows the participant to choose the interview language that important for researchers, especially if they have similar linguistic origins (barkhuizen, benson and chik, 2014). for the data trustworthiness, the researcher used the audio recorder and a photograph of the audio recorder to verify data reliability for this investigation. moreover, member checking is also used to keep the data valid. the degree of confidence in data, interpretation, and procedures employed to ensure the quality of a study is referred to as the study's trustworthiness or rigor (pilot & beck, 2014). the second level of trustworthiness is the relationship between the researcher and the participant who provides data for story studies (barkhuizen, benson and chik, 2014). the data analysis technique in this study is a qualitative narrative inquiry method. narrative inquiry is a research method that involves the use of stories as data or as a means of presenting findings based on the sociological and psychological literature. still, it is grounded in published empirical research within the field of language teaching and learning. a narrative inquiry study uses students' narratives of study experiences as data, and the writing of case study narratives was a crucial stage in the data analysis (barkhuizen, benson and chik, 2014). this technique attempts to illuminate the meanings of personal stories and events. the researcher uses the six steps for analyzing and interpreting qualitative data proposed by (creswell, 2012); preparing and organizing the data, exploring and coding the data, coding to generate the descriptions and themes, representing and reporting qualitative findings, interpreting the findings, and validating the finding accuracy. results speaking learning strategy employed by the student jack (pseudonym) is a seven-semester student at a private university. he is categorized as a high achiever or successful student due to his performance. his experiences in learning english contribute to his achievement at the university. he ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1675 has been learning english for almost ten years. he told the complete story about his speaking learning strategy from junior high school until his third year at the university. jack's english learning journey began in junior high school. at thirteen, he entered a junior high school in borneo. his school was considered the favorite school, where every elementary school graduate competed to be a student in that school. one most popular program in his school was an international class that made the school famous for its international standard. this standard became the main reason the students needed to speak and converse in english, and “all subjects, including math, and science, were delivered in english” [j1]. jack felt he knew nothing about english because it was the first time he had learned it. he found constraints in learning english then and did not have the english skills to fulfill the school's demands. he thought his english skill was still zero when he was in junior high school [j40]. he was not confident with his english skill. moreover, he also tried to remember his challenge in english during his study and said, " my weakness when i was in junior high school was that i had limited vocabulary. [j41] even though he thought he had no english skills and difficulties with english words, he started to fall in love with english. he expressed his feeling: probably from junior high school, i started to fall in love with english (…) [j2] even if he started to have the awareness to learn english, he did not have specific goals in learning english but to be fluent in english and could read english texts. he learned english only in school, and he did not want to have extra time to learn english outside the class. he never joined any english course when he was in junior high school. jack did not tell a detailed story about learning english when he was in junior high school. he finished his study there and continued his degree in a boarding school. his school was a boarding school where the students needed to use english every time they were in their bedroom, and it was known as kamar inggris. every night there was a ceremony where everyone needed to speak english, including jack. it was very challenging. moreover, he argued that his english was not improved enough, especially in the first year, as he said: when i was in x grade, i only had rudimentary skills and did not have bravery (…) [j41] however, he had a new dream that was more encouraging. he explained enthusiastically about his goal to learn english when he was in senior high school. he wanted to have advanced english. jack’s eyes turned so bright with a small smile arilia triyoga, halimatu’ sa’diyah, ratri nur hidayati a narrative research of an efl student’s speaking learning strategy 1676 when he told his goal. when i was in senior high school, my goal in learning english was to improve my speaking skill because my speaking was not fluent. [j3] he realized that his verbal english was not good enough, so he wanted to improve his english. this phase became jack’s critical incident when he decided to have a different mindset in english. the demand for using english in the room motivated jack to develop his english skill. the kamar inggris contributed to jack's motivation. (…) since then, i have started to improve my english. in senior high school, i learned english seriously, (…) [j1] to be able to speak in english every day in kamar inggris and actively participate in every agenda held by his seniors in kamar inggris, he was diligent in advancing his english. he also had so much emotion in english. i love english because i have fallen in love with english since senior high school. (…) but in senior high school, i fell in love every day because i began to speak english. (…) and then i fell in love with english, especially speaking. [j2] jack’s inner motivation to learn english appeared due to his school's rules. in addition, his environment supported him. however, his learning process did not run well. he got many challenges in learning english. speaking, vocabulary and idioms were jack's main constraints at that time. in the interview session, he was trying to remember it. i guess the weakness was i did not know the vocabulary and used it in the sentence precisely in idiom. (…) i am still confused about the idiom used in daily phrases, which is strange to me. [j9] and also … (…) i met a problem in speaking in senior high school. (…) [j10] but then, he never stopped learning. jack was very lucky because the rule in kamar inggris encouraged him to improve his english. constant effort, even if it is small, will make significant progress. to improve his speaking, he experienced writing vocabulary daily [j7]. he needed to list at least three words in his book every day. he did not only write it, but he also wrote some sentences using those words. he then composed the sentences into a paragraph or more. in addition, he also obeyed the rules of his school. the students got a fine if they uttered indonesian words; 500 rupiahs for one indonesian word. if the students did want to pay the fine, they needed to be careful in speaking english and avoid using indonesian words. as a consequence: (…) since then, i have been afraid to speak indonesian or even ask questions in bahasa indonesia. [j10] ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1677 this strategy took part in jack's progress in composing a paragraph. it was not the only progress; he could understand the context of the paragraph, and it was easier to memorize the words. he tended to use the definition of a difficult english term instead of uttering indonesian words. he did want to be fined. he did not know the english word rak sepatu [j19] and he chose to tell the description of it in english instead of using rak sepatu in his sentences. so, whenever he was unsure about a certain english word, he looked up his vocabularies journal. he did not stop fulfilling the rule. he also maintained good communication with his seniors by listening and their seniors' advice: (…) if we did not have friends to talk with in english, we could self-talk in front of the mirror or maybe in the restroom, which is ok. [j7] every time he faced constraints, jack asked his seniors because his seniors spoke better and more fluently than him. he regularly asked his senior, especially those with good american english accents. jack adored his seniors, and he wanted to be like them. jack also joined a regular class where the students and the teacher's discussions were delivered in english. mti stands for media teaching islam, was a course in his school. the teachers explained hadits and qur’an to the students in english. if the students had questions, they also delivered them in english. in short, the instruction activities were delivered in english. it gave more exposure to the students and encouraged them to participate in the discussion actively. doing a preview before debating has also become jack's strategy in learning to speak. he joined a debate competition several times, and the first time he joined the debate competition, he experienced anxiety. he learned from this experience and made a preview to prepare for a better performance in the debate competition. as a result, when he was in grade xi and xii, he felt more fluent in speaking english because he had big self-confidence in speaking in front of the public. after graduating from senior high school, jack found his passion, english. he decided to choose english education department as the place where he learned english more. jack’s speaking learning experience continued at the university, improving his english on an advanced level to help him achieve high scores in toefl, ielts, and duolingo tests. he had a broader view of english, and he saw that learning english did not only to be able to speak. demand in globalization for an employee is high and will be higher in the future. people will interact more with foreigners and international-level companies and need people with fluent english. jack considered having good relationships with people abroad crucial in this globalization era [j6]. to be part of this globalization era, jack maintained his speaking learning strategy in a better way: every day, i listen to english on youtube or the news. besides, i read english arilia triyoga, halimatu’ sa’diyah, ratri nur hidayati a narrative research of an efl student’s speaking learning strategy 1678 articles discussing history, which can improve my vocabulary. to make my speaking more fluent, i speak a lot. my lectures and also my friends support me in using english more often. [j7] he performed self-directed learning to improve his speaking skill. he also enjoyed speaking and performing speech every time he was in the bathroom. his lecturers and friend also contributed to his english advancement, especially in his first year at the university, precisely in semesters one and two. he got an encouraging lecturer who inspired him much in learning english and made him talk in english smoothly [j8]. this lecturer gave big energy jack to always speak in english and helped the students every time the students faced hindrances. moreover, when he met and typed in particular lecturers and friends, he talked and chatted in english. for him, it contributed to his vocabulary mastery. in semesters three and four, jack practiced speaking english more because his lecturer gave the students more practice. he did not take a note or even write in the speaking class, and he only actively participated. the only challenges in the speaking class in semesters three and four were that the instruction was conducted online, and the internet connection sometimes interrupted the learning. even though he continued learning to speak at home, he got some exposure from watching youtube daily. historical videos and news became his best choices in learning english. he keeps updated on news about ukraine and russia [j26]. besides watching the news on youtube, he also watched english channels like bbc and also fox news. those channels gave him more english words, especially the terms used most recently. if he was in a good mood, he also watched movies and west series for input on his daily conversation. he applied the strategies mentioned above due to several reasons. the channel was effortless to access. he only needed to have an internet connection. another reason was that the channel provided videos he could pick as he wants. to make him consistent in improving his speaking skill, he: (…) i seldom watched indonesian videos. i watched english videos. [j27] nevertheless, he felt he spoke less lately, in the pandemic era. he considered his speaking ability was less advanced. still, he got a good itp toefl score of 580 in 2021 and was categorized at the advanced level. to maintain his speaking skill, he always tries to speak in english in the speaking class and in other classes, not only in conversation with his lecturers but also with others. jack seldom reviewed the materials after class, especially in speaking class. in semester six, he taught his juniors through a study club called peer assisted learning program (palp). he made a review the speaking materials, including the pronunciation. besides teaching in palp, he: (…) i also teach junior high school students whose materials are more complicated, so i do a review on them. [j32] ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1679 the material review was needed to make the students understand english well. he also could handle the difficulties sooner and wanted his students to speak english well. jack continuously performs similarly in learning to speak. even he is in semester seven right now. he told us excitedly that he probably wanted to use the game to learn english terms because he wanted to enrich his english glossary to pursue his dream of becoming a good lecturer. at the closing, he suggested that other students learn to speak. first, the students need to have a dream and big motivation to develop their selves. in addition, always speaking and typing in english will also improve the vocabulary and affect the students' english skills. lastly is consistency. discussion direct strategy jack applied some strategies during his speaking learning process from junior high school to his third year in university. he made a list of unfamiliar english words and put them in a paragraph. based on oxford (1990), this strategy belongs to the memory strategy creating a workable mental creation relationship. moreover, he also applied images and sounds like watching videos on the youtube channel, which is also part of the memory strategy. mohammed (2021) supports this finding, revealing that the memory strategy is the most used strategy applied by efl learners at the university of bisha in speaking. based on jack's story, it can be analyzed that jack also implemented a cognitive strategy in learning to speak. it can be identified from texting using english showing his thinking power (oxford, 1990). he also practices even though he has no partner to evaluate his speaking, and he often has speaking practices in the bathroom or selftalk. a similar strategy is also applied by university students in indonesia (wael, asnur, ibrahim, 2018; prabawa, 2016). jack experienced speaking anxiety due to a lack of vocabulary and less preparation in speech and debate. he successfully overcame this challenge by avoiding using indonesian words. turning to state the english description of rak sepatu instead of saying it is one strategy jack applied in improving his speaking skill. this strategy is known as the compensatory strategy. with compensatory learning strategies, second language learners can use word guessing or grammar strategies and can also use the help of body language, avoiding the topic that is not mastered and using word equations (oxford, 1990). the compensatory strategy is effective and can increase the students' speaking fluency (namaziandos & imani, 2019). indirect strategy arilia triyoga, halimatu’ sa’diyah, ratri nur hidayati a narrative research of an efl student’s speaking learning strategy 1680 jack also implemented a metacognitive strategy. metacognitive strategy (oxford: 1990) includes learning focus, learning plan, organization, and study evaluation. jack paid attention and focused on learning english since junior high school, and in every stage of school, he knew his goals, including short-term and long-term goals. he knew he could pursue his goals by learning english seriously. by watching videos, for example, he realized that he wanted to learn specific topics to improve his speaking skill. he could manage his will and join in some activities to support his speaking ability. besides, he evaluated and scored his speaking skill at the university and leveled himself in the medium-advanced level or pre-advanced level. according to karim (2019), high-achiever students employed metacognitive strategies because they wanted to get the best resources to improve their abilities. this is because they lack language exposure before attending university. this is similar to jack mentioning that in the university, he has a conversation and sends texts to his friend and his lecturer using english. he also found a lecturer who encouraged him to improve his speaking skills, and he did not mention that he met the typical teacher in junior and senior high school. jack experienced anxiety in senior high school, especially when he had speech and debate. he experienced it several times until he realized it and could manage it. he tried to find the source of his anxiety and tried to find the solution. the cause of his anxiety was a lack of vocabulary and preparation before the competition, and he could overcome it by being well-prepared to join a competition. according to oxford (1990), this strategy is effective. rossiter in zakaria, hashim, and yunus (2019) states that by applying an effective strategy, the learner will be able to overcome language learning problems in the future, which supports the learners' improvement in their speaking skills. efriyandi & syafri (2017) added that an effective strategy effectively controls language learners' emotions during speaking. jack shows that he can control his anxiety after he can identify the cause of his anxiety in public speaking. in addition, jack applied social strategy in speaking. he revealed that when he was in senior high school, he often asked his senior whenever he found difficulties. in the university, he sometimes requested his friends to speak or text in english. some of his lecturers also helped him by encouraging him to always speak in english. based on the theory from oxford (1990), social strategy is all learner behaviors that relate to learners' collaboration with their peers in achieving learning goals. social strategy is also essential for students to interact with others to facilitate acquiring a new language. a similar strategy was also employed by high-speaking students in banda aceh (gani, fajrina, rizaldy hanifa, 2015). based on the explanation above, it is believed that the more variety of language learning strategies used can increase a great chance of success in learning the language (oxford, 1990). conclusion ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1681 jack is categorized as a high achiever student and speaks english fluently. he started to learn english when she was in junior high school. he loves speaking, and in improving his speaking skill, he applied all strategies proposed by oxford (1990). memory strategy, cognitive strategy, compensatory strategy, metacognitive strategy, effective strategy, and social strategy. this research is only focused on the speaking strategy discussed in narrative research. it will be more beneficial if other researchers conduct the successful students' learning trajectory using narrative studies. references abrar, mukhlash. 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(2018). exploring students’ learning strategies in speaking performance. international journal of language education. 2(1). 65-71. doi: 10.26858/ijole.v2i1.5238 wenden, a. l., & rubin, j. (1987). learner strategies in language learning. englewood cliffs, nj: prentice-hall. zakaria, norfaeza. harwati, hashim. yunus, melor md. (2019). a review of affective strategy and social strategy in developing students’ speaking skills. creative education. 10 (12). 3082-3090. doi: 10.4236/ce.2019.1012232 zhang, qi. (2020). narrative inquiry into online teaching of chinese characters during the pandemic. international journal of chinese language teaching. 1 (1). 20-34. https://doi.org/10.46451/ijclt.2020.06.02 https://www.scirp.org/journal/articles.aspx?searchcode=norfaeza++zakaria&searchfield=authors&page=1 https://www.scirp.org/journal/articles.aspx?searchcode=melor+md.++yunus&searchfield=authors&page=1 https://doi.org/10.4236/ce.2019.1012232 the particular dialect or language that a person chooses to use on any occasion is called a code 1480 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1480 1486 videos in teaching listening: a systematic literature review marisatul khasanah, marisatulkhasanah@gmail.com smp negeri 1 sawangan, magelang, jawa tengah received: 2022-11-30 accepted: 2022-12-29 doi: 10.24256/ideas.v10i2.3241 abstract the purpose of this study was to evaluate at articles published between 2017 and 2022 that explored the benefits and impact of using video-based learning in the classroom to teach listening. it was considered as a systematic literature review. data were obtained from eric as an online journal database which served a number of reputable journals. they were gathered and analyzed through a systematic examination covering four phases, such as identification, screening, eligibility, and exclusion. in the first phase, 132 articles were obtained however at the last after filtering process, there were only 5 articles remaining. actually, most of the sources stated that videos play its roles well in enhancing students’ listening skills. yet, another innovation in using videos in teaching listening were really expected to be investigated for future studies. keywords: listening; review; student; video introduction listening is a fundamental ability in many learning processes. it plays an important part in the process of second language and foreign language learning as well; it is the first and most important requirement for speaking (rakhmyta, 2019). has two primary goals: maintaining the communicational connection (interactional function) and transferring knowledge (transactional function). hearing, understanding, and evaluating are the three main phases of listening. listening comprehension work is not as numerous in the literature as, instance, reading comprehension research. efl teachers must realize that such negligence may greatly affect the process of learning a foreign language since efl learners may be unable to establish and maintain contact. without a question, listening skills are critical in english language teaching and learning (fuady & mutalib, 2018).. the modern digital era has revolutionized not just people's lifestyles, but also http://u.lipi.go.id/1457703302 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1481 education and learning methods (tananuraksakul, 2016). the use of video media in learning has the advantage of supplementing students' basic knowledge when they discuss, read, and practice (pimenta, 2021). videos may depict everyday items that are not visible, such as the heart beating. videos may motivate and boost student motivation while also instilling attitudes and other affective factors. videos include positive qualities that can spark thinking and conversation in student groups, and they can be used to communicate events to large groups of students. furthermore, audiovisual media in education may control time and space, allowing pupils to be encouraged to travel anywhere yet being restricted by classrooms. video can also show items that are too little, too large, unsafe, or even impossible for pupils to visit. video media's abilities may also be depended on in the field of study that teaches motor skills and trains activity skills. the benefits of streaming video files made by educators include the ability to visually stimulate more fascinating information as well as assist students and instructors in dealing with volatile or fast obsolete material. however, the disadvantage of using video learning media is generally expensive and time-consuming to obtain videos; when the video is played, the image and sound will continue so that not all students are able to follow the information conveyed through the video; and the available videos are not always appropriate (widiastuti et al., 2020). unless the video is particularly created and produced for the learner's requirements and desired aims. the purpose of this study is to evaluate at articles published between 2017 and 2022 that explore the benefits and impact of using video-based learning in the classroom to teach listening. it is very beneficial in the learning process. through video media, educators may easily convey what cannot be delivered directly. the use of video material for learning broadens students' comprehension, as does the influence of video-based learning on student outcomes. students who already use based media video have better learning outcomes than students who do not use based media video. this review on video-based learning was intentionally conducted in order to guide future investigations. method design employed in this study was systematic literature review. it was a process of identification, evaluation, interpretation, and analysis of findings from available research related to a particular topic or issue (shahrol et al., 2020). the purpose of this study is to explore about the use of videos as an effort to improve individuals' language skills, especially listening. thus, this will provide some details marisatul khasanah videos in teaching listening: a systematic literature review 1482 such as types of research, implementation, participants, and the effect of using video in teaching listening. data were obtained from eric as an online journal database which served a number of reputable journals. then they were gathered and analyzed systematically through slr stages analysis proposed by nair and yunus (2021). there were four phases which were explained as follows. phase 1: identification this stage focused on how data in the form of articles is gathered. the issue, specifically the use of video to teach listening, was clearly defined in the previous section. the literature used in this study were published between 2017 to 2022. the article search also employed a number of keyword combinations. such as listening, video, digital media, using video in teaching listening, and digital media in improving listening skills. finally, 132 articles were presented in the database. phase 2: screening after retrieving the articles from the database, a screening phase was carried out. they were re-examined in consideration of the author's requirements. freeaccessed articles were included in this study, otherwise, they were excluded. it also excluded certain irrelevant sources and articles, such as book chapters, reports, and literary reviews. finally, 63 articles met the requirements while the others were excluded. phase 3: eligibility the next phase is to determine if the articles were eligible. this phase was crucial since the author started to review the contents. examining the abstract, 21 articles were included based on the listed criteria presented in table 1. table 1. inclusion criteria inclusion criteria use of video in teaching listening research methodologies: qualitative, quantitative, mix-method sample from various level of education published from 2017 2022 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1483 phae 4: exclusion the last phase was exclusion where the author examined the article's contents. during this phase, the information was not only gathered from the abstract, but it was also explored deeper from whole parts of the article. finally, 5 articles were included in this study. figure 1 depicted the clearer procedures of the phases. figure 1. article selection phases results this study was aimed to explore the use of video to improve individuals’ listening skills. based on the phases mentioned in the previous section, 5 articles were considered to be appropriate and eligible. therefore, they were examined through this systematic literature review. the focus of this study was to reveal in detail about the type of research, implementation in learning, participants, and the effect on listening skills presented in table 2. marisatul khasanah videos in teaching listening: a systematic literature review 1484 discussion the benefits of using video as a listening teaching medium are to improve students' listening skills, improve students' language skills, as a listening assessment, can understand the material conveyed from the video easily, students can imitate the language style said by the speaker, make it easier for the teacher to arrange the material to be delivered, helps increase their motivation, provides great access to listening material, and allows them to enjoy great content. meanwhile, the effects of using learning videos as a medium for teaching listening are that students generally like to use videos, and like to learn listening subjects using videos, and provide a significant increase in listening skills. the use of this video also has a strong influence on the correlation between the development of listening, reading, writing, and speaking. this video media is more effective than using other media because in addition to increasing listening skills, other skills also increase. authentic and interactive use of videos is useful and beneficial for students as they create a positive effect on their extra listening practice and perception and provide fun learning activities. problems that often arise in the use of video media include students' signal problems when accessing videos, students are not used to applying videos, teachers are not knowledgeable about how to deliver material in video form, lack of time for teachers to make learning videos, lack of teacher understanding, and more teachers. comfortable using other learning media. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1485 conclusion listening learning is less efficient in its use during the teaching and learning process. this is due to students' lack of enthusiasm in listening learning. as a result, students receive poor grades. v video-based learning approaches must be used to provide assistance. video-based learning is a technique of learning that makes use of supporting material in the form of videos. the goal of this video-based listening learning experience is to make students feel passionate and at ease with learning since they are engaged. the video-based listening learning strategy has been shown to improve pupils' test results. acknowledgement here i would like to thank principal and teachers of smpn 1 sawangan, magelang for the support and sharing so that this systematic literature review could be finished. references fuady, r., & mutalib, a. a. (2018). audio-visual media in learning. journal of k6, education, and management, 1(2), 1–6. https://doi.org/10.11594/jk6em.01.02.01 gavenila, e. i., wulandari, m., & renandya, w. a. (2021). using ted talks for extensive listening. pasaa, 61(1), 147–175. kaynar, n., & sadik, o. (2021). the effects of authentic and inte ractive video tasks on students ’ extra listening practices o zgu n ve etkileşimli video alıştırmalarının o g rencilerin dinleme uygulamaları u zerindeki etkileri educational technology includes many beneficial tools and resou. journal of theoretical educational science, 14(3), 291–307. https://doi.org/http://doi.org/10.30831/akukeg.836313 metruk, r. (2018). extensive listening practice of efl learners with authentic english videos. teaching english with technology, 18(4), 3–19. nair, v., & yunus, m. m. (2021). a systematic review of digital storytelling in improving speaking skills. sustainability, 13(17), 1–15. https://doi.org/10.3390/su13179829 pimenta, s. s. (2021). development and validation of chemistry learning videos as learning media in the era of the covid-19 pandemic. journal of sustainability science and technology, 1(2), 80–88. https://doi.org/10.23960/josst.v1i2.12 marisatul khasanah videos in teaching listening: a systematic literature review 1486 polat, m., & erişti, b. (2019). the effects of authentic video materials on foreign language listening skill development and foreign language listening anxiety at different levels of english proficiency. international journal of contemporary educational research, 6(1), 135–154. https://doi.org/10.33200/ijcer.567863 rakhmyta, y. a. (2019). students’ difficulties in listening and understanding speech. as-salam, 3(1), 28–35. shahrol, s. j. m., sulaiman, s., samingan, m. r., & mohamed, h. (2020). a systematic literature review on teaching and learning english using mobile technology. international journal of information and education technology, 10(9), 709–714. https://doi.org/10.18178/ijiet.2020.10.9.1447 tananuraksakul, n. (2016). blended e-learning as a requirement for teaching efl in a thai academic context. teaching english with technology, 16(4), 48–55. tekin, c., & gunes, g. (2018). environmental awareness in university students and the affecting factors. international journal of community medicine and public health, 5(2), 422–429. widiastuti, w., sulaiman, i., & salam, s. (2020). increasing single skills in the empty raw hands through audiovisual media. international journal of engineering technologies and management research, 6(8), 48–56. https://doi.org/10.29121/ijetmr.v6.i8.2019.439 the particular dialect or language that a person chooses to use on any occasion is called a code 2113 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2113 2121 teacher perspective: managing students’ behavior problem in teaching english at primary school humaeroah1, ahmed sardi2, ermawati3 *sardihere@gmail.com 1institut agama islam negeri parepare 2stkip darud da’wah wal irsyad pinrang 3institut agama islam negeri palopo received: 2022-11-20 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3206 abstract this research is aimed to discover about students’ behaviors problem that teacher faced in language classroom that may occur in language teaching and learning process at primary schools. the objectives of the research are to find out how to manage students’ behaviors problem at primary schools, especially in efl classroom. this research used a descriptive qualitative research design. this research took ten english teachers in primary school as the participants of the research which have been taken through purposive sampling. the data of this research was collected by interview and audio recorder. the research findings show seven category of managing students behavior problem applied by the teachers in the english classroom , they are: positive relationships are developed and maintained between teacher and students, seating arrangement, encourage active learning, encourage experience-based learning, applying ict in learning, support and strategy, the last is giving punishment. the ability of teachers to organize and manage classroom behaviors of their students is critical to achieving the learning objectives. although behavioral management does not guarantee effective teaching, it makes improvement possible. keywords: behavior problem in efl classroom; managing students' behavior; primary school introduction the teaching and learning process is the core of the overall educational process with the teacher as the main role holder. ability in the teaching profession can be limited as a rational ability to achieve the required goals in accordance with the expected conditions as for the teacher's context, this ability can be translated as a description of the qualitative nature of teacher behavior that looks very meaningful. http://u.lipi.go.id/1457703302 mailto:*sardihere@gmail.com humaeroah, ahmed sardi, ermawati teacher perspective: managing students’ behavior problem in teaching english at primary school 2114 also, proper vocabulary or diction is concerned with choice of word used in conveying a thought, how forms groups of proper words or use the proper expressions and the proper style in each situation should be given by the teachers (sardi, et al., 2017). the role of the teacher is the creation of a series of interrelated behaviors that are carried out in a particular situation and are related to the progress of behavioral change and the development of students who are the goal. implementation of an effective role of the teacher will create a learning environment that is more convenient, interactive and active and effective. no matter how much experience teacher have in the classroom, there is always the possibility that an issue with a particular student, group of students, or the general classroom environment. a recent survey shows behavioral issues in schools are on the rise. numerous behavior problems from students are found and faced by the teacher in teaching-learning process. students may be acting out of frustration, boredom, mental health issues, or a variety of other impulses, and their actions may reflect aspects of their personal lives as much as they do the classroom environment.. the high report of behavior problem come from primary school; the teacher find that pupils are lack of attention in english classroom. in elementary school classrooms in which several pupils are disruptive, such behavior becomes normative and leads to even higher levels of classroom behavior problems (barth, et al.,2004). when teaching young learners, teacher may often come across situations where the learner’s behavior becomes a problem for the class. perhaps the most difficult task for a teacher is assessing a student behavioral issue in order to diagnose an appropriate response. the teacher should have a best decision because they deal with variety of problem behavior among the students while maintaining authority in the classroom. as a professional, a teacher should be able to manage this problem behavior that is creating and maintaining an optimal learning condition to reach the goal of teaching. the learning environment should provide pleasant and supportive. it is stated that to make the learning activities can be effectively run, the teacher and the students should know how to behave, when and how to move about the room, where to sit, when they may or may not interrupt the teacher, and the amount of noise that is acceptable (evertson and emmer, 2009). to make teaching and learning english more effectively, the managing of the students is very important. teacher has to choose wisely the most effective strategy to make the class runs effectively (ermawati, et al., 2021). teacher as a person who works teaching, guiding, directing, training, assessing, and evaluating the students, has important role in this issue. thus, the researcher chooses to gain perspective of the teacher deeply about how to manage and solve this problem behavior issue as main topic in this research. the current study aims to explore the ways to manage students’ problem behaviors at primary school. this research reports the description of way to manage based on teachers’ perspective. problem behavioral involve a pattern of disruptive behaviors in children and cause problems in school. students with problem behavior in the classroom pose challenges for teachers. there are many different types of behavioral ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2115 challenges that can arise in the classroom. these are the list of common behavior problems faced by teacher in the classroom (naomi,2020): 1. sensory processing disorder ; 2. aggressive students ; 3. inappropriate language ; 4. inattentive students in addition, the various behaviour problems in the classroom can be enlisted as followsbullying, fighting, teasing, stealing, truancy, disobedience and insubordination, lying, cheating, lateness, rudeness, destructiveness, drug or alcohol addiction, etc (luljeta, 2021). various of problem behavior students act in classroom. behavior problems at school interfere with lessons and disturb other students. classroom behavior problems affect the teaching learning process as it influences teacher’s ability and competence in handling the classroom environment. in classroom activity, teachers not only find misbehavior but there is also productive behavior as a “protective factors” that can reduce the risk of anti-social and disruptive behavior (howard, 2013). teachers can start from individual domain of students, how the way of teacher in supporting and caring to students who have disruptive behavior individually. there is also family domain, school domain and peer domain which are also can be strategy to beginning how manage the disruptive behavior in classroom. those domains of productive behavior can be used as one of the effective way to arrange and construct investigation to teachers as an appropriate ways to manage disruptive behavior. method dealing with the proposed research questions, the researcher used a descriptive qualitative method to collect and describe the data. qualitative research means the process of exploring and understanding the meaning of individual and group behavior, describing social problems or human problems. qualitative research methods are research based on the philosophy of post positivism, used to examine the condition of natural objects (as opposed to experiments) where the researcher is the key instrument, data collection techniques are carried out by triangulation (combined), data analysis is inductive/qualitative, and the results of qualitative research emphasize more on meaning than generalization (sugiyono, 2018) . research in this case related to the research location will conduct research at primary school. the source of the data is information obtained by researchers directly from the research location by direct interviews with informants, namely the english subject teacher at primary school. this research used purposive technique sampling in taking the participant. purposive technique sampling is one of the techniques that was used to determine the participants by using some considerations the participants were taken based on their readiness. the data collection technique followed some step, they were field notes, humaeroah, ahmed sardi, ermawati teacher perspective: managing students’ behavior problem in teaching english at primary school 2116 interviews and documentation by organizing the data into categories, breaking them down into units, synthesizing them, arranging them into patterns, choosing which ones are important and what will be studied. and make conclusions so that they are easily understood by themselves or others. results the ability of teachers to organize and manage problem behavior of their students is critical to achieving the learning objectives. to minimize problem behavior in the classroom, teachers need to create an appropriate learning environment and a more positive classroom climate. the data of the research showed there are seven ways in managing problem behavior. the first is positive relationships are developed and maintained between teacher and students. tteacher achieve all this within a classroom by establishing an atmosphere of kindness and order, and above all where dignity and mutual respect prevail not only between students but also in the teacher-student relationships. as one teacher said : “ giving an individual guiding to that student is one of the way, i also give the student some verbal approach, such as talk to him what is the problem so i as a teacher can motivate them in learning process. it can build positive realtionship between us” positive relationships are developed and maintained is mentioned in teacher support network and family lives behavior survey (2010) as a way to manage a problem behaviour of pupils in learning process. as the educational structure has not changed since, teachers still remain as a vital part of the entire system. thus, build the the relation with students plays a vital role to manage problem behaviour of student. teachers need to establish a sense of trust, respect, openness, and concern for the well-being of the students. the student will talk openly to the teacher if teacher also appropriate the comfort relation between them. there will be a trust from the student to listen their student. the second ways is seating arrangement, student seating is one of the easiest, most effective classroom management tactics available to teachers. seating arrangements may help to minimize or eliminate problem behavior. past research, though limited, has demonstrated that row and column seating arrangements are associated with lower disruptions during independent work activities compared to group seating arrangements. as teacher mentioned below: “ sometimes i arrange the seat , the high initial student sit next to the low one. sometimes also, by grouping, i choose them based on the evaluating them during the learning process. the diligent student sit with the lazy on. i hope it can motivate that student”. based on teacher experience, they said that students with problem behavior have low attention to the material. it makes them become lazy to study and also in finishing the task that is given in the classroom. so, it is a good idea to arrange the student seat. the classroom seating arrangement has the potential to affect the level of classroom management and the rate of disruptive classroom behavior (wannarka & ruhl, 2008). this is an important consideration because by choosing seating ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2117 arrangement in the classroom, the teacher can create the positive environment to reach teaching-learning process successfully. the third ways are encouraging active learning. active learning is any approach to instruction in which all students are asked to engage in the learning process. active learning engages students to be more involved with the learning process, making learning more effective than passive learning. this engagement can increase attention, sharpens focus, motivates students to expand their thinking, and promotes meaningful learning. encouraging active learning helps students to achieve higher attention, so it can be decreasing the problem behavior in the classroom. the teacher should notice and monitor on student focus during the learning process. applying a more active part in leaning stages in one of the way that teacher offer. as teacher described below: “in my opinion give them practicing dialog, game, and sing a song in order to the students will more active and involve to learning stage. i think this way always be an effective way to manage the student”. teachers try to fully practice strategy, method and technique in learning process, so that the students do not get bored that might be give them opportunity to do things out of learning stage such as act problem behavior in the classroom. it is expressed that in classes that use active learning effectively, students will feel more responsible for coming to class, and coming prepared, perceive they pay more attention in class, and feel more responsible for their own learning (sorcinelli, 1991). other expert have even argued that teachers commonly implement activelearning strategies differently than intended, making decisions to omit parts that are crucial to student learning ( dancy,et al, 2016). active learning can encourage students to think more deeply about course materials in a setting where they can easily question or communicate their level of comprehension a class with successful active learning activities provide an opportunity for all students in a class to think and engage with course material and practice skills for learning. thus, according to the teacher this strategy can decrease the problem behaviour act by students in the learning process. the fourth way to manage problem behavior based on teacher perception is encourage experience-based learning. for a learner to have a sense of purpose, they need to be guided through a journey, using place as the starting point, towards lifelong learning. a key element of experience-based learning is that students analyses their experience by reflecting, evaluating, and reconstructing the material in order to draw meaning from it in the light of prior experience. as teacher expressed below : “to face this problem behavior, i try to interest their attention by giving them the material that relate to their experience in daily life. for example, i said when you go to the mall, kfc you can read there are many english vocabulary such as in toilet. so before you come in to toilet you can differentiate where the male or the female toilet. i see they can understand easily by this way and this way also make them learning with fun and happy” . humaeroah, ahmed sardi, ermawati teacher perspective: managing students’ behavior problem in teaching english at primary school 2118 teacher promote experience-based learning in order to guide the learner on a meaningful journey in the learning process. the student can easily to understand about the material if the teacher can give the example relate to their experience in daily life. experience-based learning is one of innovative teaching method in which has various models in order to get student deeper understanding in learning (andressen, et al., 2000). the student gives positive response to this learning strategy, they are focused in listening material and active in giving feedback to the learning material. when the student focuses in every learning stage, they participate in asking or responding to the questions. thus, it is believed as an effective technique to minimize problem behavior, the fifth way is applying ict in learning, the use of technology in learning is done to improve the students’ learning interest. with technology or ict, the learning process becomes more effective and efficient, and can improve the overall quality of learning. the use of technology in learning designed according to student learning needs can lead to positive attitudes of students towards the teaching and learning process. teacher usually promote the ict as media in learning process, as mentioned by the teacher below: “in my point of view, the effective way to manage problem behavior is by trying to take more attention from the student. one of the way is by using technology in learning process. sometimes i give them a picture from internet that i show via lcd. the response is very positive, the student give feedback actively then they are more motivated to learn because the student learn with fun”. there are couples of classifications of ict use, namely: first, ict as an educational medium (tool) that only serves to clarify the explanation presented (abdulhak & sanjaya, 2005). second, ict as a source, that is, as a source for information and information finding. and third, ict as a learning system. in efl classroom, teacher apply ict as a information finding and a learning stystem. as mentioned by the teacher above, she try to finding a material via internet. there are many modifying material teacher find in internet easily , which is more fun to show to the student so it can make students interest and fun to the material from the teacher. the sixth are support and strategy. giving support to the student who had misbehaviour become one of the way to manage them. finding out the problem by talking to the students is one of the strategy to know how the way the teacher can support them in learning process. as expressed by the teacher below: “i manage the student with problem behavior by talking to them to know whats the problem , and giving advice to their problem. i also do not forget to remind the student that they should focuss on their study” giving support and strategy is mentioned as one of the tips to mange problem behavior of the student (unlu, 2017). both support and strategy are necessary for the student. teacher can ask the student to share information about their interest, in order to teacher decide the appropriate support and strategy for the misbehavior student. making sure students have the supports they need in their learning to help ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2119 guide them towards their future success in the classroom. strategy is decided based on the need of the student. teachers are expected to know everything why students act problem behavior in class so that teacher and students can support each other's in teachinglearning as well. supports and strategy play an important role. it helps teacher remove barriers and creates opportunities to achieve the goals of the material. the last is, giving punishment; punishment can help the student to lean morals. what they can do and don’t in the classroom. the students realized the bad things done, so that they know how to behave during the learning process. positive punishment become an alternative punishment that can choose by the teacher such as educated punishment. these types of punishment make students problem behavior take their studies seriously and also helps keep the students under control. for example, the teacher give an educated punishment related to the material as mentioned by the teacher in interview section below : “sometimes i give them punishment. i give more task to the students who act misbehavior while i am teaching. i ask the student to memorizing vocab relate to the theme of the meeting, for example when the theme about “things in the classroom” so he has to memorize vocabulary much than the other students. no cruel punishment today” when selecting negative impact of student’s misbehavior, the teacher should carefully consider to choose punishment. positive punishment avoids behavioral trigger that lead to problems. teacher sometimes find punishment to be effective as a classroom behavior management tool, especially in the short term. because punishment tends to rapidly stop problem behaviors, the teacher in turn is positively reinforced for using it (martens & meller, 1990). teachers can dish out punishments for students who misbehave, but teachers need to understand why we punish students, how to effectively punish students, and the right ways to go about it. conclusion based on the explanation above, in the efl classroom the teacher’s roles are very important. the implementing of effective teacher’s role will able to create an effective english learning. the result of the study showed that there are seven categories in managing problem behavior. they are: positive relationships are developed and maintained between teacher and students, seating arrangement, encourage active learning, encourage experience-based learning, applying ict in learning, support and strategy, the last is giving punishment. the teacher has to make a wise choice as the most effective instructional strategy in managing the student’s problem behavior in learning english. the ability of teachers to organize and manage classroom behaviors of their students is critical to achieving the learning objectives. although behavioral management does not guarantee effective teaching, it makes improvisation possible. teachers can achieve all this within a classroom by establishing an atmosphere of kindness. humaeroah, ahmed sardi, ermawati teacher perspective: managing students’ behavior problem in teaching english at primary school 2120 references abdulhak, h. i. & sanjaya, w. (2005). media pendidikan: suatu pengantar. bandung: pusat pelayanan dan pengembangan media pendidikan upi bandung. barth, j. m., dunlap, s. t., dane, h., lochman, j. e., & wells, k. c. (2004). classroom environment influences on aggression, peer relations, and academic focus. journal of school psychology, 42(2), 115– 133. https://doi.org/10.1016/j.jsp.2003.11.004 bolton, naomi.(2021).common behaviors problem in the classroom. https://classroom.synonym.com. carolyn m. evertson, edmund t. emmer. (2009) classroom management for elementary teachers. pearson: universitas michigan. dancy m., henderson c., turpen c. (2016). how faculty learn about and implement research-based instructional strategies: the case of peer instruction. physical review, , 010110 ermawati, e., nurchalis, n. f., & sardi, a. (2021). online efl teaching and learning: different skills, different challenges. ideas: journal on english language teaching and learning, linguistics and literature, 9(1). haroun, r., & o’hanlon, c. (1997). teachers’ perceptions of discipline problems in a jordanian secondary school. pastoral care in education. https://doi.org/10.1111/1468-0122.00053. johnston, howard.(2013).practical leadership, llc for oregon gear up and epi. university of south florida. contact: johnston@usf.edu. january, 2013. l. andresen (2000) allen and unwin publishers, in foley, g., understanding adult education and training, second edition, p. 225-239. martens, b.k., & meller, p.j. (1990). the application of behavioral principles to educational settings. in t.b. gutkin & c.r.reynolds (eds.), the handbook of school psychology (2nd ed.) (pp. 612-634). new york: john wiley & sons. marzano, robert j. (2003). classroom management that works. association for supervision and curriculum developmentalexandria, virginia usa shala, luljeta (2021). inappropriate behavior of students in school and management of class by teachers. selinus university of sciences and literature. sorcinelli, m. d. (1991). "research findings on the seven principles." in a. chickering & z. gamson (eds.), applying the seven principles for good practice in undergraduate education. new directions for teaching and learning, 47, 13-25. san francisco: jossey-bass. sugiyono(2018).quantitative, qualitative research methods and r&d , xxviii. (bandung: alfabeta, 2018). teacher support network and family lives behaviour survey. (2010). managing pupil behavior. education support partnership unlu, varinder. (2017). managing disruptive behavior in the classroom. world of better learning blog. wannarka, r., & ruhl, k. (2008). seating arrangements that promote positive https://psycnet.apa.org/doi/10.1016/j.jsp.2003.11.004 https://classroom.synonym.com/ https://doi.org/10.1111/1468-0122.00053 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2121 academic and behavioural outcomes: a review of empirical research. support for learning, 23(2), 8993. sardi, a., haryanto, a., & weda, s. (2017). the distinct types of diction used by the efl teachers in the classroom interaction. international journal of science and research (ijsr), 6(3), 1061-1066. the particular dialect or language that a person chooses to use on any occasion is called a code 1778 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1778 1786 analysis of the students' persuasive paragraph writing ability at university juwita crestiani m1, opik dwi indah2, hermini3 1juwitacrestiani@uncp.ac.id, d 2wiindahopik@gmail.com 3miniparjas@gmail.com 1,2,3palopo cokroaminoto university, indonesia received: 2022-10-01 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3243 abstract this research deals with analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university. the population of this research is the third semester students of primary school teacher education study program of palopo cokroaminoto university in academic year 2022/2023. the total number of populations was 200 students. the researcher applied the purposive sampling technique and there are 35 students as sample. writing test is the instrument of this research. based on the findings and discussion in the previous chapter, the researcher concludes analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university was good classification by the mean score in value range 75-87. it can be supported by the students’ content mean score was 83.66. the students’ organization mean score was 81.83. the students’ vocabulary mean score was 81.83. the students’ language use mean score was 81.06. the students’ mechanics mean score was 80.00. therefore, analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university was good classification. keywords: analysis; persuasive paragraph; writing. introduction english is a means of crucial communication and occupies the most important position in the world and it is used all over the world. english is the most important language and used all over the world and also it is used as the means of communication to convey information. therefore, english must be taught in indonesia. it makes people especially for indonesian learners have to learn english because they will make communication not only through orally but also through writing. wello, b et all in rahman (1999:3) added that english as a foreign language can be learned most effectively when it is used as the medium to convey informational content of interest and relevance to the learners. on the other hand, communication through writing is really needed real http://u.lipi.go.id/1457703302 mailto:juwitacrestiani@uncp.ac.id mailto:d%202wiindahopik@gmail.com mailto:miniparjas@gmail.com ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1779 proficiency from the writer to make the reader can understand easily. harmer in imran (2011:10) defines writing is a productive skill which involves though and emotion. it is a medium of communication. writing cannot be mastered at one but it needs practice. the practice may include imitating or copying words and sentences from the giving ideas or expressing free ideas based on the writers’ knowledge, experience and point of view. while lindblom in imran (2011:10) states that writing as a way of learning to focus our mind on important matters and learning about them. by writing activity, a person can find the solution of difficult problem, master the fact and even by writing a person can also communicate through the way that is impossible. in addition, writing should be mastered by students. however, learn english is not easy and also is not difficult. there are four skills in english that has to be mastered by students namely speaking, listening and reading, writing. writing becomes the most important skill should be mastered by the students because through writing, the student can share the ideas, opinion to the others and has a lot of time to think about what they want convey through writing. in writing something surely must has good ability. good ability in writing is much needed and has a lot of advantages for all people in the world because through writing, they can send information to the others. therefore, students need the good ability in writing in order to the people can understand our writing. the ability to write only students can get if write diligently and regularly. according to donovan in karim (2013:24) there are some characteristics of good writing, they are: clarity and focus: in good writing, everything makes sense and reader does not get lost or have to read passages to figure out what is going on. focused writing sticks with the plot or core idea without running off on too many tangents. organization: a well-organized piece of writing is not only clear; it is presented in a way that is logical and aesthetically pleasing. language (word choice): we writers can never underestimate or fail to appreciate our most valuable toolswords. good writing includes smart word choices and well-crafted sentences. grammar and style: many writers would wish this one away, but for a piece of writing to be considered good (let alone great), it has to follow the rules of grammar (and break those rules only when there is a good reason). credibility or believability: nothing says bad writing like getting the facts wrong or misrepresenting oneself. in fiction, the story must be believable (even if it’s impossible), and in nonfiction, accurate research can make or break a writer. through writing, the students can produce good writing because they have a lot of time to think and acquire ideas but in fact mastering writing especially finding idea is not easy and need to think hardly. a lot of problem make students cannot master writing. they still confuse and also lack of interest and motivation in writing, so they difficult acquire ideas, has difficult in developing supporting sentence and produce good writing. besides that, they also think that writing is difficult. so, they are still low in writing. in addition, one of difficulties in writing process according to harmer (2004) as juwita crestiani m, opik dwi indah, hermini analysis of the students' persuasive paragraph writing ability at university 1780 an organization problem where it is caused by students’ cognitive inadequacy of language of language forms, structure, and grammar which play an important role in effective communication in writing. while latupeirissa and sayd (2019), most students in indonesia make errors in the use of group verbs, the use of prepositions, the use of articles and also conjunction. another opinion by napitupulu (2017) that the students’ writing difficulties lies in the inappropriate choice of words and the use of the wrong word structure due to the students tend rely on their mother tongue in expressing their ideas which have no similarities in structure and context in english. based on the explanation above, the researcher is interested to analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university. method this research applied quantitative method. it aimed to analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university. the population of this research is the third semester students of primary school teacher education study program in palopo cokroaminoto university in academic year 2022/2023. the total number of populations was 200 students. the researcher applied the purposive sampling technique and there are 35 students as sample. writing test is the instrument of this research. results the raw score of the students’ writing ability are elaborated emphasizing on the five components of writing: content, organization, vocabulary, language use, and mechanics. the range scores were classified into five levels adapted from scoring classification by jacobs hl, et. al. (1981:91), namely ‘very good’, ‘good’, ‘average’, ‘poor’, and ‘very poor’. the frequency and rate percentage of the students’ writing ability in five components are presented as follows: 1) content table 4.1 the frequency and rate percentage of the students’ writing ability on content of writing component score classification frequency percentage (%) 88 100 very good 2 6.6 % 75 87 good 28 93.4 % 61 74 average 0 0 47 60 poor 0 0 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1781 34 46 very poor 0 0 total 30 100 the result of data analysis for the content component above showed that none of the students acquired “average”, “poor” and “very poor” classification, 2 (6.6%) students acquired “very good” classification, 28 (93.4%) students acquired “good” classification. after calculating the result of the students’ writing ability, the mean score and standard deviation are presented in following table: table 4.2 the mean score and standard deviation of the students' persuasive paragraph writing ability in content mean score standard deviation 83.66 4.36 the mean score was 83.66 which was categorized as “good” classification. 2) organization table 4.3. the frequency and rate percentage of the students’ writing ability on organization of writing component score classification frequency percentage (%) 88 – 100 very good 1 3.3 % 75 – 87 good 29 96.7 % 61 – 74 average 0 0 47 – 60 poor 0 0 34 – 46 very poor 0 0 total 30 100 based on the table above for organization, none of the students acquired “very poor”, “poor” and “average” in organization component, 1 (3.3%) students acquired “very good” classification, 29 (96.7%) acquired “good”. none of the students acquired “average”, “poor” and “very poor”. after calculating the result of the students’ writing ability is presented in following table: table 4.4 the mean score and standard deviation of the students’ writing ability in organization juwita crestiani m, opik dwi indah, hermini analysis of the students' persuasive paragraph writing ability at university 1782 mean score standard deviation 81.83 4.25 the mean score in organization was 81.83 which was categorized as “good” classification. 3) vocabulary table 4.5 the frequency and rate percentage of the students’ writing ability on vocabulary of writing component score classification frequency percentage (%) 88 –100 very good 1 3.3 % 75 – 87 good 29 96.6 % 61 – 74 average 0 0 47 – 60 poor 0 0 34 – 46 very poor 0 0 total 30 100 the data in table 1 above showed there was 1 (3.3%) students acquired “very good” classification, 29 (96.6%) students acquired “good” classification and none of the students acquired “average”, “poor” and “very poor” classification. after calculating the result of the students’ writing ability, the mean score and standard deviation of vocabulary are presented in following table: table 4.6 the mean score and standard deviation of the students’ writing ability in vocabulary mean score standard deviation 81.33 4.34 the mean score in vocabulary was 81.33 which were categorized as “good” classification. 4) language use table 4.7 the frequency and rate percentage of the students’ writing ability on language use of writing component score classification frequency percentage (%) 88 – 100 very good 1 3.3 % ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1783 75 – 87 good 29 96.6 % 61 – 74 average 0 0 47 – 60 poor 0 0 34 – 46 very poor 0 0 total 30 100 based on the table above, there was 1 (3.3 %) students acquired “very good”, 29 (96.6 %) students acquired “good” and none of the students acquired “average”, “poor” and “very poor”. after calculating the result of the students’ writing ability, the mean score and standard deviation of language use is presented in following table: table 4.8 the mean score and standard deviation of the students’ writing ability in language use mean score standard deviation 81.06 3.47 the mean score in was 81.06 which were categorized as “good” classification. 5) mechanics table 4.9 the frequency and rate percentage of the students’ writing ability on mechanics of writing component score classification frequency percentage (%) 88 100 very good 1 3.3 % 75 87 good 28 93.3 % 61 74 average 0 0 47 60 poor 1 3.3 % 34 46 very poor 0 0 total 30 100 based on the table above, there was 1 (3.3 %) students acquired “very good” classification, 28 (93.3 %) students acquired “good” classification, 1 (3.3 %) students acquired “poor” classification. none of the students acquired “average” and “very poor” classification. after calculating the result of the students’ writing ability, the mean score and standard deviation of mechanics is presented in following table: juwita crestiani m, opik dwi indah, hermini analysis of the students' persuasive paragraph writing ability at university 1784 table 4.10 the mean score and standard deviation of the students’ writing ability in mechanics mean score standard deviation 80.00 5.25 the mean score was 80.00 which was categorized as “good” classification. based on the analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university in good classification. it was supported by the mean score in value range 75-87. the result of data analysis for the content component above in table 4.1 showed that none of the students acquired “average”, “poor” and “very poor” classification, 2 (6.6%) students acquired “very good” classification, 28 (93.4%) students acquired “good” classification. after calculating the result of the students’ writing ability, the mean score was 83.66 “good classification and standard deviation was 4.36. based on the table above for organization in table 4.3, none of the students acquired “very poor”, “poor” and “average” in organization component, 1 (3.3%) students acquired “very good” classification, 29 (96.7%) acquired “good”. none of the students acquired “average”, “poor” and “very poor”. after calculating the result of the students’ writing ability, the mean score was 81.83 good classification and standard deviation was 4.25. the data in table 4.5 above for vocabulary showed there was 1 (3.3%) students acquired “very good” classification, 29 (96.6%) students acquired “good” classification and none of the students acquired “average”, “poor” and “very poor” classification. after calculating the result of the students’ writing ability, the mean score was 81.83 good classification and standard deviation of vocabulary was 4.34. the table 4.7 above for language use, there was 1 (3.3 %) students acquired “very good”, 29 (96.6 %) students acquired “good” and none of the students acquired “average”, “poor” and “very poor”. after calculating the result of the students’ writing ability, the mean score was 81.06 good classification and standard deviation of language use was 3.47. the table above 4.9 above for mechanics, there was 1 (3.3 %) students acquired “very good” classification, 28 (93.3 %) students acquired “good” classification, 1 (3.3 %) students acquired “poor” classification. none of the students acquired “average” and “very poor” classification. after calculating the result of the students’ writing ability, the mean score was 80.00 good classification and standard deviation of mechanics was 5.25. based on the explanation above, analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university was good classification by the mean score in value range 75-87. it can be supported by the students’ content mean score was 83.66. the students’ organization mean ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1785 score was 81.83. the students’ vocabulary mean score was 81.83. the students’ language use mean score was 81.06. the students’ mechanics mean score was 80.00. therefore, analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university was good classification. this is relevance with a research that has been conducted by azimi (2022) which entitled an analysis on students’ skill in paragraph writing at english language education of fkip uir that found that the students’ skill in paragraph writing was good. conclusion based on the data analysis, the researcher concludes analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university was good classification by the mean score in value range 75-87. it can be supported by the students’ content mean score was 83.66. the students’ organization mean score was 81.83. the students’ vocabulary mean score was 81.83. the students’ language use mean score was 81.06. the students’ mechanics mean score was 80.00. therefore, analysis of the students' persuasive paragraph writing ability at the third semester of palopo cokroaminoto university was good classification. references abd. rahman.2010. the application of collaborative dictogloss technique in increasing the students’ writing skill. a thesis of state university of makassar. donovan, mellisa.2012. eight characteristics of good writing. www.writingforward.com/better-writing/characteristics-of-goodwriting.posted on january 12, 2019. harner, jeremy. 2004. how to teach writing. pearson education limited. imran, muhammad chairil.2011. improving students’ writing skill through clustering technique. a thesis of state university of makassar. jacob, h.l.et.al. 1981. testing esl composition: a practical approach. massachusetts : newbury house. latupeirissa, d.s., and sayd, a.i. 2019. grammatical errors of writing in efl class. international journal of linguistics, literature and culture, 5(2), 1-11. https://doi.org/10.21744/ijllc.v5n2.605. lindblom, peter. 1983. the elements of writing. new york: micmillan publishing co., inc. masruddin, masruddin. the importance of using technology in english teaching and learning. ideas: journal on english language teaching and learning, linguistics and literature, [s.l.], v. 2, n. 2, aug. 2018. issn 25484192. available at: <https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/36> http://www.writingforward.com/better-writing/characteristics-of-good-writing.posted%20on%20january%2012 http://www.writingforward.com/better-writing/characteristics-of-good-writing.posted%20on%20january%2012 https://doi.org/10.21744/ijllc.v5n2.605 https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/36 juwita crestiani m, opik dwi indah, hermini analysis of the students' persuasive paragraph writing ability at university 1786 doi:https://doi.org/10.24256/ideas.v2i2.36. masruddin, masruddin, the efficacy of using short video through group work in teaching speaking to indonesian english as foreign language (efl) students (september 1, 2018). arab world english journal (awej) volume 9. number 3. september 2018 . available at ssrn: https://ssrn.com/abstract=3258815 or http://dx.doi.org/10.2139/ssrn.3258815 masruddin, m. (2016). the efficacy of using language experience approach in teaching reading fluency to indonesian efl students . arab world english journal,7 (4). doi: dx.doi.org/10.24093/awej/vol7no4.21 masruddin, masruddin, the efficacy of using language experience approach in teaching reading fluency to indonesian efl students (december 2016). arab world english journal (awej), volume 7, number 4, december 2016 . available at ssrn: https://ssrn.com/abstract=2898635 or http://dx.doi.org/10.2139/ssrn.2898635 napitupulu, s. 2017. analyzing linguistics errors in writing an english letter: a case study of indonesian undegraduated students. international journal of language and linguistics, 5 (3), 71-77. https://doi.org/10.11648/j.ijll.20170503.12 https://doi.org/10.24256/ideas.v2i2.36 https://ssrn.com/abstract=3258815 https://dx.doi.org/10.2139/ssrn.3258815 https://ssrn.com/abstract=2898635 https://dx.doi.org/10.2139/ssrn.2898635 https://doi.org/10.11648/j.ijll.20170503.12 the particular dialect or language that a person chooses to use on any occasion is called a code 1315 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1315 1323 teachers’ strategies to handle disruptive students in freedom writers movie norliani norliani@stkipbjm.ac.id stkip pgri banjarmasin received: 2022-12-5 accepted: 2022-12-27 doi: 10.24256/ideas.v10i2.3263 abstract the objective of this research was to find out the teachers’ strategies to handle disruptive students in freedom writers movie. this research used descriptive qualitative research. the source of data in this research is obtained from the movie “freedom writers”. the instrument of this research is the researcher herself. in collecting the data, the researcher used an analysis document. the data sources documented in this study is in the form of the content in the freedom writers movie. techniques of data analysis are: watching the movie repeatedly, noting the strategies that the teacher did and, categorizing the data by using harmer ‘s theory (2001) and by hue & lie (2008) . the finding showed that the teacher applied verbal strategies that proposed by hue & lie (2008), from six verbal strategies, the teacher used two strategies namely boosting interest, and calling on students, besides that, the teacher also applied two strategies that proposed by harmer (2001), they are talk to individual and use activities. with this research hopefully it can provide an overview how to deal with disruptive students in the classroom. keywords: disruptive students; freedom writer movie; teacher strategies http://u.lipi.go.id/1457703302 mailto:norliani@stkipbjm.ac.id norliani teachers’ strategies to handle disruptive students in freedom writers movie 1316 introduction education is the process where an individual gets knowledge and it is also where a person develops skills essential to daily living, learns social norms, develops judgment and reasoning, and learns how to discern right from wrong. education helps remove poverty and hunger, giving people the chance at better lives. this is one of the biggest reasons why parents strive to make their kids attend school as long as possible. apart from school, we can also get education from our parents. school as institution consist of a group of people working together cooperatively, rather than unilaterally, to achieve a common goal. one of the important elements of school is teacher, because the teacher has a big task to educating their students, to transfer knowledge, guiding, training, assessing, evaluating and also to change their bad into good habit. one of the greatest challenges for teachers is creating an environment focused on learning and teaching. it is more than managing the behavior of students it involves creating an optimal classroom environment where learning and teaching can take place effectively. even the teacher totally prepared before teaching, there are always those unexpected bumps in the road--one being difficult students, for this situation teacher must manage the class, classroom management is the process by which teachers and schools create and maintain appropriate behavior of students in classroom settings. one of the keys to effective classroom management is the development of a quality relationship between the teacher and the students in the classroom. in teaching and learning process teacher must have skills in managing the class he teaches. class management is one of the fundamental skills of teaching. in this case, the teacher must have the ability to control and inspire a class there are many things that teachers have to overcome when teaching in the classroom, one of the problems is the students uncooperative or disruptive behavior during the teaching and learning process, they have not enjoyed working with, lack of cooperation can take many forms: chattering in class not listening to the teacher, not doing homework, lateness, rudeness. haroun and o’hanlon (1997) define disruptive behavior as an activity which caused distress for teachers, which disturbed good order in the classroom, and cause trouble, which led teachers to make continual comments to the students. umar and khair (2022), in their research found there are eight kinds of disruptive behavior found namely inattention, apathy, moving about the room, annoying others, cheating, needless talk, disrupting, and exaggeration talk. the case raised in the movie freedom writers” is taking stories from a vocational secondary school in long beach, specifically the experience of one classroom of 203 with an english teacher and a new female guardian named erin gruwell. she is very intelligent and creative in educating her students. in this film, the teacher or mrs gruwell taught her students, and she used some strategies to handle this situation. based on the background above, the researcher interested to search the teachers’ strategies to handle uncooperative student in the teaching and learning process. why the researcher took this movie because the theme of this https://unesdoc.unesco.org/ark:/48223/pf0000190214_eng ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1317 movie was education and gave benefit knowledge how to manage the class. the aim of this research is to find out what are hue & lie (2008) as cited in umar and khair, suggested two strategies in dealing with students’ disruptive behaviour, nonverbal and verbal intervention strategies. if the situation was very worse or some more disruptive behaviour takes place, the teacher can do the nonverbal strategies, but if this strategy was not successfully the teacher can apply the verbal strategies. there are four strategies in non-verbal, planned ignoring, signal interference, proximity inference, and touch interference. whereas, there are six verbal strategies, praising peers, boosting interest, calling on students, using humour, asking questions and request and demands. harmer (2001) said there are five strategies that the teacher can do to handle disruptive students, talk to individuals (teachers can speak to individual members of the class outside the classroom. write to individuals, (the same effect can be achieved simultaneously with all students by writing them a letter. use activities (teachers can make it clear that some of the more enjoyable activities which students like to do will only be used when the class is functioning properly. make a language -learning contract (teachers can talk directly on the students about issue of teaching and learning. in this research, the researcher used both theories, by harmer (2001) and hue & lie (2008), about the strategies used by teachers to handle disruptive students. the issue about how to manage the students in the classroom is not new, so many researchers did in this field one of them the study by umar and khair (2022), the title of their research was teacher’s strategies in reducing students’ disruptive behavior in indonesian efl classroom, and the result of the research was the teacher applied some strategies namely, proximity interference, touch interference, signal interference, calling out names, asking question, request & demands, and psychological punishment. the differences between this research and the previous research are the object of the research, the theory that the researcher used and the method of the research. method this research was descriptive qualitative research, which aims at describing the teacher strategies to handle disruptive students found in the “freedom writer” movie. the source of data in this research is obtained from the movie “freedom writers” to describe the teacher strategies to handle disruptive students applied by the teacher that found in the movie since this film has much good value about how are the roles of educator in the teaching and learning process to create a good norliani teachers’ strategies to handle disruptive students in freedom writers movie 1318 atmosphere to students actively and passionately. the instrument of this research is the researcher herself. in collecting the data, the researcher used an analysis document. the data sources documented in this study is in the form of the content in the freedom writers movie. techniques of data analysis are: watching the movie repeatedly, noting the strategies that the teacher did and, categorizing the data by using harmer ‘s theory (2001) and by hue & lie (2008). results after the researcher watched and analyzed the data, it is found that the teacher applied verbal strategies that proposed by hue & lie (2008), from six verbal strategies, the teacher used two strategies namely boosting interest, and calling on students, besides that, the teacher also applied two strategies that proposed by harmer (2001), they are talk to individual and use activities. table 1. teacher’s strategies to handle disruptive student proposed by hue & lie (2008) and harmer (2001) no strategies yes no minutes 1 hue & lie (2008) 1. nonverbal strategies a. planned ignoring, √ b. signal interference √ c. proximity inference √ d. touch interference √ 2. verbal strategies a. praising peers √ b. boosting interest √ 14:31, 19: 44, 30:06 c. calling on students √ 15:11, 28: 14 d. using humor √ e. asking questions √ ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1319 f. request and demands √ 2 harmer (2001) a. talk to individuals √ 01: 34: 59 01: 49: 32 b. write to individual c. use activities √ 41: 38 d. make a language learning contract √ discussion based on table 1 above, we can see that the teacher or mrs. erin applied four strategies to handle disruptive student. 1. boosting interest. picture 1, mrs erin applied boosting interest the picture above depicts that mrs. erin used booting interest when she taught about the epic poem of homer the odyssey. when she wrote homer's name on the blackboard, and one of her students said, he only knows about hormer the simpson. mrs. erin just laughed and she explained that this homer was from ancient greece and bald like the homer simpson. norliani teachers’ strategies to handle disruptive students in freedom writers movie 1320 picture 2. mrs erin applied boosting interest in scene 19:44 we can see, mrs. erin also uses a booster interest to attract the attention of her students, because we can see clearly when mrs. erin come and taught for the first time, all the students in the class have no desire to study, they come late, make up, chat with friends, sleep, read magazines, and to get their attention mrs erin plays music in front of the class when discussing about tupak shakur. picture 3. mrs. erin applied boosting interest in scene 30: 06 mrs. erin also uses boosting interest, to overcome students who interfere with the teaching and learning process. during the lesson, one of the students named tito drew a sketch of jamal's face, and when mrs. erin found out she also told him a similar drawing that she had seen in the museum. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1321 2. calling on students picture 4. mrs. erin applied calling on students mrs. erin used to call on students’ strategy when jamal took gloria's bag, mrs. erin asked jamal to return it, we can see it happened in the scene 15:11. mrs. erin also uses calling on students’ strategy at the scene 28: 14, she called gloria and asked her to read a sentence about the odyssey poem by homer, it was done because she saw gloria does not pay attention and only reading magazines. 3. talk to individual picture 5. mrs. erin applied talk to individual from the picture above, showed that mrs. erin is a teacher who really cares about her students, this proven when we observe from the teaching and learning process in the classroom, mrs.erin always communicates to all her students by accepting feeling, praising or encouraging, accepting or using students' ideas, asking questions, lecturing and giving directions. the teacher also interacted with individual students by accepting feeling, reminding noisy students, and helping the student’s work. it has happened when one of her student named andre didn't go to class because he felt he couldn't get good grades, and mrs, erin is encouraging and motivating that he will definitely succeed in getting good norliani teachers’ strategies to handle disruptive students in freedom writers movie 1322 grades, besides that, mrs. erin also accompanied eva to study and listen to eva's story. 4. use activities picture 6. mrs. erin applied use activities strategy in the picture above we can see, that when she taught, she used some activities to attract students' attention, because they do not interest in learning, one of the activities was game. we can find it in scene 41:38. mrs. erin applied these strategies because she wants to create an effective teaching and learning process, and as a teacher she can control students’ behavior. conclusion based on the data finding and the discussion above, it can be concluded that the teacher in this case mrs.erin applied four strategies namely, boosting interest, calling on the students, talk individual, and use activities to handle disruptive students found the freedom writers movie, with this research hopefully it can provide an overview how to deal with disruptive students in the classroom. in these parts, the researcher will give some suggestion, the teacher should manage the classroom, control their student’s behavior for example uncooperative student, to prevent the situation, teacher should choose the best way to handle it. the finding of this research cannot be generalized because the subject of the research is movie, and for next researcher, it is suggested to observe the real situation in the classroom and can use the other strategies. references haroun, r, & o’hanlon, c (1997), teachers’ perceptions of discipline problems in a jordanian secondary school, pastoral care in education hue, m., & lie, w (2008), classroom management: creating a positive learning environment. hongkong university press harmer jeremy, (1998), how to teach english, an introduction to the practice of english language teaching: london longman umar & rahmat khair (2022) teachers’ strategis in reducing students’ disruptive behavior in indonesian efl classroom, english review: journal of english education. volume 10, issue 2, june 2022 o’ferral beaty ellen mary, alan green & fred hanna, (2010), classroom management strategies for difficult students: promoting change through relationship, middle school journal, march ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1323 saun saunir, evajustika gultom, (2016). the role of classroom management in creating an effective english learning, journal of english language teaching volume 5, no 1, series a, september 2016 suswanto gading (2020), an analysis of classroom management in english teaching learning process at smpn 19 seluma in academic year 2019/2020, english education study program faculty of tarbiyah and tadris, state islamic institute of bengkulu rinawati (2020), the effect of classroom management on students’ learning outcomes at smp negeri 2 anggereja enrekang. english education department . muhammadiyah university. https://drive.google.com/file/d/1th4eq_s9jyjofsr6crfjaiz5r6xsxp8/view?usp=share_link the particular dialect or language that a person chooses to use on any occasion is called a code 1887 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1887 1898 implementation of reading-log to increase students’ interest on literacy at islamic boarding school kalsum1, faridah abdul rauf2, ahmed sardi3 1*kalsum@iainpare.ac.id, 2faridahabdulrauf@iainpare.ac.id, 3sardihere@stkipddipinrang.ac.id 1,2iain parepare, parepare, indonesia 3stkip darud da’wah wal irsyad pinrang, pinrang, indonesia received: 2022-11-18 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3202 abstract this study aims to investigate the implementation of reading log to students’ reading. this study focuses on reading log and students’ interest in literacy. reading log, it is hoped that students will be able to become a tool to control reading as well as a tool to measure students' interest in literacy. regarding the research method in order to obtain the research objectives, the researcher implemented quantitative research with one shot case study design. the research was conducted pondok pesantren zubdatul asrar parepare. the instruments in this study are reading log and questionnaires about students’ interest in literacy. based on the analysis, by implementing the reading log, the results are as follow: 1) students can know exactly what they read, 2) reading became enjoyment and meaningful, 3) students are able to think critically, 4) the students are in time to complete their task in reading log. keywords: reading log, extensive reading, literacy introduction data on reading interest and illiteracy rate have an effect on human development index (hdi) position (hdi) indonesia, as measured by life expectancy (health level), economic growth and quality of education. based on bps data in 2014, the hdi value slightly increased to 68.90 from 68.40 in 2013. data released by the development program agency pbb/united nations development program (undp), hdi indonesia in 2013 was ranked 108 out of 187 countries. this shows that http://u.lipi.go.id/1457703302 mailto:*kalsum@iainpare.ac.id mailto:faridahabdulrauf@iainpare.ac.id mailto:sardihere@stkipddipinrang.ac.id kalsum, faridah abdul rauf, ahmed sardi implementation of reading-log to increase students’ interest on literacy at islamic boarding school 1888 indonesia is far below asean countries other. another survey on literacy by central connecticut state university in 2016 in new britain, conn, usa, for example, places indonesia in a fairly high position, which is the 60th order out of 61 countries (kemendikbud, 2017). meanwhile, the results of the program for international student survey assessment (pisa) 2015 announced in early december 2016 show results that are not much different. indonesia is in the order 64th out of 72 countries. during the period 2012--2015, pisa scores for reading only rose 1 point from 396 to 397, while for science rose from 382 to 403, and math score rose from 375 to 386. the test results show that the ability to understand and skills in using reading materials, especially texts documents, indonesian children aged 9-14 years are ranked bottom ten. indonesian student competency assessment score results (aksi)/indonesia national assessment program (inap) which measures reading, math and science skills for elementary school children also showed worrisome results. nationally, it is shown the fewer categories for mathematical ability as much as 77.13%, reading ability 46.83%, and science ability 73.61%. the survey results indicate that reading interest and indonesian literacy is a problem that must be addressed seriously. our nation's interest in reading and literacy must match the even higher than other nations that have advanced so that the nation indonesia also plays a role in the arena of the global era. so far literacy not only understood as the ability to read and write, but also it is also understood as the ability to take advantage of the results of the reading for the life skills of its readers. therefore, literacy in the context of reading and writing is one of the needs that must be met and cannot be separated from everyday life. based on the data above, it is urgently needed an immediate and tangible treatment to overcome the decline in the quality of reading and counting children in our country. a comprehensive system and treatment are needed to promote reading and numeracy literacy from childhood to university level. reflecting on one of the developed countries, namely the united states, it is especially the state of ohio, where it is very easy to find on various street corners and public service places that the people are very fond of reading. children to the elderly level make reading their daily needs. the survey results show that there is special treatment given by the government through existing educational institutions from childhood to university level. the treatment is by launching comprehensive reading literacy education at every level of education and periodically monitoring progress. literacy education is carried out by mapping the treatment at each level of education. for example, at the elementary school level from grades one to three, each student is required to read and write at home through the application of independent reading assignments. each student has a reading-log, or a kind of reading diary, which contains a record of the duration of time they spend reading at home and is monitored by parents by initialing the book. this reading activity is carried out freely without any benchmark minutes or hours given by the school. in addition, student diaries also contain other school assignments such as writing ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1889 activities (nurchalis, n. f, et al., 2021). for elementary school students are required to write short paragraphs about what they have read and will be presented in front of the class and make corrections on the pronunciation of words and sentences spoken by students. this activity continues until the junior and senior high school levels by distinguishing reading materials and the minimum reading time limit that is proclaimed for example at the junior high school level, students are required to read novels and write down what they understand from the novel into a diary. the literacy movement of reading and writing in each school can vary according to the level of creativity and policies of each school. schools are given full authority while still considering the quality and effectiveness of activities. in other hand, proper vocabulary or diction is concerned with choice of word used in conveying a thought, how forms groups of proper words or use the proper expressions and the proper style in each situation. diction in speaking or reading is being a difficulty for english teachers in the classroom interaction. especially for beginners, english teachers, some of them are ignorant of choosing proper/right vocabulary in describing and explaining materials in teaching or use english to give some instructions. therefore, the purpose of this study is to identify the kinds of diction that teacher commonly uses in efl classroom teaching interaction (sardi, et al., 2017). reading, in line with listening, which is one out of four language skills, is considered as the building block for other two other skills writing and speaking. former two skills, the receptive skills, determine how good the last two skills, famously known as the productive skills, mastered by the students. reading is basically an activity including, say, some processes to decode information encoded in the written materials (grabe, w., 2009). extensive reading is the type of reading in which students read and refer to large quantities of material, chosen by themselves or reading for pleasure. extensive reading is essential for piquing students’ interest in the content of the books they have chosen. to put it another way, extensive reading boosts a student's desire to read. it provides students with the opportunity to become active and critical readers. students read freely from a variety of reading materials, allowing them to provide engaging and insightful feedback on their comprehension. these extensive reading activities can improve students reading skills same as intensive reading, but without burden, since students choose their book (salsabila, et al., 2021). regarding the foregoing, the researchers plan to carry out the same application in islamic boarding schools in the city of parepare. this is done to test the effectiveness of reading literacy education for students using reading-logs to be applied as a pilot project for reading literacy activities. the results obtained from this study are expected to be a pilot project for the implementation of the same activities in all schools in the parepare area in particular, and in general can be applied in indonesia as a solution of the low reading level of our students. this kalsum, faridah abdul rauf, ahmed sardi implementation of reading-log to increase students’ interest on literacy at islamic boarding school 1890 research is focused on madrasah’s literacy education. the research question can be described on how significant the role of reading log in building up student`s literacy skill is and on how the students’ literacy interest is. related to the previous research problems, the study objective is stated as follow; to investigate the role of reading -log able to build up the literacy education in madrasah and to increase students’ literacy interest by implementing the reading log. method the research is quantitative research. the design used in this study is preexperiment design, with the one-shot case study design. the design presented as follows: 1) treatment treatment used in teaching and learning process. the treatment was carried out five met and each meeting the students were given one reading book the procedures during the treatments will explain: a. the teacher checked students’ attendance. b. before teaching, the teacher gave motivation to students c. the teacher explained the reading log concept and how is the application d. the teacher makes the students understand about the reading procedure. the students will be given a treatment to read 1 topic in random for each day according to their interest. then they will write their reading in reading log and the teachers will check and ask them about their reading in the next day. 2) post-test post-test is a test was given after the treatment has done to know the achievement and students’ development after learning process in students reading comprehension by using reading-log which the results compared from the difference between the pre-test and post-test. the population of this research is the students of islamic boarding school in parepare in academic year 2021-2022. the islamic boarding school that was chosen is pesantren putri zubdatulazrar nu parepare. in this present study, the sample population consists of efl students. they will choose totally. the sample is all the students of pesantren putri zubdatul-azrar pcnu parepare. the participants were 23 female which become the population during the academic year 2021-2022. the main instruments used for the purpose of data collection are reading-log and students reading material that they are choose based on their passion in reading. the students were not asking for specific genre for their reading material but they are please to decide their own interest. the students w e r e asking to read a book they loved to and write it down in reading-log such as the title of the book, what the book discuss about, and their view about it. treatment posttest ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1891 another instrument that is used in this study is the reading motivation questionnaire. the questionnaire consists of 53 questionnaires about reading motivation. the points of questionnaires included: 1. need for reading 2. action to find reading 3. enjoyment of reading 4. interest in reading 5. desire to always reading 6. follow up (follow up what was read) in collection the data, the researcher carried out research by using the following steps: 1. distributing the reading-log and questionnaire to the students. the readinglog is distributed on the first meeting, and questionnaire in the last meeting. 2. the researcher explained briefly the use of reading-log and questionnaire and how to work out of them. 3. the students worked out the questionnaire for thirty minutes. 4. the researcher then collected the reading-log and questionnaire from the students. the data collected through the two instruments were tabulated and analyzed into a percentage by using the following formula: which: y = total number of respondents who voted z = choice of likert score numbers to know the interval of the scale, the questionnaire is analyzed into interval formula: which = 100 / 4 = 25 so, the result (i) = 25 the following are the criteria for interpreting the scores based on intervals: tabel 1. criteria of questionnaire no interval interpretation 1 0% – 24.99% very (disagree/bad/very less) 2 25% – 49.99% disagree / not good 3 50% – 74.99% agree/good/like 4 75% – 100% very (agree/good/like) i = 100 / total score (likert) kalsum, faridah abdul rauf, ahmed sardi implementation of reading-log to increase students’ interest on literacy at islamic boarding school 1892 to measure the students’ reading log, the data tabulated by referred to the scoring system of reading log rubrics is introduced by rcampus.com (https://www.rcampus.com/rubricshowc.cfm?code=px9w828&sp=yes&). below are the classification score, and criteria of the components above. table 2. reading log rubrics categories below standard (1 points) approachin g standard (2 points) meet standard (3 points) exemplary work (4 points) presentation your log is missing 3 or more of the following: -book title author minutes read, pgs. read -response question -date -genre -parent signature your log is missing 2 or more of the following book title author minutes read -response question -date -genre -parent signature your log includes your response question, but is missing 2 or less of the following: book title author minutes read -date -genre -parent signature your log includes: book title author minutes read -response question -date -genre -parent signature for every entry amount of reading you have demonstrate d at least 2, 20 minutes reading sessions in your reading log this week. you have demonstrate d at least 3, in-class reading sessions in your reading log this week. you have demonstrate d all 4 (m-f), reading sessions in your reading log this week. you have demonstrate d all 4 reading sessions with more than 30 minutes in your reading log this week. this means reading in out-of-class time as well. question -responses -response -informative https://www.rcampus.com/rubricshowc.cfm?code=px9w828&sp=yes& ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1893 response are brief or carelessly completed. -tendency to write unclear summaries with little attempt to use examples or quotes to support your ideas. -work is characterize d by difficulty communicat ing information, feelings and opinions. shows evidence of thought and effort to communicat e is largely successful. -response may suffer from minor omission or error. -there is a tendency to summarize rather than comment on events and characters and their significance to the story or life. -examples and quotes are roughly attempted. 6-10 convention errors. demonstrate s significant understandin g of what is read by using specific examples and quotes from the book to support your views. -responses are well written and demonstrate comprehensi on and effectively communicate information, feelings and opinions about the book. and original responses which demonstrate a high level of understandin g. -skillfully uses specific examples and quotations from the book. -shows evidence of critical thinking by demonstratin g insight into character and reflection on the structure of the book. -convention perfect response shows a superior ability to communicate information, feelings and carefully supported opinions about what is kalsum, faridah abdul rauf, ahmed sardi implementation of reading-log to increase students’ interest on literacy at islamic boarding school 1894 read deadline you completed your reading log/session s 2 out of the 5 days you completed your log/reading sessions 3 out of the 5 days you turned your reading log in one day late. you turned your reading log in on time. results and discussion 1. role of reading log in building up student’s literacy skill in order to make to reading log more effective, there are some components needed to be underlined. through the implementation, it could give some advantage to students. based on the result, the students had some progress in their reading. first, by using a reading log, students can know exactly what they read. based on the results, most of students get predicate exemplary work for their presentation on reading log. based on the students' reading log, students fill in the identity of the book they are reading. this finding is suitable with the nur istiqamah in her research that the purpose of this is to simply identify what the students chose to read which enabled both the students and the teacher to understand better the rest of the contents of the book. by filling in the identity of the book, students and teachers can predict the contents of the reading to be read (istiqamah, nur, 2016). for prediction of content based on the title, students had to indicate what came to their mind upon seeing the title cover of the reading material. predicting is a common prereading technique to activate background knowledge, focus the reader’s attention, set the mood of the story, and establish a purpose for reading. readers can often predict the content of a story by looking at the title or chapter headings, scanning the table of contents, and reviewing any pictures, tables, figures, or graphs (aliponga, jonathan, 2013). second, reading became enjoyment and meaningful. based on the result, the students get exemplary work for their amount of reading in reading log. most of them can read more than five books that the teacher offers to them. reading more book indicates that the students are enjoy the book. reading texts became meaningful and enjoyable for the students since they had the opportunity to choose the books based on their interests and ability. as the students discovered that the books, they read offered the sense of meaningfulness and enjoyment, they admitted that they got absorbed in their books (gabriella, et al., 2019). the advantage to have enjoyable and meaningful reading is the students are motivated to read. the sense of enjoyment offered by extensive reading also increased the students’ motivation to practice their reading. based on hofer’s theory about the indication of motivation, most students agreed that extensive reading encouraged them to read ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1895 more because they had freedom to choose, and they made effort to complete their reading logs despite their lack of perseverance. third, students are able to think critically. the result also revealed that reading log enabled students to think critically. one source of critical thinking is taking control of our conscious thought processes, in the question response (sardi, a, et al., 2022). it means that when students answer the question of their reading, students had to analyze and evaluate what they have read which is essential steps in critical thinking process. and in the part of critical thinking is finding an intriguing sentence or passage then interpreting the idea or situation by writing comment (istiqamah, nur, 2016). it also was related aliponga’s explains, when we think critically, we make purposeful, self-regulatory judgment, which results in interpretation. students had to interpret what they read in order to write extended comments about intriguing sentences or passages (aliponga, jonathan, 2013). they had to formulate inferential or critical questions and had to write the possible answer to those questions. they had to express opinions, specifically what they liked and did not like about the readings and had provide explanations for such response. besides improving reading skills and motivating to read more, the students also agreed that extensive reading gave good impact to the students’ language skills and components, such as vocabulary, grammar, speaking, and writing as pointed out by ghanbari and marzban in their theory about the advantages of extensive reading (ghanbari, m.& marzban, a, 2013). those skills and components were improved not only through reading extensively but also through making reading logs. as a follow-up activity, reading logs helped the students improve their reading comprehension because the student had to really understand what they had read so that they were able to make summaries. making reading logs also consolidated what the students had read (lyutaya, tatiana, 2011). fourth, the students are in time to complete their task in reading log. most of students get predicate exemplary work in deadline category on their reading log. the students are trying to accomplish their task as soon as possible (aliponga, jonathan, 2013). 2. students’ interest in literacy based on the result, from the questionnaire, there are six indicators to measure the students’ interest. for six indicators, most of them are in very good category. to sum up, the students are in very good in interesting about reading. even though they are interested in reading, reading itself have to be started since they are child. there are some efforts that can be implemented to increase the students’ interest in reading. efforts need to be made to increase interest read according to hasyim in dalman, is so that every family have a family library, so the library can a pleasant place to gather together. at the school level, students' low interest in reading can be overcome by repairing libraries in schools, teachers, lecturers and school librarians as educational staff, must changing the mechanism of the learning process towards kalsum, faridah abdul rauf, ahmed sardi implementation of reading-log to increase students’ interest on literacy at islamic boarding school 1896 reading as a lifelong learning system. every teacher should be able to play its role as a motivator for students eager to read a lot of supporting books curriculum on each study material (ermawati, e, et al, 2021). for example, it is by giving homework after every meeting in the process learning. with a continuous reading drill system then reading will become a habit of students in learning. there are many ways to increase reading interest need to be done, including among others as stated tarigan are: first, try to always provide time to read regularly. it must be realized that a person who can read well is an ordinary person thinks well too. second, get used to it choose good and necessary readings. which problem often faced is when you can't choose a book to read which is good, also because it collided with the limited time until cannot read a large number of books. therefore, skills are needed in selecting reading material (g. t. henry, 2008). there are several ways to foster interest in reading according to hasyim in dalman, namely as follows (dalman, 2014): a) read books since the child was born. in the period of 0-2 years the development of the human brain is very fast and receptive (easily absorbs anything with strong memory), when children are introduced to reading early on, then one day they will have an interest in reading. b) encourage children to talk about what they have heard or read. reading materials will be a necessity requires children to understand a reading and read books over and over again. c) take your child to a bookstore or library. libraries will introduce children to diversity of reading material so as to foster great curiosity to read the material what they see, the availability of reading material allows the child to choose the appropriate reading with interest in reading. d) buy books that interest children. an interesting book will certainly elicit a response for the child to open or read the book to attract his attention. e) set aside money to buy books. availability of purchased reading material raise awareness of the importance of reading. f) watch the movie and buy the book. this is done so that the child does not create a habit watching movies but reading also takes some getting used to. g) create a family library. h) exchange books with friends. i) eliminate blockers like television or playstation. the difficulty of creating a reading mindset in children because of the influence of watching television, playstation, things that liked by children, the role of parents and teachers is very important to encourage children to love reading. a) give gifts (rewards) that increase enthusiasm read. b) make books as gifts for children. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1897 c) make the desire to read a daily activity. d) dramatize the book you read e) increasing interest in reading can be done in various ways another. f) have high awareness and interest in read. g) provide a special time to read. make time to read, of course important because this will grow an activity regular reading amidst the busyness of everyday life. conclusion considering the result of the data analysis and the discussion of the result in the previous chapter, the researcher concludes that first, by using a reading log, students can know exactly what they read. most of students get predicate exemplary work for their presentation on reading log. students fill in the identity of the book they are reading. by filling in the identity of the book, students and teachers can predict the contents of the reading to be read. secondly, reading became enjoyment and meaningful. based on the result, the students get exemplary work for their amount of reading in reading log. most of them can read more than five books that the teacher offers to them. reading more book indicates that the students are enjoy the book. the third is that students are able to think critically. the result also revealed that reading log enabled students to think critically. one source of critical thinking, which is taking control of our conscious thought processes, in the question response. it means that when students answer the question of their reading, students had to analyze and evaluate what they have read which is essential steps in critical thinking process. fourth, the students are in time to complete their task in reading log. most of students get predicate exemplary work in deadline category on their reading log. the students are trying to accomplish their task as soon as possible. based on the result, from the questionnaire, there are six indicators to measure the students’ interest. for six indicators, most of them are in very good category. to sum up, the students are in very good in interesting about reading. even though they are interested in reading, reading itself have to be started since they are child. there are some efforts that can be implemented to increase the students’ interest in reading. first, try to always provide time to read regularly. it must be realized that a person who can read well is an ordinary person think well too. second, get used to it choose good and necessary readings. references aliponga, jonathan. (2013). reading journal: its benefits for extensive reading. international journal of humanities and social science, vol. 3 no. 12. dalman. (2014). keterampilan membaca. jakarta: pt. raja grafindo persada. ermawati, e., nurchalis, n. f., & sardi, a. (2021). online efl teaching and learning: different skills, different challenges. ideas: journal on english language kalsum, faridah abdul rauf, ahmed sardi implementation of reading-log to increase students’ interest on literacy at islamic boarding school 1898 teaching and learning, linguistics and literature, 9(1). gabriella, veronica l, diptoadi. (2019). students’ perception of extensive reading activity through reading log. magister scientiae. ghanbari, m.& marzban, a. (2013). effect of extensive reading on incidental vocabulary retention. procedia-social and behavioral sciences. grabe, w. (2009). reading in a second language. united states of america:cambridge university press. henry guntur tarigan. (2008). membaca sebagai suatu keterampilan berbahasa, bandung: penerbit angkasa bandung, 2008. kementerian pendidikan dan kebudayaan. (2017). panduan gerakan literasi nasional. jakarta. nur istiqamah. (2016). the effect of reading log toward reading achievement and reading strategy use of the fourth semester students at english education study program in iain palangka raya. unpublished thesis: palangka raya. nurchalis, n. f., ermawati, e., sardi, a., & nursabra, n. (2021). language laboratory to overcome the barrier of classroom english learning: does it exist and is it used in islamic schools of majene?. elsya : journal of english language studies, 3(3), 183-194. https://doi.org/10.31849/elsya.v3i3.6824 sardi, a., firmansyah jn, m., walid, a., & ahmad, a. k. (2022). an analysis of difficulties in online english learning experienced by the efl teacher . inspiring: english education journal, 5(2), 144-154. https://doi.org/10.35905/inspiring.v5i2.2806 sardi, a., haryanto, a., & weda, s. (2017). the distinct types of diction used by the efl teachers in the classroom interaction. international journal of science and research (ijsr), 6(3), 1061-1066. https://doi.org/10.31849/elsya.v3i3.6824 https://doi.org/10.35905/inspiring.v5i2.2806 the particular dialect or language that a person chooses to use on any occasion is called a code 1394 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1394 1407 the effectiveness of resource-based learning model in english for islamic studies course in enhancing critical thinking skill heru saputra herusaputra.mr@gmail.com uin salatiga received: 2022-11-13 accepted: 2022-12-28 doi: 10.24256/ideas.v10i2.3182 abstract the pace of change in the world is accelerating rapidly. hence, a powerful way to empower learners is to improve their critical thinking, an essential skill for success. this quantitative paper aimed to measure the effectiveness of a research-based learning (rbl) model in english for islamic studies course to improve students' creative thinking skills at ma'had al-jamiah putra uin salatiga. the subjects were 27 students of ma'had al-jamiah chosen by purposive random sampling to determine the experimental class. the data were obtained by using a questionnaire and test containing the indicators of critical thinking. they were analyzed using one group pretest-posttest to measure the effectiveness of the developed model. based on the result, it was concluded that the rbl model in english for islamic studies course effectively improves the critical thinking skill of ma'had al-jamiah students. keywords:; critical thinking; english for islamic studies, learning model; resourcebased learning introduction critical thinking can be defined as the capacity to assess ideas in a rational, methodical, thoughtful, and constructive manner. it is used to make, evaluate, and decide what will be believed or done to solve a problem successfully. jayanti (2013) asserts that critical thinking includes higher-order thinking processes because, when making decisions or drawing conclusions, an individual employs active control, i.e., rational, reflective, responsible, and skilled thinking. in today's life, life will be more competitive with the advancement of technology and science, which causes the current of globalization to flow rapidly. moreover, the passing of the asean http://u.lipi.go.id/1457703302 mailto:herusaputra.mr@gmail.com ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1395 economic community (aec) has made it easier for global residents, especially in southeast asia, to enter, work or invest in indonesia. critical thinking becomes very important with these conditions because it allows a person to work more carefully and produce better products (prihartini et al., 2013). it is an essential component of contemporary education that ought to be expanded upon and made more accessible, particularly in the midst of the ongoing fourth industrial revolution (4ir) (wilson & narasuman, 2020; boleng et al., 2017; hidayati et al., 2020), in which information is readily available and changes occur quickly and radically. the value of the ability to think critically is becoming increasingly acknowledged within today's educational system. educators are obligated to use teaching and learning strategies that are shown to be effective in order to support the development and expansion of students' cognitive capacities (moust et al., 2019). a rational mind that can conform to logical norms, an ability to adhere to logical principles, and scientific reasoning as the greatest decision-making basis are all necessary components of critical thinking. according to facione, in order to think critically, one needs make use of fundamental thinking skills, such as drawing conclusions, analyzing assumptions, deducing or reasoning, formulating interpretations, and rendering judgments (hajhosseini et al., 2016). it is also considered a cognitive skill that incorporates logical analysis and argument evaluations in order to establish logical behaviors, and critical thinking is one of the components of this cognitive talent (alvarez-huerta et al., 2022; orakci, 2021; papp et al., 2014; stupnisky et al., 2008). educating students to be able to think critically has been recognized as one of the most important goals of the educational system since the late 19th century (jatmiko et al., 2018; suarniati et al., 2019). according to hsu (2021), critical thinking is made up of three different aspects: knowledge (which can be broken down into topic knowledge, technique knowledge, self-knowledge, and environment knowledge), dispositions (which can include logical integrity, logical humanity, logical modesty, logical courage, logical persistence, and so on), and skills or abilities. according to the findings of a number of studies (wale & bishaw, 2020), understanding, analyzing, synthesizing, concluding, evaluating information, explaining, and self-regulation are all components of critical thinking. these are all skills that can be acquired through experience, observation, reasoning, or communication (piawa, 2010; ulger, 2018). critical thinking is tied to cognitive skills as well due to the fact that it requires problem-solving, a grasp of the interaction of elements that influence results, and the evaluation of a range of choices and circumstances in order to come to the most appropriate conclusion (erikson & erikson, 2019). in addition, critical thinking is linked to a variety of other skills, including the capacity for scientific communication, self-assurance, and motivation (hu et al., 2016). this condition affects the educational world, where critical thinking skills are heru saputra the effectiveness of resource-based learning model in english for islamic studies course in enhancing critical thinking skill 1396 competencies that students must possess. as stated by fardani (2017), it has been demonstrated that critical thinking prepares students to think in various disciplines. critical thinking is a cognitive activity that students engage in differently—focusing on deciding what to believe or do divides ways of thinking in real-world activities. in addition to critical thinking, english is also an absolute thing that must be mastered to deal with the above conditions. other skills will be of little use without english because they cannot be widely used in the global community. the multiplier effect brought about by the mea in several sectors brings inflows of investment and requires citizens from different countries to meet and communicate with each other. so, congge (2015) makes recommendations, one of which is mastery of english, to make it easier for indonesia to market its local commodities in the form of goods and services as well as to facilitate the flow of investment. a statement about the importance of english was also conveyed by shobikah (2017), who believes that in addition to other skills, english is a must. muslim students living in mahad al-jamiah putra uin salatiga must also see the above facts at so that they should not be left behind in english and critical thinking so that they do not have difficulties in facing the global world. in addition, as students, they are also obliged to study and understand islamic texts as their provision in society. they will become global citizens and religious leaders of their communities at the same time. moreover, indonesian islamic values are necessary amid an increasingly swift current of radicalism. the abundance of learning resources is defined by herlina (2009) as everything that can provide ease of learning so that several pieces of information, knowledge, experience, and skills are obtained to enable students to learn well, strongly supporting the existence of resource-based learning/rbl). this method allows for learner-centered learning and involves structured individual learning experiences so that teachers do not become sources of all sources, such as conventional learning. referring to the background above, there needs to be a breakthrough in learning english without leaving islamic studies and being able to train critical thinking for mahad al-jami'ah students in this context. then, seeing that there are many learning resources available in this era of globalization and communication, the researcher intends to carry out research and development (research & development) on developing an english resource-based learning model in english for islamic studies course to improve the critical thinking ability of santri mahad al -jami'ah putra uin salatiga. based on this background, this study uncovers several problems, namely how the english resource-based learning model with indonesian islam can improve the critical thinking skills of mahad al-jamiah putra students after expert validation and whether the resource-based learning model is effective in english with indonesian islam to improve the critical thinking ability of mahad al-jamiah's putra. for the purpose of constructing their definition of critical thinking, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1397 researchers reference a number of different expert perspectives. critical thinking is an intellectual process that involves the creation and application of concepts, the synthesis and evaluation of information obtained from observations, experiences, reflections, thoughts, or communication, which is then used as a basis to believe and act, according to suwarma (2009), who cites the opinion of scriven and paul. suwarma defines critical thinking as an intellectual process that involves the creation and application of concepts. critical thinking is an orderly and transparent process in mental tasks such as problem-solving, decision-making, assessing assumptions, and scientific discovery, according to johnson (2010), who contributes to our knowledge of critical thinking by describing it as such. in addition, according to surya (2013), critical thinking is the process of actively, persistently, and carefully considering a belief or any type of acquired information from a range of reasons that support and conclude the view. in addition, wijaya (2010) defines critical thinking as the activity of analyzing ideas or concepts in a more specific manner, distinguishing them sharply, selecting, identifying, reviewing, and developing them in an ideal manner. in other words, critical thinking is the activity of analyzing ideas or concepts in a manner that is ideal. according to kurfiss (2010), the objective of critical thinking is to analyze a scenario, phenomena, issue, or problem in order to come up with a hypothesis or conclusion that takes into account all of the information that is available and can be reliably supported. the capacity to analyze, synthesize, and evaluate information, as well as the ability to apply these abilities and techniques in a responsible manner to a range of circumstances in order to identify the best course of action, are all components of critical thinking. effective critical thinkers are able to apply these abilities to specific circumstances in order to make effective judgments both at work and in their personal life; hence, critical thinking has become an essential educational aim and is highly appreciated by employers. on the other hand, society has the perception that kids lack the ability to think critically (stoesz et al., 2022) according to ennis (as cited in maftukhin, 2013), there are five distinct groups of indicators of critical thinking skills. a. basic clarification / elementary clarification this stage is comprised of three indicators: (1) identifying or formulating questions, (2) analyzing arguments, and (3) posing and responding to clarifying and/or challenging questions. b. the decision's rationale. this stage is further subdivided into two indicators: (1) evaluating the credibility of a source, and (2) observing and evaluating the results of observations. c. inference/conclude. while the conclusion stage is also divided into three indicators: (1) making a deduction and considering its results, (2) making an heru saputra the effectiveness of resource-based learning model in english for islamic studies course in enhancing critical thinking skill 1398 induction and considering its results, and (3) making a decision and considering its value. d. additional clarification / enhanced clarification this fourth stage includes two indicators: (1) identifying terms and considering their definitions, and (2) referencing unstated assumptions. e. hypothesis and integration this final stage is comprised of two indicators: (1) considering and thinking logically about premises, reasons, assumptions, positions, and other proposals with which they disagree or have doubts, but which do not disturb their minds; and (2) combining their abilitiesabilities and other dispositions when making and defending a decision. regarding resource-based learning, it is a student-oriented learning system that is very well organized for independent learning so that it allows all learning activities to be carried out using human and non-human learning resources in effectively regulated learning situations (unsurni, 2009). the term 'learning resources' refers to a collection of learning materials or situations that have been created intentionally so that individual students can learn. essentially, learning resources used in education or training are a system consisting of a collection of materials or situations that have been created and designed to facilitate individual student learning. these learning resources are referred to as educational media to ensure they are appropriate. these learning resources must meet three criteria: 1) they must be readily accessible; 2) they must allow students to motivate themselves; and 3) they must be individual in nature, for instance, they must be able to meet the diverse needs of students in an independent learning environment (sudjana, 2009: 76). from the definitions above, the researcher concludes that resource-based learning is more learner-centered than teacher-centered and allows independent learning by using all available resources. there have been studies conducted on this topic. rosmayanti (2018) attempted to improve critical thinking in pasundan 3 bandung high school students through a web-based problem-based learning model centered on the concept of life classification. in this study, rosmayanti discovered that the school's teachers' learning model is not yet effective. then, he used the pbl method to improve students' critical thinking with a significance reference sig of 0.00 0.05, so that there was a significant difference between the preand post-tests and its effectiveness could be determined. the second research done on chinese pupils was carried out by fan and sea (2022). there is a growing concern among academics in western countries that students from china do not have the capacity for critical thinking, despite the fact that the number of chinese students attending institutions in western countries is on the rise. on the other hand, there is a paucity of actual facts to back up this assertion. it presents the conclusions of an in-depth analysis of studies ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1399 conducted all around the world to compare the analytical capabilities of students from china to those of other types of students. a search of eight different social science databases led to the finding of fifteen publications that met the inclusion requirements. this was in addition to the extra sources that were located throughout the search. the findings of nine studies that looked at the analytical thinking abilities of students were all over the place. there is no data to support either side of the argument over whether or not chinese students are better or worse than other students when it comes to critical thinking. there is not a lot of research done on this topic. it has been shown that chinese students are less inclined to participate in critical thinking, which is distinct from critical thinking inadequacies. the research on critical thinking dispositions was conducted by five different researchers. only one piece of research looked at how people think critically, and it found that chinese students place a higher emphasis on information-seeking than they do on critical thinking. the bulk of the studies had insufficient designs and small sample sizes for their participants. these findings indicate that the critical thinking of chinese students has received little study attention; hence, further rigorous and extensive experimental investigation is required. pbl-stem is an acronym that stands for problem-based learning that integrates science, technology, engineering, and mathematics. in order to strengthen students' capacities for critical thinking, parenta et al. (2022) investigate how pbl-stem might be used to the study of fundamental machines. the collection of data for this study is conducted using qualitative research methods, which also include analyses of previous publications. in order to gather information, this study will search for appropriate theoretical references to the difficulties that have been outlined. following the acquisition of the data, descriptive analysis methods are utilized in order to make evaluations. an improvement in the students' capacity for critical thinking was uncovered by the examination of the collected data, as shown by the n-gain score. these results are supported by other research of a relevant kind. an analysis of the relevant published research reveals that applying problem-based learning and stem concepts to the study of fundamental machines can help promote critical thinking. method this quantitave research is the following step of the development carried out by the researcher. the procedure for developing the resource-based model in english for islamic studies to improve critical thinking skills at mahad al-jamiah is carried out in three stages, namely: (1) preliminary studies, (2) development of learning models, and (3) testing of learning models. this study aims to evaluate the efficacy of the developed model. the subjects heru saputra the effectiveness of resource-based learning model in english for islamic studies course in enhancing critical thinking skill 1400 were 27 mahad al-jamiah putra students. the sampling technique used to determine the experimental class was stratified random sampling. likert scale questionnaires, open questionnaires, and test containing indicators of critical thinking are used to collect data. figure 1 depicts the "onegroup pretest-posttest design" research design used to analyze the students' critical thinking comprehension data. figure 1. one-group pretest-posttest design in the design taken from sugiono (2013), o1 is the pre-test score (before to participation in rbl-based english learning) and o2 is the post-test score (english using the rbl model). the t-test was continued using the received data from the pretest and posttest. a parametric test (paired t-test) is carried out if the data are normally distributed. however, if the data are not normally distributed, a nonparametric test (the wilcoxon test) is conducted. using the sequence of events, the control study design "one-group pretest-posttest design," is employed (history). the incident history is the particular event that occurred between the first and second measurements. the controls are continuous monitoring, isolating experimental activities, and design selection. result based on the results of the preliminary test, then the activities in this development are formulated as follows: table 1. the activities in developing the rbl model of english for islamic studies no activities descriptions 1 planning a. formulating the theme b. analyzing english rps with islamic content c. developing an english learning plan with islamic content that has been adapted d. choosing media and learning methods e. choosing learning resources f. designing evaluation tools 2 implementation of learning with the rbl method implementing the models of rbl o1 x o2 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1401 the phase of presenting the concept of critical thinking a. lecturer divides study groups according to their needs b. students follow the instructions to enter the study group c. lecturer guides group dynamics in critical thinking the phase of exploring islamic-based english material to improve critical thinking skills a. lecturer explores the material abilities of each group b. students explore information and look for potential materials through online resources material discussion and communication phase a. lecturer becomes facilitators in discussion and reasoning b. students exchange ideas and analyze material c. lecturer guides the results of material analysis d. lecturer concludes the results of the discussion instructional impact phase a. lecturer tests the ability to absorb material from the work of study groups with presentations b. students present the results of study group work 3 evaluation a. presentation b. oral c. task 4 critical thinking ability ability to think creatively in the meantime, descriptive data were derived from the results of the pre and post-tests administered to ma'had al-jami'ah putra uin salatiga students. table 2. descriptive statistics of pretest and posttest data descriptive statistics n minimum maximum mean std. deviation variance pretest 27 40.00 70.00 54.0741 7.84918 61.610 heru saputra the effectiveness of resource-based learning model in english for islamic studies course in enhancing critical thinking skill 1402 postest 27 70.00 95.00 81.6667 7.20577 51.923 valid n (listwise) 27 table 2 displays the findings obtained by the respondents, consisting of 27 students, from the preand post-tests. the pre-test results were as follows: mean = 54.1, median = 50, minimum = 40, and maximum = 70. while the mean score on the post-test is 81.7, the minimum score is 70.00, and the maximum score is 95.00, the test's descriptive statistics are mean = 81.7, minimum = 70.00, and maximum = 95.00 the preand post-test data were then examined for normality prior to performing the t-test. the results of the normality test are shown in the table below. table 3. the normality test result of pretest and posttest data tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pretest .151 27 .116 .938 27 .106 postest .221 27 .002 .925 27 .053 a. lilliefors significance correction based on the spss shapiro-wilk data normality test findings, the significance of the pretest was 0.106 p > 0.05 and the significance of the posttest was 0.053 p > 0.05. based on these findings, it may be stated that both the pre-and post-test data had a normal distribution. the effectiveness test uses a paired t-test because the data are normally distributed; the results of the paired t-test are reported in table 4 below. table 4. results of paired t-test pretest and posttest data 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 pretest – postest -27.59259 10.41175 2.00374 -31.71134 -23.47384 13.771 26 .000 according to the findings of the paired t-test, if sig, 2-tailed) is 0.00 > 0.05, then ha is accepted and ho is rejected, indicating that islamic resource based learning in english is effective for enhancing students' critical thinking at mahad alideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1403 jamiah putra uin salatiga. discussion based on actual field conditions, researchers determined that learning english at ma'had al-jamiah putra uin salatiga could not develop students' critical thinking skills. while the examination of the necessity for islamic-based english instruction to develop critical thinking reveals a score of 4.66, it indicates that it is extremely necessary. after creating the islamic resource based learning model to improve the critical thinking of mahad al-jamiah putra uin salatiga's students, a focused group discussion was held with english and islamic experts to get their observations and suggestions. the next phase must be examined for its applicability to ethnocentrism-related materials. experts confirmed the revised resource-based learning english draft with islamic content to strengthen students' critical thinking at mahad al-jamiah putra uin salatiga, which was subsequently tested. as an english teacher lecturer at ma'had al-jamiah, arif rahman al-hakim, m.a., conducted the trials individually, in groups, and to a limited extent. the english resource based learning model with islamic content to improve the critical thinking of the students of mahad al-jamiah putra uin salatiga was evaluated by experts and received the following results: (1) supporting theory = 4.56, (2) model structure = 4.50, and (3) the desired outcome = 4.00. based on the results of testing the instrument for developing islamic english resource based learning to improve the critical thinking of mahad al-jamiah putra uin salatiga students, it can be seen that the results of the validity of all the instruments tested by researchers were rxy > 0.30 and were therefore classified as valid. while the instrument elements (1) supporting theory, (2) the structure of the model, and (2) the results to be accomplished were examined with cronbach's alpha and received a value of 0.734 and included reliable, cronbach's alpha yielded a value of 0.734 and included valid. the experiment results were then applied to resource based learning english with islamic content in an effort to strengthen the critical thinking of mahad al-jamiah putra uin salatiga's pupils. the following are their findings: (1). the individual trial was conducted at mahad al-jamiah on june 7, 2022, with five participants and a score of 4.57, placing it in the very good category. (2) the group trial was conducted on june 9, 2022, with 10 participants, got 4.57 and was in the very good category. (3) the restricted study was done with 27 volunteers on june 12, 2022, yielded a score of 4.53, and was classified as excellent. to find out the effectiveness of english for islamic studies with resource based learning model to improve the critical thinking of the students of mahad aljamiah putra uin salatiga, a test was conducted with the "one group pretest-posttest design" design. using the paired t-test, the t-count result was -13.771, and p=0.00 0.005 was found. it can be concluded that english language resource-based learning heru saputra the effectiveness of resource-based learning model in english for islamic studies course in enhancing critical thinking skill 1404 with islamic content to develop the students' critical thinking of mahad al-jamiah putra uin salatiga effectively boosts the critical thinking of students/students. this is consistent with zamzam (2016), who notes that one of the benefits of a problemsolving and experiential learning-based approach is that it focuses on students' information-processing skills. this information processing relates to how students engage with their surroundings, perceive problems, formulate concepts, and solve them. thus, critical thinking abilities can be developed since this study's practical critical thinking skills include the ability to identify, analyze, solve, and make conclusions effectively. to promote the critical thinking of mahad al-jamiah putra students at uin salatiga, the resource based learning model in english for islamic studies has the following specifications: (1) islamic english resource based learning methodology to enhance the critical thinking of mahad al-jamiah putra students because uin salatiga is based on field requirements, it is simple for english lecturers to comprehend and implement. (2) islamic-based english resource-based learning methodology to increase mahad al-jamiah putra students' critical thinking uin salatiga is simple for islamic-based english professors who wish to enhance their students' critical thinking (3). this model includes lesson plans and materials customized to the requirements of islamic pupils. resource-based learning can be a solution to the many learning styles of pupils. according to masruddin (2018), proficiency in a second language cannot be stated solely in terms of target language structures, phonology, morphology, and lexicon. this type of information is insufficient for learners acquiring a second language for utilitarian purposes. in the foreign language classroom or when acquiring a second language, it is important to recognize the diversity of learners. typically, these distinctions are referred to as individual differences. individual differences among students in a second language classroom may include age, aptitude, motivation, attitude, learning style, and personality style. conclusion based on the results and discussion above, it is possible to conclude that the resource-based learning model of english for islamic studies successfully fosters critical thinking among students at mahad al-jamiah putra uin salatiga. it is presented using a one-group preand post-test design. using a paired t-test, the tcount result was -13.771 and p=0.00 0.005 was discovered. if required, the researcher proposes undertaking more study in the form of classroom action research at other institutions in order to enhance students' critical thinking abilities. references alvarez-huerta, p., muela, a., & larrea, i. 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(2016). pendekatan problem based learning untuk mengembangkan kemampuan berpikir kritis mahasiswa. pedagogia: jurnal pendidikan, 5(2), 279-286. https://doi.org/10.1007/s11162-008-9093-8 the particular dialect or language that a person chooses to use on any occasion is called a code 2122 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2122 2129 a mixed method study of teachers’ strategies in reducing students’ anxiety levels asti wahyuni b1, sanaria maneba2, nining syafitri3 astiwahyunib@unidayan.ac.id, sanariamaneba@gmail.com, niningsyafitri@unidayan.ac.id 1,2,3universitas dayanu ikhsanuddin received: 2022-11-28 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3238 abstract this study aims to investigate the level of students' anxiety and determine the teacher's strategies for reducing students' anxiety levels. foreign language classroom anxiety level scale (flcas) and semi-structured interviews were used to determine the student's anxiety levels and teachers' strategies for reducing the students' anxiety. the result showed that students’ anxiety was at the middle anxiety level, with a mean score of 108.61. therefore, teachers should employ various strategies, namely establishing a secure environment, speaking english effortlessly, and creating pair and group work. the number of strategies enhances opportunities for students to speak the target language in class and fosters a safe learning atmosphere where students may express themselves freely. keywords: mixed method; speaking skill; students’ anxiety level; teachers’ strategies introduction anxiety is typically defined as a sensation of fear, dread, worry, and tension. the human body naturally develops anxiety in response to a scenario. this could start early in life or later. according to (horwitz, horwitz, & cope, 1986), anxiety is the tension, dread, unease, and worry an autonomic nervous system activation brings on. the most prevalent emotional conflict a person experience is anxiety. everyone will be genuinely concerned about everything that happens in their lives, particularly if they have to participate in various speaking activities. learners of english as a foreign language frequently experience foreign language anxiety (fla). students who said they felt uneasy, scared, or disturbed when thinking about using the target language may have fla. both the sound and negative effects of worry on learning are possible. increased motivation to learn and complete activities is an example of a positive consequence; unfavorable effects can include poor academic results. according to the american college health http://u.lipi.go.id/1457703302 mailto:astiwahyunib@unidayan.ac.id mailto:sanariamaneba@gmail.com mailto:niningsyafitri@unidayan.ac.id ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2123 association, more than 23% of college students think anxiety impacts their academic performance. performance and anxiety are inversely associated, and a downward spiral of performance-decreasing anxiety may result from bad performance. (susanti, nabilah, & irasanti, 2019). numerous academics in psychology and education have focused on the issue of anxiety among english language learners. there is not, however, a universally accepted definition of anxiety. in the current study, anxiety was defined as a feeling of unease, annoyance, uncertainty, or worry (brown, 2000);(cakici, 2016) there is no easy way to make students feel less anxious. (shao, yu, & ji, 2013), even though teachers had high emotional intelligence and considered their students' needs, they could not reduce their students' anxiety levels. teachers must care about their students. according to (gregersen & horwitz, 2002), students who struggle with anxiety should be educated that mistakes are acceptable and that learning a language involves making mistakes (king, 2013), as well as that keeping up a discussion is better than remaining silent out of fear of making a mistake. without considering each student's different learning preferences, interests, and reactions while selecting classroom activities, instructional strategies, or methods (horwitz, 2000). therefore, the instructor should try to adopt the pupils' perspective to discover the contributing factors and causes of anxiousness. additionally, (zhang, 2019) believed that anxiety was linked to students’ academic achievement, selfconfidence, and motivation. few studies have examined how teachers can help students feel less anxious, even though research on anxiety has primarily looked at it from students' perspectives. therefore, in order to make a change, the current study set out to identify the teacher's management strategies for the classroom as well as to investigate the level of anxiety among students. method this research was conducted to obtain information about students' anxiety levels and the strategies used by the teacher to reduce students' anxiety by carrying out several research procedures. this research used a mixed-method design. according to (mills & gay, 2019), mixed methods research design aims to build on the synergy and strength between quantitative and qualitative research methods to understand a phenomenon more fully than is possible using either quantitative or qualitative methods alone. quantitative data was collected using the foreign language anxiety scale (flcas), and qualitative data were obtained using a semistructured interview. the population in this research was the eighth-grade students of smp negeri 3 baubau southeast sulawesi. based on the data obtained from the school, the total population is 278 students, which consists of eight classes. the total sample in this research was 60 students. the sample took by using simple random sampling. asti wahyuni b, sanaria maneba, nining syafitri a mixed method study of teachers’ strategies in reducing students’ anxiety levels 2124 simple random sampling is selecting a sample so that all individuals in the defined population have an equal and independent chance of selection for the sample (mills & gay, 2019). the subjects of the interview data were all eighth-grade english teachers, a total of three teachers. teacher 1 (female, 38 years old), teacher 2 (male, 45 years old), and teacher 3 (male, 47 years old) for the data collection, two instruments were used in this research. quantitative data was collected using the foreign language anxiety scale (flcas), consisting of 33 items was utilized as the questionnaire form, and qualitative data were obtained using a semi-structured interview. researchers took questionnaire data and then conducted interviews. the data analysis techniques for the questionnaire applied in this research were descriptive statistics for the data questionnaire. the flcas questionnaire consists of 33 items divided into levels of anxiety ranging from "very anxious," "anxious," "middle anxious," "relaxed," and "very relaxed ."an oetting scale was used to categorize the anxiety level of the students. to make the interview data anonymous and to get ready for the establishment of categories, the interview data were first transcribed, translated into english, and coded. the coding categories were based on the causes of anxiety, including risk-free environments with lower stress levels (shao et al., 2013), more seeking practices (dewaele, petrides, & furnham, 2008), and more pair group work (crawford, mcdonough, & brun-mercer, 2019). the interview data was analyzed then to find any patterns or relationships results students’ anxiety the questionnaire was distributed to 60 students to determine their perceptions of learning anxiety. the explanation of the student's learning anxiety statistical analysis is as follows: table 1. descriptive statistics of students' anxiety no items score 1 mean 108.61 2 median 108.00 3 mode 113.00 4 std. deviation 15.923 from the table above, the mean score was 108.61, the median was 108.00, the mode was 113.00, and the standard deviation was 15.923. the mean score implies that the students' anxiety was moderate. the score distribution of students’ anxiety was presented based on criteria provided in oetting’s scale (1983). the frequency of each category of students' anxiety is displayed in the following table: table 2. criteria students’ anxiety ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2125 no range level frequency percentage 1 2 3 4 124-165 108-123 87-107 66-86 very anxious anxious middle anxious relaxed 8 22 27 3 13.6 36 45.3 5.1 5 33-65 very relaxed 0 0 total 60 100 the table above shows that none of the students in the category of very relaxed, 3 students, or 5.1 %, relaxed level; 27 students, or 45.3%, in the anxious middle category; 22 students, or 36%, in the anxious category; 8 students or 13.6% were in very anxious. it can be concluded that the students' anxiety was moderate. teachers’ strategies the teacher recommended establishing a secure environment (including lowering stress levels) and more opportunities for speaking english (including more pair work). the following are the results of interviews with teachers: table 3. the result of the interviews 1. establish a secure environment teacher 1 opening the class with brainstorming by activating students' prior experience teacher 2 convey to students that they will be proud if they make mistakes and do not force students to finish the exercises immediately. give them tasks that are easy for them to do teacher 3 create a strategy to help students who cannot speak english fluently and fall behind their classmates by lowering the level and amount of the lesson content, using simple phrases, speaking more slowly, and lowering the vocabulary level. 2. speaking english effortlessly teacher 1 students practice speaking english without thinking of making mistakes. teacher 2 how to run the class or conduct the lessons that students may engage in without feeling hesitate in speaking english, such as reducing the number of challenging words teacher 3 developing students’ positive self-confidence by ignoring how well their english is when speaking 3. create pair or group work teacher 1 instead of calling students one by one the class, create pair or group work so that students feel free to express their asti wahyuni b, sanaria maneba, nining syafitri a mixed method study of teachers’ strategies in reducing students’ anxiety levels 2126 opinions. teacher 2 in the classroom, several groups should present at once. the atmosphere will be more enthusiastic when the group that has done their task applauds as a sign that they have finished. teacher 3 pair/ group work will train students to become good partners. for example, students fluent in english will help their friends who need to be fluent in english. discussion students’ anxiety based on the finding, it is obtained that the score of students was in a moderate category by the mean anxiety score was 108.61. based on the data that had been analyzed, data was obtained regarding the percentage that none of the students fell into the category of being very relaxed. instead, 3 students (5.1%) fell into the category of being relaxed, 22 students (36%) fell into the category of anxious, 27 students (45.3%) fell into middle anxious, and 8 students (13.6%) fell into the category of being very anxious. the english teacher will consider the result of students' anxiety levels to improve their class performance in reducing their anxiety levels. teacher strategies after the researchers provided information regarding the level of students' anxiety to the english teacher, they then asked the teacher's perceptions regarding the strategies they used to reduce students' anxiety in learning english. based on the results of the interviews, some practical ideas were obtained for decreasing students' levels of anxiety. establish a secure environment based on the interviews, results obtained information that teacher 1, opened the class with brainstorming by activating students' prior experience. (dong, jong, & king, 2020) stated that students with more prior knowledge lead to good quality engagement in the classroom. teacher 2 stated convey to students that they would not be ashamed if they made mistakes and not force students to finish the exercises immediately. give them tasks that are easy for them to do. this is in line with (chaudron, 1988) students become more anxious when the challenge is too complicated, and there must be a balance between challenge and anxiousness. this problem can be solved by doing more routine work for students to comprehend what they should achieve in class after numerous lessons, and they need to practice the same exercise many times. as well as making sure that the class's content, pace, and ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2127 quality are appropriate for the student's abilities, teachers must also think of ways to make the material simpler for the students to comprehend. this was supported by (bai, chao, & wang, 2019). (al-murtadha, 2019) also, visualization and goalsetting practices could strengthen students' motivation to interact with others. reducing the number of words in the students' tasks is an efficient way to help students finish their homework quickly. teacher 3 considered creating a strategy to help students who cannot speak english fluently and fall behind their classmates by lowering the level and amount of the lesson content, using simple phrases, speaking more slowly, and lowering the vocabulary level. the teacher used several strategies so that all students participate in class. line with the teacher's statement (king, 2013) suggests that students who hesitated to speak should be protected by being taught how to overcome silence. according to (liu & jackson, 2008), relationships between classmates are crucial, given that interactions allow students to speak english freely as the intimacy of the classroom increases. speaking english effortlessly information obtained from teacher 1 showed that students practice speaking english without thinking of making mistakes, teacher 2 stated how to run the class or conduct the lessons that students may engage in without feeling hesitate in speaking english, such as reducing the number of challenging words and the teacher 3 stated that developing students’ positive self-confidence by ignoring how well their english is when speaking english. all those teachers’ statements implied that training students to speak english effortlessly can reduce anxiety. it is important to practice speaking without focusing on mistakes. students should be okay with making small mistakes as long as they can communicate with each other. as long as students are putting in their best effort, it is acceptable for them to make mistakes because doing so is a necessary part of learning english. student's ability to communicate in english will progressively advance if they are given more opportunities to do so and gain feedback from others' conversations. teachers should advise students on conversational techniques if they need to remember the appropriate phrase. they can also write down any serious or regular mistakes students make on the board and discuss these with the class. it is crucial to provide kids with scaffolding (chaudron, 1988). teachers should be sympathetic when encouraging students to try speaking english and should let them know that they may interact with peers in the language. this will help the students develop positive self-concepts and increase their selfesteem. simple themes and materials are required for other methods to boost students' self-confidence to guarantee positive learning experiences (sakai & kikuchi, 2009). appreciation from teachers and classmates also works (dweck, 1999). create pair or group work asti wahyuni b, sanaria maneba, nining syafitri a mixed method study of teachers’ strategies in reducing students’ anxiety levels 2128 result of the interview and data provided by teacher 1: instead of calling students individually in the class, create pair or group work so that students feel confident in expressing their opinions; teacher 2:in the classroom, several groups should present at once. the atmosphere will be more enthusiastic when the group that has done its task applauds as a sign that they have finished; teacher 3: pair/ group work will train students to become good partners. for example, students fluent in english will help their friends who are not fluent in english. pair or group work allows teachers to give students more speaking time, lets them interact with everyone in the group, and lets teachers observe, move around the classroom, and truly listen to the language produced. to increase speaking opportunities, the majority of the exercises should be completed in pairs. this is in keeping with the (carless, 2008) opinion, who claimed that efl students do not have many opportunities to practice speaking english, and more should be done to give them those possibilities. the importance of teaching students to make the best possible partners for pair work cannot be overstated. students should be aware of their duty to other students, make an effort to get along with them, and think about how they may create a positive learning environment in the classroom. students should also be independent, take responsibility for their english studies, and grasp what they must do to learn. conclusion based on the result of the research, it is obtained that the mean score of the student's level of anxiety is 108.61. it is indicated that students' level of anxiety is in the middle category. teachers' strategies for reducing the students' anxiety are establishing a secure environment, speaking english effortlessly, and creating pair or group work. the suggestions based on the interview's findings may successfully decrease students' anxiety levels and improve interactions between students and teachers. making sure that students have a positive experience, inspiring them to be independent learners and take responsibility for their education, and convincing them that attempting is more admirable than achieving everything instantly may all be important. by implementing these suggestions, teachers can help students improve their english. references al-murtadha, m. (2019). enhancing efl learners’ willingness to communicate with visualization and goal-setting activities. tesol quarterly, 53(1), 133–157. bai, b., chao, g. c. n., & wang, c. (2019). the relationship between social support, self‐ efficacy, and english language learning achievement in hong kong. brown, h. d. (2000). principles of language learning and teaching (vol. 4). longman new york. cakici, d. (2016). the correlation among efl learners' test anxiety, foreign language anxiety, and language achievement. english language teaching, 9(8), 190–203. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2129 carless, d. (2008). student use of the mother tongue in the task-based classroom. elt journal, 62(4), 331–338. chaudron, c. (1988). second language classrooms. research on teaching and learning. eric. crawford, w. j., mcdonough, k., & brun-mercer, n. (2019). identifying linguistic markers of collaboration in second language peer interaction: a lexicogrammatical approach. tesol quarterly, 53(1), 180–207. dewaele, j., petrides, k. v, & furnham, a. (2008). effects of trait emotional intelligence and sociobiographical variables on communicative anxiety and foreign language anxiety among adult multilingual: a review and empirical investigation. language learning, 58(4), 911–960. dong, a., jong, m. s.-y., & king, r. b. (2020). how does prior knowledge influence learning engagement? the mediating roles of cognitive load and help-seeking. frontiers in psychology, 11, 591203. dweck, c. s. (1999). caution--praise can be dangerous. american educator, 23(1), 4–9. gregersen, t., & horwitz, e. k. (2002). language learning and perfectionism: anxious and non-anxious language learners’ reactions to their own oral performance. the modern language journal, 86(4), 562–570. horwitz, e. k. 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(2013). the relationship between efl students’ emotional intelligence and writing achievement. innovation in language learning and teaching, 7(2), 107–124. susanti, y., nabilah, d. d., & irasanti, s. n. (2019). correlation between anxiety levels with oral case presentation test results. social and humaniora research symposium (sores 2018), 493–496. atlantis press. zhang, x. (2019). foreign language anxiety and foreign language performance: a meta-analysis. the modern language journal, 103(4), 763–781. the particular dialect or language that a person chooses to use on any occasion is called a code 2201 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2201 2210 the correlation between social media usage and reading ability of english department students at university mesa salsabila sadha1*, novitri2 , m. syarfi3 *corresponding email: mesa.salsabila3288@student.unri.ac.id 1,2,3 faculty of teachers training and education, university of riau received: 2022-11-27 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3228 abstract: this research aims to find out the correlation between social media usage and reading ability of the english department students at university of riau. the research design was descriptive correlational that focused on the quantitative approach. the population of the research is the third-year students of english department with 73 students involved as the research samples. to collect the data, the researcher used two research instruments; a questionnaire and a test. the questionnaire is to gain the data of the students’ social media usage while the test is for the data of the students’ reading ability. the analysis of the data was carried out using ibm spss statistics. the findings revealed that the mean score of the students’ social media usage is 53.29, interpreted as ‘average’, whereas the mean score of the students’ reading ability is 66.75, interpreted as ‘good’. then this research discovered the correlation coefficient between the two variables is 0.622, and following the classification of correlation by sugiyono (2014), this number denotes a ‘high’ and ‘positive’ correlation. also, the determinant coefficient is 0.387, indicating that the students’ social media usage has 38.7% influence on their reading ability, leaving the other 61.3% to other factors, such as the complexity of the text, the environmental conditions, the anxiety during reading comprehension, interest and motivation, etc. having found these findings, it can be confirmed that social media usage can influence students’ english reading ability very well if they start using it wisely. keywords: correlation; reading ability; social media usage http://u.lipi.go.id/1457703302 mailto:mesa.salsabila3288@student.unri.ac.id mesa salsabila sadha, novitri , m. syarfi the correlation between social media usage and reading ability of english department students 2202 introduction the majority of students use their mobile devices to access the internet and carry out learning-related tasks like reading (wong, 2015). with the increasing needs of social media, smartphones, and innovative device applications, such students eventually lose interest in learning from ordinary books and traditional curriculum. over time, though, these mobile apps have become increasingly important in daily life, including schooling. over time, though, these mobile apps have become increasingly important in daily life, including schooling. these mobile apps have improved our quality of life and given us yet another creative means of getting access to knowledge. reading is a necessary activity to do for students, especially at the university level. it is a process of comprehending texts and figuring the purpose of them that required complex skills. reading used to be associated with books or other print media. however, in this modern digital age, reading is no longer restricted to papers because the most recent information is readily available online and through other electronic media (iftanti, 2012). children, teenagers, and adults increasingly rely on technology for knowledge, entertainment, and information. thus, it can be confirmed that the internet has brought a cultural shift in the reading culture. it has manifested itself, in whole or a part of the reading habits of people. reading materials have been transformed into various formats due to the internet revolution, including websites, webpages, ebooks, e-journals, e-papers, e-mails, chat rooms, instant messaging blogs, and other multimedia publications. people can now use the internet to search a vast network of connected information, find new websites, get the most recent news, and download exciting things (obaidullah, 2018). the social media usage is one of the factors that affect the students’ reading ability. the research with this topic has been conducted quite a lot by rese archers for years, for example rahmawati et al. (2020), al-mukhallafi (2020), and prima et al. (2020). they all studied the influence or effect of the use of social media on students’ reading ability. although some of them found negative results, such as how social media distracts students and makes them lazy to do anything academic related, some did find positive results, such as how social media helps them improve their reading ability in a new and fun way. social media, including blogs, social networks, wikis, forums, and virtual worlds, allows people to effortlessly engage, share, and create content. for this reason, it is not surprising if many people, especially college students, are using social media. knowing that reading is not only possible through books, but can also be done through social media, using social media then can be a good medium for students to train reading english. there are many social media platforms that aim to provide a good reading service, for instance wattpad, quora, goodreads, and so on. therefore, social media can increase students’ interest to read, which eventually will result in the improvement of their reading ability. this research is targeting english students of the english study program of ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2203 faculty of teachers training and education universitas riau (2020 batch). based on the syllabus of the third year of the english study program, they have learned reading comprehension i in the 1st semester, reading comprehension ii in the 2nd semester and reading comprehension iii in the 3rd semester. also, they have learned extensive reading in the 4th semester. in reading subjects, especially reading comprehension students are not just reading english text, but reading to get a deep and thorough understanding. therefore, learning and mastering reading comprehension requires maximum effort. based on all the explanation, the students frequently use social media as a source for updating information in accordance with technology trends. however, social media can also be a tool for developing reading skill. owing to this, the researcher is interested to conduct a research entitled “the correlation between social media usage and reading ability of english department students at university of riau”. method this research intends to discover the correlation between the social media usage and reading ability of english department students at university of riau. the design of the research is correlational with a quantitative analysis method. in quantitative research, numerical data are gathered and analyzed to characterize, explain, forecast, or control relevant occurrences (gay, 1987). spss 25 was used to statistically compute the data from the two variables using the pearson productmoment formula. the population of this research is the third-year students of english department of fkip, universitas riau in academic year 2020/2021. the number of the research samples is 73 students. the instruments used in this research are questionnaire and test. the questionnaire was adapted from iftanti (2012) containing 15 items and calculated using 5-point likert scales. to classify the social media usage, the students’ score of the questionnaire was categorized using the formula by azwar (2012): table 1. formula table category score very low x ≤ m – 1.5 sd low m – 1.5sd < x ≤ m – 0.5sd average m – 0.5sd < x ≤ m + 0.5sd high m + 0.5sd < x ≤ m + 1.5sd very high m + 1.5sd < x meanwhile, the test questions were adopted from sources like ebook 501 mesa salsabila sadha, novitri , m. syarfi the correlation between social media usage and reading ability of english department students 2204 reading comprehension questions 4th edition by learning express new york and online practice toefl test adopted from text.co.id by pustaka bahasa inggris. the students’ score of the test was classified using the ability scale category by riduwan (2011): table 2. ability scale category score classification 81 – 100 very good 61 – 80 good 41 – 60 mediocre 21 – 40 poor 0 – 20 very poor then the correlation test was carried out using spss 25 and the coefficient was categorized following the interpretation of correlation number recommended by sugiyono (2014): table 3. interpretation of correlation coefficient coefficient interpretations 0,00-0,199 very low correlation 0,20-0,399 low correlation 0,40-0,599 moderate correlation 0,60-0,799 high correlation 0,80-1,000 very high correlation results the students’ social media usage the researcher analyzed the data’s statistical scores, which comprise the range, minimum and maximum scores, mean, and standard deviation. these were all found using ibm spss statistical 25. the results are summarized as follows: table 4. descriptive statistics of social media usage n range minimu m maximum mean std. deviation social media usage 73 36 33 69 53.29 7.601 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2205 valid n (listwise) 73 based on table 4, the range score of the students’ social media usage is 36 with the lowest score 33 and the highest one 69. the mean score of the students’ social media usage is 53.29 while the standard deviation is 7.6. using the formula by azwar (2012) from table 1, the classification of the students’ social media usage can be seen as follows: table 5. students’ social media usage classification score classification frequency percentage 62 < x very high 5 7% 55 < x ≤ 62 high 23 33% 47 < x ≤ 55 average 24 34.3% 40 < x ≤ 47 low 14 20% x ≤ 40 very low 4 5.7% total 70 100% as can be seen on table 5, five students (7%) are classified as having ‘very high’ social media usage, twenty-three students (33%) have ‘high’ social media usage, twenty-four students (34.3%) belong to the ‘average’ social media usage, fourteen students (20%) are on the ‘low’ category of social media usage, and only four students (5.7%) are on the ‘very low’ category of social media usage. overall, with the mean score of 53.29, it can be determined that the social media usage of the english department students at university of riau is average. the students’ reading ability as stated previously, the writer measured the students’ reading ability through their reading comprehension. thus, the second instrument; a reading comprehension test, was used. all of these were discovered using ibm spss statistical 25. the findings are summarized as follows: table 6. descriptive statistics of reading comprehension n range minimum maximum mean std. deviation reading ability 70 70 27.5 97.5 66.750 19.3150 valid n (listwise) 70 according to table 6, the range score of the students’ reading comprehension is 70 with the lowest score 27.5 and the highest one 97.5. the mean score of the mesa salsabila sadha, novitri , m. syarfi the correlation between social media usage and reading ability of english department students 2206 students’ reading comprehension is 66.75 while the standard deviation is 19.3. applying the categorization of ability level by riduwan (2011), the category of the students’ reading ability can be seen below: table 7. students’ reading ability category score classification frequency percentage 81 – 100 very good 16 22.8% 61 – 80 good 32 45.7% 41 – 60 mediocre 9 13% 21 – 40 poor 13 18.5% 0 – 20 very poor 0 0 total 70 100% the reading ability category on table 7 showed that out of seventy students, sixteen students (22,8%) belong to the ‘very good’ level class, thirty-two students (45,7%) are on the ‘good’ level class, nine students (13%) belong to the ‘mediocre’ level class, and thirteen students (18,5%) are on the ‘poor’ reading ability level. luckily, no students belong to the ‘very poor’ level. with the average score of 66.75, it can be concluded that the reading ability of the english department students at university of riau is at good level. the correlation analysis as previously noted, the purpose of this study is to determine whether social media usage and reading ability are correlated or not. in order to do this, spss statistics 25 was used to statistically compute the data from the two variables using the pearson product-moment calculation. the result of the computation of the correlation coefficient is shown below: table 8. correlation test output social media usage reading ability social media usage pearson correlation 1 .622* sig. (2-tailed) .001 n 70 70 reading ability pearson correlation .622* 1 sig. (2-tailed) .001 n 70 70 table 8 showed the correlation coefficient between the students' usage of social media and their reading ability is 0.622. according to sugiyono's (2009) interpretation of correlation level, if the coefficient found is between 0.40 and 0.70, the two variables have a high level of correlation. owing to this, it can be confirmed ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2207 that there is a highly significant correlation between social media usage and reading ability of english department students at university of riau. the coefficient determinant another important coefficient to calculate when researching correlations is the coefficient determinant. the purpose of this analysis is to determine how much variable x affects variable y's value. to see the percentage of social media usage influence on the students' reading ability, finding determinant coefficients is required. the following is the calculation of the coefficient of determination. 𝑅 = 𝑟 2 × 100% r = (0.622)2 × 100% r = 0.3868 × 100% r = 38.7% as can be seen, the r value found is 38.7%. this indicates that social media usage has a 38.7% influence on the reading ability of the students. from then, it can be confirmed that the remaining 61.3% of the reading ability of english department students at university of riau is influenced by other factors. discussion based on table 8, the two research variables have a correlation coefficient of 0.622. this number, in conformity with the correlation level developed by sugiyono (2009), is deemed as high level. moreover, as the coefficient value is greater than 0 and closer to +1, the type of the correlation is positive. this indicates the two variables move in the same direction. the more the students use their social media, the better their english reading ability will be and vice versa. these findings are compliant with those of studies by kojo et al. (2018), rahmawati et al. (2020), and rafiq et al. (2020). they all discovered that the use of social media by students has a positive and significant impact on their reading ability. the reasons are vary. for instance, social media technologies promote socialization, which in turn helps students with their studies. moreover, these technologies improve students' abilities to read on screens, provide opportunities for collaborative reading, enable quick and efficient exchange of reading materials, and support instantaneous idea exchange in group studies. also, social media enable students virtual access to knowledge, which is easy to search and use. furthermore, al mukhallafi (2010) added that social media assists the students correct use of syllables and enriches their vocabulary as well as grammar skills. there are six factors affecting students' reading comprehension according to dennis (2008). the first one is the complexity of the text. this aspect is determined by the students' strength of the language, their fluency with it, and their understanding of its applications and meanings. basically, this means students' vocabulary plays a big role. having adequate vocabulary will help students interpret unfamiliar words by using context-based assumptions. the second factor is the mesa salsabila sadha, novitri , m. syarfi the correlation between social media usage and reading ability of english department students 2208 environmental conditions. a calm environment helps students comprehend a text better. when there are distractions like televisions or radios, students will become disengaged and have trouble in understanding a text. the next factor is the anxiety during reading comprehension. situations like examinations, class work, or homework tend to make students feel more pressured to do reading activities. this then will interfere their understanding and lead to poor comprehension. the fourth factor is interest and motivation. undoubtedly, students’ interest and motivation are very important in developing their reading skills. an interesting reading material will interest students to read and motivate them to understand it better. the fifth factor is decoding or word recognition speed. this is for students who have problems in decoding and recognizing words. it is back again to the vocabulary mastery of students. those who have sufficient vocabulary can comprehend the meaning or reading passages quicker than those who have to guess the meaning of unfamiliar words from context clues. the last factor is medical problems. as asserted by hollowell (2013), poor reading comprehension skill may be concerned with the medical difficulty that students have, for example dyslexia, add (attention deficit disorder), speech problems, and hearing impairments. to conclude, this study was able to prove that there is a highly significant and positive correlation between social media usage and reading ability of the english department students at university of riau. finding the coefficient determinant to be 0.3868, it was discovered that the students’ social media usage has a 38.7% contribution to their reading ability. meanwhile, the other 61.3% of their reading ability can be confirmed to be contributed by other factors, the complexity of the text, the environmental conditions, the anxiety during reading comprehension, interest and motivation, decoding or word recognition, and medical problems. conclusion having conducted the research, there are three main research findings and conclusions that can be drawn. the first finding is that the mean score of the students’ social media usage is 53.3. therefore, the english department students at university of riau use their social media averagely. the second finding is that the average score of the students’ reading ability is 66.75, and this score is in the range of good level. to simply put, the english department students at university of riau have good english reading ability. the last finding is that the correlation coefficient between the students’ social media usage and reading ability is 0.622, and it indicates a high correlation. therefore, it can be concluded that there is a highly significant correlation between social media usage and reading ability of the english department students at university of riau. from this research, the researcher would like to suggest english teachers to start figuring out how to use social media platforms as a teaching tool. it is proven that using social media manages to boost students' enthusiasm during the teaching and learning process. then for english learners, the researcher would like to urge them to start using social media properly. in addition to being a great source of fun, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2209 social media can be an excellent instrument for learners to improve their english reading ability. lastly, for other researchers, the researcher would like to encourage them to carry out more research on how social media is used or serves other aspects of english learning. as known, there are numerous more components of the english language that learners must master in order to become fluent. thus, there are still many aspects of english that could be an appealing research topic, especially with social media being versatile and flexible for all learning styles. references al mukhallafi, t. r. (2020). the influence of social media on developing english reading skills of saudi universities students. bioscience biotechnology research communication, 13(4), 2008–2014. azwar, s. (2012). metode penelitian. yogyakarta: pustaka pelajar. dennis, d. v. (2008). are assessment data really driving middle school reading instruction? what we can learn from one’s student’s experience. journal of adolescent and adult literacy, 51, 578–587. gay, l. r. (1987). educational research competencies for analysis and application (3rd ed.). london: merrill publishing company. huang, q. 2004. reading outside the library: how the internet has affected reading in china. sage publication 20(3): 182-188. hollowell, k, (2013). factors affecting poor reading comprehension skills. e-how contributor. online magazine. retrieved from http://www.ehow.com/info_8423949_factors-poor-reading-comprehensionskills.html iftanti, e. (2012). factors contributing to the development of the efl students' good english reading habits. dissertations, english language education, graduate program. kojo, d. b., agyekum, b. o., & arthur, b. (2018). exploring the effects of social media on the reading culture of students in tamale technical university. journal of education and practice, 9(7), 47–56. obaidullah, m. a. (2018). the impact of internet and social media on the habit of reading books: a case study in the southern region of bangladesh. studies in english language and education, 5(1), 25-39. ogeyik, m. c., & akyay, e. (2009). investigating reading habits and preferences of student teachers at foreign language departments. the international journal of language society and culture, 28. rahmawati, d. r., sukarni, s., & widodo, s. (2020). the influence of social media on students’ reading ability. english department journal, 7(1), 13–24. https://doi.org/10.37729/scripta.v7i1.634 rafiq, m., arif, m., & khan, m. t. (2020). the effects of social media on reading habits. pakistan journal of information management & libraries, 21, 46–65. riduwan. (2011). skala perhitungan variabel-variabel penelitian. bandung: alfabeta. http://www.ehow.com/info_8423949_factors-poor-reading-comprehension-skills.html http://www.ehow.com/info_8423949_factors-poor-reading-comprehension-skills.html https://doi.org/10.37729/scripta.v7i1.634 mesa salsabila sadha, novitri , m. syarfi the correlation between social media usage and reading ability of english department students 2210 sugiyono. (2008). metode penelitian kuantitatif/kualitatif dan r&d. bandung: alfabeta. wong, k. w. (2015). investigating acceptance towards mobile learning in higher education students. transforming educational practices with technology, 9-19. the particular dialect or language that a person chooses to use on any occasion is called a code 2025 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2025 2035 a speech act analysis of a pre-service teacher in an efl classroom halimatuz zahra1, widya caterine perdhani2, didik hartono3 hazetzahra@student.ub.ac.id 1,2,3 fakultas ilmu budaya, universitas brawijaya, malang, jawa timur received: 2022-11-22 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3210 abstract misunderstanding in communication may happen in an efl classroom due to improper use of speech acts. this research aims to find out and analyze the classification of speech acts and the function performed by a pre-service english teacher at sman 7 malang. this implies a qualitative descriptive study, looking at the pre-service english teacher’s talk in an efl classroom. the present study focuses on the classification of speech acts employed by searle. the finding of this study indicates four speech act types uttered by the teacher. it consists of 41 representatives out of 185 utterances, 120 utterances of directive type, 7 utterances of commissive, and 17 utterances of expressive. moreover, of all the most function used in each type, the questioning function was used the most with 73 occurrences. to conclude, the results of this study show that directive type dominates the data with 64.9% out of the utterances, followed by representatives at 22.2%, expressive at 9.2%, and commissive at 3.8%. keywords: efl classrooms; illocutionary force; speech acts introduction language is an important aspect that is used widely in the world, particularly in communication. people often use languages in their daily interactions. they interact with each other to communicate their intended meaning involving expressing their thoughts, feelings, or intentions. however, communication often contains hidden meanings. one may suggest something without actually saying it. austin (1962) stated that people utter something in attempting to do an action which is known as a speech act (cooren, 2015). it may lead to misunderstanding for the parties involved in the communication if the meaning of the context is not appropriately understood. hence, it is important to consider the speech act aspect http://u.lipi.go.id/1457703302 halimatuz zahra, widya caterine perdhani, didik hartono a speech act analysis of a pre-service teacher in an efl classroom 2026 which concerns the communicative intention of the speaker in communication. pragmatics is a study branch of linguistics that relates to the language used in communication. it deals with utterances specifically considering the meaning of the context. it will be helpful to discuss pragmatics with the distinction of near-side and far-side pragmatics (korta & perry, 2020). near-side pragmatics concerns certain facts of the utterance, while far-side pragmatics concerns something beyond the utterance involving speech acts behind the utterance and the implicature of what is being said. as it studies a meaning in a speech situation, pragmatics has five aspects comprising the speakers and the hearers, the utterance context, the goal of the utterance which means the intended meaning of the utterance, the action in form of an utterance which is known as a speech acts, and also the utterance as a product of a verbal act which means that it is hard to categorize an utterance as a single sentence as it is too short or too long to be called as one. thus, the utterance of the speaker when using an expression is discussed in semantics, whereas the information conveyed and the action performed through the utterance are discussed in pragmatics. in other words, pragmatics studies the speaker’s intended meaning and focuses on language use that enables people to appropriately use and understand the language. a speech act is a theory of language that discusses how people do something by using language. it was initially proposed by john langshaw austin (1962/1975) and then was taken up by john r. searle (1969, 1979) american philosopher. austin initially distinguished a declarative sentence into two utterances namely constative and performatives. it was then replaced with a distinction of three acts comprising locutionary act, illocutionary act, and perlocutionary act. the locutionary act is the literal meaning of what is being said. for example, “it is cold in here” indicates the cold condition of the room when the speaker utters the statement. an illocutionary act is the intended action by the speakers when they are being said. for example, “it is cold in here” may imply a request for the hearers to close the window to prevent more wind from coming which leads to a colder room, or a complaint for the hearers who are letting the window open despite the cold condition of the room. a perlocutionary act is the effect of the speaker’s utterance. austin (1962/1975) noted that saying something will normally affect whoever is listening to the speaker (cooren, 2015). for example, “it is cold in here” may lead to an addressee closing the window to prevent cold (hafifah, 2020). subagiasih, nitiasih, & budasi (2018) analyzed speech act types and functions of a teacher’s and student’s talk. the study was conducted in an efl classroom involving an english teacher who is not a native speaker of the english language and students in their eighth grade at smp pgri 5 denpasar. there were five speech act types found in the classroom with the dominant directive type occurred than the other speech act types. it corresponds to the purpose of the directive type which makes the classroom under control and leads to easier instructing and monitoring of the students in the process of teaching and learning. in addition, a competitive function was found the most than the other functions in the classroom. it is caused ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2027 by the aim of competitive function which is to achieve the social goal such as directing the students to keep silent. hence, the results indicated that a direct utterance is better to be used than an indirect one since it helps students to understand the speaker. a study by mukhroji, nurkamto, subroto, & tarjana (2019) examined the kinds of speech acts by efl learners at kampung inggris, indonesia. the research subject was 75 advanced-level proficiency students and 12 teachers. all five types of speech acts were found in the interactions with directive type as the most speech act type found at 35.3%. it is due to the most common one occurring in interactions. furthermore, the results indicated that there are five conditions affecting the speech acts performance consisting of the speech act model, the competence degree with various speech acts, the strategy in using and selecting speech acts, the degree of exposure, and the awareness level in using their pragmatic competence. these all will reflect someone’s pragmatic competence and proficiency in the language. therefore, the study showed that rather than focusing only on grammatical form, the speech act is a study that also focuses on locution. in addition, the speech act also requires the competence of pragmatics since it relates to language proficiency. different studies have addressed findings on speech act analysis in various fields. haucsa et al. (2020) described the types and functions of illocutionary speech acts by the interviewer and interviewee. through a descriptive analysis design, the findings showed that four kinds of illocutionary speech acts were found with the dominant representative speech acts. it is due to the function of representatives is to describe things the speaker believed to be true which is prominently found in interviews. in addition, basra & thoyyibah (2017) also discussed speech act analysis in a language teaching and learning field. they investigated an english teacher’s speech acts in the classroom regarding the classification of speech acts, the reason for the usage, and the implication of the findings. using a case study, it is shown that the use of appropriate speech act classification in the classroom depends on the teaching approach used by the teacher. the most speech act found was the directive speech act which is in accordance with the goal of the teaching approach used by the teacher, to encourage students to speak actively. hence, the appropriate use of speech acts may achieve the expected goal of the communication which lessens the occurrence of misunderstanding. to fill the gap from the previous studies that have not discussed a pre-service english teacher’s talk in an offline classroom, the present study examines the classification of speech acts focusing on the assertive or representative, directive, commissive, expressive, and declaration, performed by a pre-service english teacher at sman 7 malang. method the method used to find out and analyze a pre-service english teacher’s talk regarding speech act classification is descriptive qualitative since the collected data is described in paragraphs. the data were collected from the voice recording of the classroom observation containing the utterance of a pre-service english teacher in halimatuz zahra, widya caterine perdhani, didik hartono a speech act analysis of a pre-service teacher in an efl classroom 2028 an efl classroom at sman 7 malang. although the teacher is not a non-native english speaker, he was chosen because of his good english speaking and exposure to his surroundings namely students and colleagues. the instruments researcher uses data sheets and a supporting instrument namely a mobile phone. the data sheets are used to transcribe the verbal data into written data, and the mobile phone is used to voice record the utterance of the preservice english teacher in the classroom and also to document the teaching and learning process. the data collected were speech acts performed by a pre-service english teacher. the procedure of the study starts with an observation in which the researcher goes to the field directly by joining the class to gather data. the gathered data that are supported by the voice recording are transcribed into written data. then the researcher identifies the data regarding the speech act types and their functions uttered by the participant. the researcher also organizes data and discards data that has nothing to do with the research problem. then the researcher analyzes the data from the organized data display by interpreting the data in a descriptive form to derive a conclusion that answers the research questions. in addition, the researcher makes a percentage of the data by dividing the frequency of the speech act type by the total frequency and then multiplying the result by 100. the present study analyzes the data by using the speech act framework by searle (1976). according to searle, there are five kinds of speech acts consisting of representatives (or assertive), directives, expressive, commissive, and declarations. 1. assertive refers to words stating what the speaker believes is the case. in this case, the language is used to tell someone how things are in a statement form. the examples are stating, boasting, claiming, reporting, and asserting. 2. directives refer to words uttered by the speaker aiming to make the listener do something. the examples are commanding, requesting, warning, inviting, and questioning. 3. commissive refer to words that commit the speaker to future actions. it means the language is used to commit the speaker’s intention to do something in the future. the examples are promising, vowing, threatening, refusing, pledging, and offering. 4. expressive refer to words stating the speaker’s feelings. examples are greeting, thanking, apologizing, and regretting. 5. declarations refer to words bringing some changes to objects as the declaration has been done. this speech act type is typically used by a speaker authorized to do something within a group or institution. the examples are declaring, resigning, dismissing, and naming. the primary data of this study is qualitative by scrutinizing the utterance of a preservice english teacher in an efl classroom. in addition, quantitative in this study only associated with the frequency and percentage of the speech act types found in the data. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2029 results the researcher finds out the representative, directive, commissive, expressive, and declarative speech acts in the pre-service english teacher’s talk. the data found is described as follows. a. representatives (22.2%) representative speech act type was found 41 times out of 185 utterances. out of these 41 utterances of representative speech act found, there were concluding or repeating students’ answers to clarify their answers and stating. the following section is some of the examples of representative speech acts that are discussed. datum 1 teacher: “okay very detail yaa (10:29) tadi ada dibilang sama miss.. miss siapa tadi? miss nayla? katanya dia berbicara tentang edukasinya. dia berbicara mau apply kemana walaupun itu yaa tadi ada.. mungkin kalau ada yang denger, ada kualifikasinya. okay! but, itu belum menjawab.” “okay, that was a very detailed answer. as she said, what is her name? miss nayla? she said that the man in the video talked about his education. he talked about where to apply even though there was … if you all heard, there was the qualification. okay! but, that is still not counted as the right answer.” the datum above is a conversation between an english teacher and efl students. they discuss content from a video that has been watched in a warming-up session in an efl classroom. a student has just answered the teacher’s question which is her thoughts about the content of the video. then the teacher used a representative sentence with a concluding function to restate what the students said as the answer to the teacher’s question. the teacher said that to clarify the students’ answers and lead to the right answer. datum 2 teacher: “okay, udah yaa.. you've read a text about an application letter. you must have understand what's the about. jadi pasti tau dong, apasih tentang apasih ini. tentang letter text ini.” “okay, you’ve read a text about an application letter. you must have understood what is the about. so, you must have already known what it is about, about this letter text.” the datum above is set in an efl classroom wherein efl students just finished reading a text about an application letter which is the learning material for the day’s meeting. then the english teacher used a representative speech act with assuming function to shift from one activity to another activity which is working on a fivequestion mini quiz. this is categorized as an assuming function because the teacher simply thinks about students’ understanding without actually confirming the truth from the students as proof. here, the teacher does not have proof of whether the students have comprehended or not the passage they just read to be able to work on the mini-quiz. hence, the teacher said the statement which serves as an assumption. halimatuz zahra, widya caterine perdhani, didik hartono a speech act analysis of a pre-service teacher in an efl classroom 2030 datum 3 teacher: “person in charge is.. orang yang mempunyai kewenangan, atau bisa disebut dengan si bos. gitu..” “a person-in-charge is a person who has the authority or can be called a boss.” the datum above took place in an efl classroom when efl students were working on their mini quiz that exists a term they do not know its meaning which is “person-in-charge”. thus, the english teacher used the representative speech act which functioned as a stating function to tell the students the definition of the term. it is classified as a stating function because the teacher tells the students about the meaning of a person-in-charge that the students have not known to make them understand its meaning and can work on their mini quiz afterward. b. directives (64.9%) out of 185 utterances, the directive speech act type dominates the speech act types performed by the pre-service english teacher. the frequency of directive type found was 120. it means that among 185 utterances, 64.9% of them have directive speech acts. it is aligned with the aim of a directive which is making the listener do something. in this case, the teacher used the directive type to encourage students to participate actively in the class by answering questions raised by the teacher or doing the assignments in the class. correspondingly, the utterances contained the intention to ask, request, command, and order. out of those functions, the teacher used directives mostly for asking the students about the materials and to order the students to do something such as working on the assignment, making a group work, or paying attention to the teacher. some of the examples of directive speech acts are explained in the discussion below. datum 1 teacher: “okay, can you repeat after me? director. di-rec-tor.” the datum above is a conversation between an english pre-service teacher and an efl student after the student finished reading a text. there was a pronunciation error made by the student. hence, the english teacher used the directive speech act which functioned as a requesting function to correct the students’ pronunciation so the student can pronounce the word accurately next time. this is categorized as a requesting function because the teacher did not directly ask the students to do his command. rather than commanding the students to pronunciation correcting, the teacher used a request to make it sounds more friendly and not sounds coercing. the teacher politely asked the students to follow the teacher’s example in pronouncing the word correctly. datum 2 teacher: “now you've seen it. i want you guys to make a group.” the datum above happened in an efl classroom when the students have just finished working on their mini quiz. the teacher wanted to move on to the next activity which is group work as the students have seen the group work section in their worksheets. consequently, the teacher used a directive speech act type ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2031 functioned as an order to make the students form a group to work on their group assignment. this statement is categorized as ordering since the teacher tells the students to perform something instead of asking them to do something. datum 3 teacher: “okay, di dalam application letter itu ada apa aja sih? 1?” “okay, what is included in an application letter? 1? (guiding students on the first thing that should be included in an application letter) the datum above is uttered by an english teacher and directed to efl students. it took place in an efl classroom at the near end of the class where the teacher asked the students about the learning materials that has been discussed. this is categorized into questioning since he asked the students a question and make the students answer the question based on what has been learned together in the class. this is used to make the students reflect on their understanding of the day’s material. c. commissives (3.8%) among 185 utterances, the pre-service english teacher only used commissive speech act type 7 times. it means that the commissive type is the least type performed by the teacher with only 3.8% out of 100%. datum 1 teacher: “okay, so, before we move on to our material for today ya, i would like to ask you guys.” the datum above was taken from an utterance by an english teacher in an efl classroom at the beginning of the class. before going directly to learn the material, the teacher wanted to have a warming-up session in which the teacher asked a question that relates to the day’s learning material to build efl students’ motivation and interest in the topic. the teacher used commissive to tell the students what he wants to do in a minute. he commits to what he wants to do next and let the students aware of it. datum 2 teacher: “okay, so, i will explain to you about what to write ya..” the statement above is uttered by an english teacher after the students finished making a group for their group assignment. the teacher used a commissive speech act functioned as a promise that he will do something for the students. in this case, the teacher promised the students that he will tell them the detail of their group assignment. d. expressives (9.2%) 17 utterances with the essence of expressive speech act were found. the utterances consist of congratulating, thanking, apologizing, welcoming, and greeting. however, the teacher only used expressive type with the intention of thanking, apologizing, greeting, and leave-taking. the teacher says “thank you” mostly after the students are voluntarily done answering questions and assignments. it is done by the teacher to appreciate students’ effort in participating in the class. “sorry” is also uttered when the teacher says something wrong. halimatuz zahra, widya caterine perdhani, didik hartono a speech act analysis of a pre-service teacher in an efl classroom 2032 datum 1 teacher: “okay good afternoon, everyone.” the statement above is uttered by a pre-service english teacher at the beginning of class in an efl classroom. he just came into the class and greeted the students. it is said to start the class. this greeting is used to cool down the students’ tension in the class so they can be motivated to learn english. datum 2 teacher: “okay so, that is all for today guys. i hope you all reaching out for our materials for today and see you next week. thank you!” the utterance above happened at the end of the class. the process of teaching and learning has ended and the teacher had a goodbye. the teacher used an expressive speech act to convey his hope and thankful for the students. this is categorized as thanking because he appreciated the students for participating and being active in the class. datum 3 teacher: “next. ke.. hello... (asking for students' attention) number 4. number 4!? sorry, number 3.” “next. we are going to… hello… (asking for students’ attention) number 4. number 4? sorry, number 3.” the datum above is taken in an efl classroom after the students worked on their mini quiz. the english teacher and students were discussing the answers together and were moving on to question number 3. in shifting from the previous number, the teacher inadvertently said number 4 instead of number 3. hence, he used expressive speech acts with apologizing type to self-correct his mistake of calling the wrong number. this is categorized as promising because he felt sorry for confusing the students with what numbers to be discussed next. e. declaratives (0%) out of all utterances made by the pre-service english teacher, there was no declarative type of speech act. there were only four speech act types found which showed that the teacher left the declarative type behind in his teaching in the efl classroom. it is caused by the declarative nature which is to change the world through the speaker’s utterance. according to yule (1996), this type of speech acts is used for a world-changing by uttering words. to declare something, it is commonly required for the speaker to have a special role in an institution. to sum up, there were only four speech act classifications performed by the pre-service english teacher. it comprises representative or assertive, directive, commissive, and expressive. the directive speech act dominates the data with 64.9% out of all utterances performed by the teacher in his english teaching practice. in addition, the functions of each speech acts found in the obtained data are varied. the stating function dominates the representative speech act data 40 times, questioning is used the most for directive speech act with 73 occurrences, commit happened 7 times, and thanking function dominates the data for the expressive speech acts 13 times. therefore, out of all the functions of speech acts in this study, the teacher used ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2033 the questioning function the most. the findings are aligned with a study by andewi & waziana (2019) where the directive type dominates the data. in addition, the function of speech acts that are mostly used by the research subject is similar which is question directive through questioning the students. this is done by the teacher to manage the classroom aiming for student knowledge and ability checking. correspondingly, this type fosters the teacher’s role as an initiator and a sustainer in the process of teaching and learning in the classroom (brown, 2001 as cited in andewi & waziana, 2019). like its nature, speech acts are used in accordance with the intended action of the speaker like the meaning of illocutionary acts by austin. someone performs an illocutionary act which has a certain force when uttering something that differentiates illocutionary acts from locutionary acts that are to have a meaning in uttering something and perlocutionary acts that has a certain effect by uttering something (oishi, 2006). hence, when a speaker utters something, the speaker always has the intended action behind their utterance. if someone wants to make the listener do something, the directive type is the suitable speech act type to be used as its nature is. thus, rather than using an expressive type to make someone do something that will lead to misunderstanding, use the directive type instead. for example: a speaker who wants someone to close the window: “oh it’s freezing!” listener: “yeah, i know right? it’s a bit chilly.” the conversation above will result in misunderstanding and failure in communication because the utterance uttered by the speaker is classified as an expressive type that states the speaker’s feelings instead of a directive type that is aimed to make someone do something. therefore, the failure of this communication leads to the listener misunderstanding and agreeing with the speaker’s utterance. rather than using expressive type as what the speaker and listener above do, it is better to have a conversation as what is written below. a speaker who wants someone to close the window: “oh it’s freezing! can you close the window for me?” listener: “yeah, sure!” the conversation above has used the appropriate speech act type to achieve the goal of the communication. in uttering the sentence, the speaker performs illocutionary acts which are to express the feeling using the expressive type and to request to someone doing something using the directive type to achieve the goal of communication which is to make someone do an action. although not all illocutionary acts have perlocutionary intention resulting in perlocutionary effects in hearers (searle, 1976), the utterance has the perlocutionary intention attempted to make the hearer close the window as the perlocutionary effect. hence, because of the appropriate use of speech act classification, the listener in the conversation above understood the speaker’s intention and the goal of communication can be achieved. in line with the conversation above, the obtained data in this research has halimatuz zahra, widya caterine perdhani, didik hartono a speech act analysis of a pre-service teacher in an efl classroom 2034 found appropriate use of speech acts in an efl classroom. one of the data samples is when the teacher asked the students to repeat their errors in pronouncing words. for example: teacher: “can you repeat after me? director. di-rec-tor.” (directive datum 1) the teacher corrected the students’ errors by using a directive speech act directly. this utterance led to successful communication between the teacher and students in which the students repeated the teacher’s example of the right pronunciation of ‘director’. the other sample can be seen below: teacher: “okay, so, i will explain to you about what to write ya...” (commissive datum 2) the teacher committed his future action by using a commissive speech act to make an organized activity in the class then the students will know what the teacher will do. hence, it is important to take into account the appropriate use of speech acts. conclusion as has been discussed above, it can be concluded that the pre-service teacher’s talk consists of only four speech act types out of five speech act types based on searle’s theory that are directive, representative, expressive, and commissive mentioned from the highest frequency to the lowest frequency. the most frequent directive type and its questioning function are in accordance with the nature of the teacher’s role in the classroom. hence, it is recommended for teachers to use a more directive speech act type in the classroom to develop the interaction between the teachers and students which leads to increased students’ participation in the learning process. however, teachers should consider the use of directive types that are not considered too force the students and will result in the opposite of the expected goal which is a positive relationship between teachers and students. in addition, the results of this study may not be completely generalizable because of the shortage of data samples and subjects. therefore, it is suggested that future researchers examine two or more subjects to get more data samples and can explore the diverse interpretation of the samples. references andewi, w., & waziana, w. (2019). an analysis of teacher’s speech acts in teaching and learning process. teknosastik, 17(1), 29. doi:10.33365/ts.v17i1.207 basra, s. m., & thoyyibah, l. (2017). a speech act analysis of teacher talk in an efl classroom. international journal of education, 10(1), 73. doi:10.17509/ije.v10i1.6848 cooren, f. (2015). speech act theory. the international encyclopedia of language and social interaction, 1-16. doi:10.1002/9781118611463.wbielsi055 hafifah, m. (2020). constative and performative utterances in jokowi’s speeches. wahana inovasi: jurnal penelitian dan pengabdian masyarakat uisu, 9(1), 8591 haucsa, g., marzuki, a., alek, a., & hidayat, d. (2020). illocutionary speech acts analysis in tom cruise's interview. academic journal perspective: education, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2035 language, and literature, 8(1), 11-19. doi:10.33603/perspective.v8i1.3304 korta, k., & perry, j. (2019, august 21). pragmatics. retrieved from https://plato.stanford.edu/entries/pragmatics/#intro mukhroji, m., nurkamto, j., subroto, h. e., & tardjana, s. s. (2019). pragmatic forces in the speech acts of efl speakers at kampung inggris, indonesia. journal of social studies education research, 10(1), 38-60 oishi, e. (2006). austin’s speech act theory and the speech situation. esercizi filosofici 1 (1):1-14 searle, j. r. (1976). a classification of illocutionary acts. language in society, 5(1), 1– 23. doi:10.1017/s0047404500006837 subagiasih, l. (2018). analysis of speech acts during speaking classes at smp pgri 5 denpasar. jurnal pendidikan bahasa inggris indonesia, 6(2). doi:10.23887/jpbi.v6i2.2714 yule george. (1996). pragmatics. new york: oxford university press https://plato.stanford.edu/entries/pragmatics/#intro the particular dialect or language that a person chooses to use on any occasion is called a code 2251 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2251 2260 developing digital-based speaking literacy assessment using plomp model to support the national literacy movement maitri rahmadhani 1, supriadi 2 madani.edu19@gmail.com 1english education study program stkip al maksum langkat, stabat, north sumatera, 2english education study program stkip al maksum langkat, stabat, north sumatera, received: 2022-11-05 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3290 abstract this research aimed to develop a digital-based speaking literacy assessment that credible, measurable and doable by using plomp model in an effort to support the national literacy movement. the problem of this research were to find out whether: a. the digital-based speaking literacy assessment that has been developed is practical and valid to solve the problem? b. the use of digital-based speaking literacy assessment that has been developed is effective? research and development (r&d) method was used as the design of this research by implementing the plomp model. the instrument of this research were questionnaires that were given to the expert validators and the teachers. the result showed that: a. the digital-based speaking literacy assessment is valid (90.88%), 85.5% respondents respond positively to the digital-based speaking literacy assessment including its interest and its attractiveness, c. it indicated that the developed digital-based speaking literacy assessment model has fulfill the aspect of feasibility and effectiveness and has been tested successfully implemented at smk al maksum stabat. keywords: assessment; digital; literacy; plomp; speaking introduction based on various international surveys on literacy, it is known that indonesia has a low literacy culture. the fact is that indonesia ranks 64th out of 65 countries in program for international students assessment (pisa) regarding literacy culture. this is certainly be a spotlight for other countries in seeing indonesia as well as being a whip for the indonesian government to improve itself considering that indonesia is a country rich in nature and culture, which if managed by reliable and quality human resources, god willing, it will become a great developed country. one http://u.lipi.go.id/1457703302 mailto:madani.edu19@gmail.com maitri rahmadhani, supriadi developing digital-based speaking literacy assessment using plomp model to support the national literacy movement 2252 of the government's contributions is to issue permendikbud n0.23 in 2015. based on the permendikbud, we can see that it is important for schools to set aside time regularly for the habit of reading as part of developing character. in this case, it is implied that reading activities are believed to have a positive role on character. this reading activity is certainly not only intended for textbooks, but also other quality and useful reading books or more familiarly what we call free reading. because “literacy” is not just being free from illiteracy, but more than that. thus, activating literacy for students at schools is expected to be able to develop their learning habits. in practice, this free reading activity is carried out at schools in the first fifteen minutes before starting the lesson. of course, the activities that have been initiated by the government must also be intensified by the schools, both in big cities and in remote parts of the country. in fact, there are still many schools that have not implemented it. the lack of reading books and socialization to parents and even students are also the reasons. not only that, the next obstacle is how teachers/education practitioners measure the literacy abilities of students so that they are able to see how far the literacy program is succeed. it should be noted that literacy skills are related to four basic language skills, namely: reading, writing, listening and speaking. these four basic abilities must be mastered in order to achieve the success of student literacy. to see the level of success in these four basic language skills, different assessments are needed based on each skill and must be measurable. in accordance to how importance of assessment to see the level of literacy success including the reading, writing, listening and speaking skill, it is necessary to conduct research and a qualified model design of assessment. which means that the assessment design model is measurable, credible, and do able. in 2021, the government has developed a reading literacy assessment which is be a part of the minimum competency assessment that then is used as a government policy in 2021. however, several other equally important literacy assessments have not yet been developed. based on that fact, this research was aimed to develop the digital-based speaking literacy assessment by using plomp model to support the national literacy movement. it was to find out whether: a. the digital-based speaking literacy assessment that has been developed is practical and valid to solve the problem? b. the use of digital-based speaking literacy assessment that has been developed is effective? assessment is crucial in literacy. the used of this assessment is as a way to get information about the extent of the learning process achievement. in relation to the success of speaking literacy, assessment can be said as a measuring tool. based on the permendikbud no. 104 of 2014, the assessment instrument is a tool used to assess the achievement of student learning development, such as tests and attitude scales. if it is associated with speaking literacy, it can be concluded that the role of this assessment is very important, namely as a tool to measure the success/achievement of a speaking learning process. therefore, the development of an assessment model for speaking literacy must also be accurate and good, which ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2253 includes: measurable, credible, do able and refers to learning progression. speaking is derived from the word “speak” which means to express opinions; to say; to converse. in other words, speaking is a way to express an opinion and tell what is going to be uttered. in broad, speaking has a larger scope. it is one of the skills or abilities in language that is used to provide information, provide comments, express and refute opinions, ask and answer questions about something, or even to create an atmosphere of mere familiarity. according to shihabuddin (2009: 195) speaking is one aspect of productive language skills, namely in the form of skills in changing the form of thoughts or feelings into meaningful language sounds. according to him, there are six things that must be considered when assessing a person's speaking ability, namely: 1. pronunciation and speech; 2. grammar, linguistic structure in accordance with the variety of language used; 3. vocabulary, choosing the right words according to the meaning of the information conveyed; 4. fluency, ease, and speed of speech; 5. the content of the conversation, the topic of conversation, the ideas presented, the ideas put forward, and the flow of the conversation; and 6. understanding, including the level of success of communication, and the communicativeness. furthermore, shihabuddin (2009:197) stated that speaking skill is a productive skill which consists of several components, namely: 1. the use of spoken language that functions as a medium of conversation through vocabulary, language structure, pronunciation and intonation, and variety of languages; 2. mastery of the content of the conversation that depends on what is the topic of conversation; 3. mastery of speaking technique and appearance adapted to the situation and type of conversation, for example conversing, giving speeches, telling stories, and so on. the mastery of this technique very important in formal types of speaking, such as giving speeches, lecturing, and discussing. according to plomp (2013) the research and development (r&d) is a model of research that consists of 5 stages: (a) preliminary research, (b) design, (c) realization/construction, (d) test, evaluation and revision, (e) implemetation. in preliminary research the needs analysis is carried out, that is by gathering all the important information needed and identifying the problem. in the design phase, the thing to do is to design problem solving raised in the initial investigative phase. in this phase, a work plan is carried out in the form of designing a digitalbased speaking literacy assessment which will then be realized in the next phase. in the realization/construction phase, production activities are carried out in the form of developing a digital-based speaking literacy assessment. in the test, evaluation and revision phase validation of the practicality and effectiveness of digital-based speaking literacy assessment by the expert validators is carried out. the revisions are made if deficiencies are happened at the time of evaluation. in the implementation phase, the developed digital-based speaking literacy assessment model was implemented for the students and teachers of smk al maksum stabat. this is carried out to see all the obstacles and deficiencies when applying the developed digital-based speaking literacy assessment model to ease the maitri rahmadhani, supriadi developing digital-based speaking literacy assessment using plomp model to support the national literacy movement 2254 researcher to revise it. method research and development (r&d) method was used as the design of this research by implementing the plomp model. the instrument of this research were questionnaires that were given to the expert validators and the teachers. this research was conducted at smk al maksum stabat, langkat regency – north sumatera province. the subject of this research is the teachers and 2nd graders of smk al maksum stabat by using purpossive sampling. fig.1 the research road map the data taken from the expert validators was then divided into two i.e., the qualitative data and the quantitative data. the qualitative data in this research was the suggestions from the expert validators and the teachers (as the educational practitioners) as a consideration for revising the digital-based speaking literacy assessment. the quantitative data analyzed in this study was calculated using the percentage score obtained from the validation questionnaire sheet. p = ∑𝑋 ∑𝑋𝑖 x 100% notes: p : percentage ∑𝑋 : score for each answer ∑𝑋 𝑖 : total score for each answer the results of the data analysis are then interpreted in accordance with the assessment qualification criteria proposed by riduwan (2011) which had previously been adapted. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2255 table 1. assessment qualification criteria no interval criteria 1 80% < x ≤ 100 very valid 2 60% < x ≤ 80 valid 3 40% < x ≤ 60 fairly valid 4 20% < x ≤ 40 less valid 5 x ≤ 20 not valid results the developed digital-based speaking literacy assessment model was declared to have met the criteria for validity based on the results of the assessment of experts and education practitioners, with a percentage of validity of 90.88%. the developed digital-based speaking literacy assessment was stated to be practical and has met the practicality criteria. this can be seen from: a. based on the testing result from the expert validators who stated that the developed digital-based speaking literacy assessment had a level of validity: very valid which means it can be used and implemented for both teachers and students, but it needed a minor revisions until it became the final draft of the digital-based speaking literacy assessment. b. based on the observation given to both teachers and students, it was showed that the developed digital-based speaking literacy assessment can be used and implemented easily by both teachers and students seen from the positive increase in student’s activity during the teaching-learning process. based on the trial-using of the developed digital-based speaking literacy assessment, it showed that the this digital-based speaking literacy assessment has met the criteria of effectiveness since the overall average percentage showed that 85.5% both teachers and students stated “yes” on the aspects of fun and interest in using the developed digital-based speaking literacy assessment, found what was new and what was contained in the assessment, understanding the instructions and clear use of the assessment, and interest in the assessment design being developed. discussion in need analysis phase, the distribution of the questionnaire was carried out to the second graders’ english teachers of smk al maksum stabat. this initial investigation was carried out to find out the problems that occurred in the process of assessing/testing speaking literacy for vocational students. based on the results of the questionnaire which was distributed purposively to 6 respondents of the english teacher at smk al maksum stabat it was found that: a. a. 83.33% teachers stated “never” to the statement “students understand the speaking literacy assessment scoring criteria”. 66.67% teachers stated “never” to maitri rahmadhani, supriadi developing digital-based speaking literacy assessment using plomp model to support the national literacy movement 2256 the statement “students know the speaking literacy assessment scoring transparantly”. 100% of teachers stated "never" to the statement "students can conduct peer reviews of speaking literacy assessments". this means that the literacy assessment process that has been carried out so far is not transparent so that students do not know the speaking literacy assessment criteria and cannot conduct peer reviews. b. 50% of teachers stated “never”, 16.67% stated “rarely” and 33.33 stated “sometimes” in the statement “teachers have standardized speaking literacy assessment”. 50% of teachers stated “never”, 33.33% stated “rarely” and 16.67% stated “sometimes” in the statement “before the teacher conducts an assessment, the speaking literacy assessment is determined by the criteria”. 16.67% of teachers stated “sometimes”, 33.33% stated “often”, and 50% stated “always” on the statement “teachers give assignments that are in accordance with the material being taught and the assessment”. 66.67% stated “never”, 33.33% stated “rarely” in the statement “teachers establish practical and reliable assessment procedures”. 100% of teachers stated "always" in the statement "teachers present the maximum results of the assessment". this means that so far the speaking literacy assessment has not yet determined the standardization of the assessment. each teacher has a different perception of speaking literacy assessment c. 33.33% of teachers stated “never”, 33.33% stated “rarely”, 16.67 stated “often” and 16.67% stated “always” to the statement “assessment has been able to describe the condition of student competence”. 83.33% of teachers stated “never” and 16.67% stated “rarely” to the statement “the assessment has been consistent and reliable”. 66.67% of students stated “never” and 33.33% stated “sometimes” to the statement “the assessment has been standardized and fair for all students”. 50% of teachers stated “never” and 33.33% said “rarely”, and 16.67% stated “always” o the statement “assessment was in accordance with student needs”. 33.33% of teachers stated “never”, 33.33 “rarely”, 16.67 “sometimes” and 16.67% “often to the statement “assessment has been able to describe student achievement truly”. thus, it can be concluded that the speaking literacy assessment that has been used so far is not in accordance with kepmendikbud number 719/p/2020 regarding to the nature of learning assessment. d. 50% of teachers stated "never" and 50% "rarely" on the statement "the assessment has been related and in accordance with what has been taught". 66.67% of teachers stated “never” and 33.33% “rarely” on the statement “the assessment used was very efficient”. 50% of students stated “never”, 16.67% “rarely” and 33.33% stated “sometimes” in the statement “the assessment used is clear and measurable”. 33.33% of teachers stated “never” and 66.67% stated “rarely” in the statement “the assessment used was easy”. in this case, it can be concluded that the assessment used at this time is still not clearly measured and is still based on the perception of each teacher. therefore, the result will be differ ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2257 from one teacher to another in assessing the same student with the same testing aspect. this will be unfair for those students who have good literacy speaking skill but probably have some problems to certain teacher academically or personally, caused by the scoring of speaking literacy assessment which has not standard and objective. based on the calculation data from the expert validators toward the developed digital-based speaking literacy assessment with several aspects assessed including content feasibility aspects, display feasibility aspects, language feasibility aspects, interface feasibility aspects and assessment design, the results obtained are 90.888% stated “very valid” as yet with minor revisions suggested by expert validators. the practicality of the developed digital-based speaking literacy assessment can be seen from how ease both teachers and students in using it. formerly, it has been noticed that based on the result of the expert validators test on the developed digital-based speaking literacy assessment was 90.88% or stated “very valid” with minor revisions. based on this data, the first element as a requirement for assessing the practicality of digital-based speaking literacy assessments has been fulfilled. in addition, there are other things that determine whether the developed digital-based speaking literacy assessment has met the criteria of practical value or not, namely by seeing a positive increase in teacher and student activities while using a digital-based speaking literacy assessment in testing the students speaking literacy during the teaching-learning activity. based on the observation given to 20 respondents i.e., the second graders of smk al maksum stabat taken by 3 english teachers for 4 times meeting by using the developed digital-based speaking literacy assessment, it was found: the highest percentage of student activity lied in practicing speaking literacy by understanding the teacher's statements and questions and conducting simulations with confidence. in this case, the percentage reached 95% at the 4th meeting, having previously increased from the 1st (65%) to the 3rd meeting (85%) and peaked at the 4th meeting. thus it can be concluded that the use of digital-based speaking literacy assessment with standardized assessment instruments so that it is clear for students and teachers about what must be achieved and the value. students also confidently conduct simulations and can conduct peer-reviews due to clear assessment scoring on the assessments developed. after testing the developed digital-based speaking literacy assessment on both teachers and students, the data obtained as followed: the overall average percentage showed that 85.5% both teachers and students stated “yes” on the aspects of fun and interest in using the developed digital-based speaking literacy assessment, found what was new and what was contained in the assessment, understanding the instructions and clear use of the assessment, and interest in the assessment design being developed. on the other hand, there were only 14.5% of teachers and students who said “no” to the questionable aspects of the digital-based speaking literacy assessment. this means that the developed digital-based speaking literacy assessment has maitri rahmadhani, supriadi developing digital-based speaking literacy assessment using plomp model to support the national literacy movement 2258 met the feasibility aspect by being declared very feasible but needs minor revision according to the criteria needed by teachers and students. the purpose of this revision is to make the developed digital-based speaking literacy assessment can be better understood both in terms of use and in terms of its implementation by teachers and students. the results of the tests conducted on the second graders of smk al maksum stabat revealed that the developed digital-based speaking literacy assessment had succeeded in measuring students' ability of speaking literacy correctly. however, it should be noted that the focus of the tests given to the second graders of smk al maksum stabat in this study was to test the developed digital-based speaking literacy assessment and not to achieve an increase in the students' speaking skills. therefore, the value displayed on the test is not to be assessed for the achievement of improvement, but only as proof that the developed literacy assessment has functioned optimally. conclusion the developed digital-based speaking literacy assessment model was declared to have met the criteria for validity based on the results of the assessment of experts and education practitioners, with a percentage of validity of 90.88%. this developed digital-based speaking literacy assessment was also stated to be practical and has met the practicality criteria. based on the trial-using of the developed digital-based speaking literacy assessment, it showed that this digital-based speaking literacy assessment has met the criteria of effectiveness. therefore, it can be concluded that this digital-based speaking literacy assessment had succeeded the trial using and can soon be implemented by teachers and students in assessing the speaking literacy. based on those conclusions, there are some suggestions that need to be considered: a. it is suggested to the english teachers to use the digital-based english speaking literacy assessment since it is efficiently and practically tested in assessing the students’ speaking skill, b. the evaluation stage (including testing on the product) at this research was once conducted due to the limitation of time. thus it is suggested for the next researcher to deepen the evaluation and implementation stage (based on the plomp model). acknowledgement the researchers would like to thank the lppm for helping the researchers in doing any administrations deals with this research and kemdikbudristek for the opportunity and trust that has been given to the researchers in winning the novice lecturer research grant (pdp). we also would like to thank the expert validators for helping us in doing the trialusing of the developed assessment as well as doing the validity of the data. special thanks due to all teachers, students, and headmaster of smk al maksum stabat to which the researchers conduct this research. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2259 references arifin, zinal. 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(2011). students’ perception on efl speaking skill development. journal of english language teaching, 1 (1): 28-43. nitko, anthony j. (2001). educational assessment of students. third edition. united states of america: prentice-hall, inc. nunan, david. (1991). research methods in language learning. cambridge: cambridge university press. nurgiyantoro, burhan. (2012). penilaian pembelajaran bahasa. pbfe ugm : yogyakarta nurgiyantoro, burhan. (2008). penilaian autentik. cakrawala pendidikan, 27 (3): 250-261. plomp, t and nienkee, n. (2013). educational design research. enscede: university of twenty. purnomo, edy. (2015). dasar-dasar dan perancangan evaluasi pembelajaran, bandar lampung. unila pusat penilaian pendidikan balitbang. (2011). survei internasional pisa. jakarta. kementrian pendidikan dan kebudayaan. rahmawati,yeni. & ertin. (2014). developing assessment for speaking. ijee journal, 1 (2):199-210. rahmadhani, maitri & supriadi. (2021). the development of english textbook by using addie-model to improve english speaking skill for non-english department students. anglo saxon journal, 12 (1): p. 65-79. ratminingsih, n.m. (2014). pengembangan model pembelajaran bahasa inggris induktif berbasis lagu kreasi. jurnal ilmu pendidikan, 20 (1): p. 47-58. riduwan. (2011). skala pengukuran variabel-variabel penelitian. bandung: maitri rahmadhani, supriadi developing digital-based speaking literacy assessment using plomp model to support the national literacy movement 2260 allfabeta. robert petrone. (2013). linking contemporary research on youth, literacy, and popular culture with literacy teacher education,journal of literacy research 45(3) 240-266 roth, eric h, aberson, toni w. (2006). copmpelling conversations: questions and quotations on timeless topic. charleston usa: chimayo press. rusilowati, a., lina, k., nugroho, s. e., & widiyatmoko, a. (2016a). scientific literacy evaluation instrument to measure the student‟s scientific literacy skill on the cycle theme. international journal of environment al and science education, 11(12), 5718-5727. shihabuddin, h. (2009). evaluasi pengajaran bahasa indonesia. bandung: upi. sudjana, nana. (2010). penialain hasil proses belajar mengajar. pt. remaja rosdakarya: bandung. syahari. (2010). information gap task dapat meningkatkan kemampuan speaking siswa. bandung: unisba. templeton, melody. (2010). public speaking and presentation demystified. new york: mc graw hill wahyuni, l.g.e. 2(013). authenticity of teachers’ made assessment and its contribution to students’ english achievement. jurnal pendidikan dan pengajaran undiksha, 46 (2): p. 182-19 wortham, sue c. (2008). assessment in early childhood education. united states: pearson education. yuniawan, t. 2014. model penilaian kinerja dalam pembelajaran membaca berbasis teks narasi bermuatan pendidikan karakter cinta budaya. jurnal pendidikan karakter, 14 (01): p. 61-72 yusuf, a, muri. (2015). asesmen dan evaluasi pendidikan. jakarta. prenada. the particular dialect or language that a person chooses to use on any occasion is called a code 1768 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1768 -1777 adapting language tests to hybrid learning: efl teachers’ challenges and their practices fitriani fitriani21@mhs.uinjkt.ac.id educational sciences, syarif hidayatullah state islamic university, jakarta, indonesia received: 2022-10-01 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3320 abstract the objective of this study is to explore teachers’ challenges in conducting test in hybrid setting as well as their practices in the context of elt classroom. the teachers also provide the solutions to overcome the problems. this is qualitative research that employs a case study as the approach. the data are obtained through questionnaires and semi-structured interviews with 8 english teachers of senior high school. the results highlight a number of major issues emerged in conducting tests with the combination of face-to-face and online classroom (hybrid setting) such as: (1) constructing level of thinking test; (2) integrating technology; (3) monitoring students; (4) assessing students fairly; (5) and inadequate facilities. therefore, this study is a reflection on assessment in hybrid learning which suggests the administrators and authorities of education policy evaluate the guidelines to enhance quality of sustained assessment for students in hybrid learning model. keywords: assessment; hybrid learning; teachers’ challenges; teachers’ practices introduction the development of modern technology has been rapidly increasing human’s life. in the field of education, technology has participated in new trends in language teaching and language evaluation [1]. the existence of technology has changed and provided interesting and easy ways in teaching and learning processes. the use of technology support students’ english skill by adjusting their own learning process, for example, through mobile learning, online games, youtube, video, etc. [2]. indonesian students learn english writing since junior high school to senior high school. students have to master how to compose sentences into a proper paragraph and develop their paragraphs to become a story or text in proper form, organization, grammar, punctuation, spelling, and so on. however, several http://u.lipi.go.id/1457703302 mailto:fajarmuhammad.rizky@mhs.uinjkt.ac.id ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1769 problems in writing such as grammatical ability, vocabulary usage, spelling and punctuations make learning writing as difficult subject to learn. although students have ideas or arguments to write, their writing will have no meaning and the essence of the passage cannot be expressed effectively. the students choose another way to respond some problems by imitating the kinds of writing of other sources rather that deliver their own ideas. after conducted the preliminary study, the researchers found that the teacher used inappropriate methods and monotonous teaching media in teaching writing. however, a number of issues from schools have existed since the occurrence of the covid-19. teachers face a challenging problem while transitioning to online teaching practices due to the existing circumstances. this unexpected change in teaching-learning method not only affects the english language teaching (elt) context but also demands teachers to teach while frequently assessing students' progress. concerning to unfold of the ongoing global pandemic, new normal policies have been established in a number of lines, including education by reopening school activities. the new normal education requires us to adapt learning methods to the current digital-based conditions, which demands schools to integrate classroom learning with e-learning or hybrid learning. “hybrid" refers to a combination of direct meeting and technological integration which must be implemented in direct proportion to the teaching and learning strategies that employed by both educators and students. hybrid learning emphasizes the demands of traditional learning processes as well as the significance of redesigning learning models by incorporating technology (hubbard, 2013). although the combination of face-to-face and online learning (hybrid) is regarded as an alternate learning method in the new normal phase, its implementation does not always go as smoothly as expected. there have been various limitations to the many issues around the language testing, including hybrid test formats (yulianto & mujtahin, 2021; nashir & laili, 2021). numerous questions also have been raised about how teachers can undertake assessment practice that are fair, accurate, and effective to support students learning in hybrid settings. some previous studies have been conducted by scientists and scholars related to the language testing. the result of a study conducted by yulianto & mujtahin (2021) revealed that teachers had negative perceptions towards online testing during the covid19. they encountered some challenges while conducting the assessment test, including the internet connectivity, the validity of the test, and the students' fitriani adapting language tests to hybrid learning: efl teachers’ challenges and their practices 1770 disinterest. however, the implementation of online assessment is useful for teachers both to deliver material and evaluate students’ achievement. another study also carried out by arifuddin et al. (2021) revealed that numerous benefits can be gained from using online learning testing, including the flexibility to take tests at any time, immediate feedback for students, and quick access to test the results for students. however, there are also downsides of using online testing systems, such as the possibility that students with limited proficiency in information technology (it) will put them at disadvantage. on the other hand, a study by sutisna & vonti (2020) have confirmed that the application of hybrid learning was perceive positively by teachers and students. however, the teachers still struggled to determine the appropriateness methods and strategies for hybrid setting assessment. having highlighted the key issues in the literature related to language testing, the issue is that most of the findings are designed for language testing during online learning, but there are very few research that link language testing in the context of hybrid learning. to avoid this gap, the issues need to be discussed. thus, this study addressed the issues of language testing, particularly tests in the setting of hybrid learning. this study aims to explore and describe teachers’ challenges and their practices in administering language test in the context of hybrid learning with the research questions as follow: (1) how do the teachers administer test to measure students’ language performance in hybrid learning? 2. what are the challenges encountered by teachers in the process of testing in the context of hybrid learning? 3. how do the teachers deal with the challenges in the process of testing in the context of hybrid learning? method the study design this study employed a qualitative method with a case study as a research design. the case study is used to analyse a current phenomenon in a real-life environment, and the research should be specific, complex, and functional. (yin, 2018; cresswell, 2019). the case study is considered relevant to the study as it will expose teachers' issues in conducting language testing, the ways teachers overcome the issues, and their practices in carrying out the test based on their experience in a hybrid setting. population and sample furthermore, the subjects in this study are 8 english teachers from senior high schools in jakarta and south tangerang. six english teachers are younger in their career and they were within the age range of 23-27 years and the two english teachers are 42-45 years. the researcher uses purpose sampling in selecting the research subject to assess those who having in-depth knowledge of a specific issue through their experience. purposive sampling is a sampling technique in which the samples are selected with a purpose to represent the type in relation to the criterion (creswell, 2012). thus, the participants are intentionally chosen to fulfil the criteria ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1771 as the target of the research study. data collection procedures for data collection, both questionnaires and semi-structured interviews are employed in this study. the questionnaire and interview questions are adapted from prapphal (2008), bachman (2014) and elaborated with other kinds of scientific papers related to the study’s issue. the closed-ended questionnaire in the shape of 4 points likertscale questions aim to gather data regarding teachers’ practices in implementing test in the hybrid context. meanwhile, the interview section intends to gather information regarding teachers’ issues and their ways to solve the problems in conducting language test in hybrid setting. besides, the interview becomes supplementary data which aims to gain better and qualified information comprehensively and meaningfully. data analysis technique the procedure begins by collecting the data from the questionnaire which is taken through google form and distributed to the participants. then, the researcher begins continuing to gather data from the interview which is conducted through zoom meeting around 25 to 30 minutes for each participant. after gathering the data, the researchers divided the data analysis into two steps. first, data from the questionnaires are analyzed and calculated to find out the percentage of each indicator which then the data displayed on the table statistically. second, data from the interview questions are analyzed and described. in the process of analyzing data, the researcher needs to reduce irrelevant data and choose the relevant data that occurs when reading the data to represent the objectives of research questions (creswell, 2012). the collected data is analyzed using the framework proposed by miles et al. (2014). first, the data reduction was done to reduce the unessential data since the researcher sometimes obtained abundantly available the gathered data. second, the researcher displays the data in the form of tables and description explanation. third, drawing conclusion is the final step of data analysis which the researcher interprets deeply and meaningfully the meaning of the data submitted. in addition, to explore the trustworthiness of this qualitative research, the researcher employs member checking as a technique which involves participants’ validation in order to obtain the credibility of the results. data analysis or results are returned to the actual participants involved in the research to check for accuracy and resonance with their experiences based on the topic. the researcher confirms the participants by interviewing them again whether the description is complete and fitriani adapting language tests to hybrid learning: efl teachers’ challenges and their practices 1772 realistic, if the themes are accurate to include, and if the interpretations are fair and representative (candela, 2019). additionally, to establish content validity of data, three expert judgments/professionals are asked to evaluate the instruments both questionnaires and interviews questions. in this case, the expert judgments are language program lecturers that know the research situation well. therefore, data validity can be acceptable. results this section presents the results of the analysis data collected from both data questionnaire and interview concerning the teachers’ practices in conducting the test, teachers’ challenges and their way to overcome the problems in the context of hybrid learning, together with the discussion with the answers to the research questions are presented after results. table 1: teachers’ practices in applying test in hybrid context list of language practices often/ always never/ rarely i give tests using multiple-choice questions instead openended questions (short or long answers) 75% 25% i use several platforms to assess students, including google forms, whatsapp, google classroom, edmodo, quizzes, and zoom 100% i use the same question for the tests both in distance learning and conventional learning 62.5% 37.5% i create types of critical thinking questions for tests to mitigate opportunities for cheating 25% 75% i use remote proctoring software or tool to support monitoring/deterring cheating i restrict the amount of time to complete the test (making duration shorter) 12.5% 37.5% 87.5% 62.5% as presented in table 1, utilizing plenty of great platforms to access students' performance in a combination of tests – some online, some offline is the highest choice with complete participants. using the multiple-choice questions are teachers’ preference with 75%. compared to open-ended questions, the teachers ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1773 confirm that they often and almost always use mcq (multiple-choice questions) to assess students’ competences in terms of understanding materials. for both distance and conventional learning, the finding shows that teachers always use the same questions for the test with 62.5%. then, it also confirms that very few teachers (25%) or two teachers create or involve types of critical thinking questions for tests in the hybrid setting and the rest of teachers rarely and even never use critical thinking questions in the test. meanwhile, a minority of the teachers with 12.5% indicate that they employed remote proctoring software or tool to monitor/deter potential cheating. it also shows that only 37.5% (3 teachers) restricted the amount of time and made duration shorter to complete the test. while the rest of teachers tend to use normal duration as in face-to-face test in classroom. table 2: teachers’ constraints in testing in hybrid context list of challenges 1. constructing various and appropriate level of thinking test 2. integrating computer and technology in language testing for hybrid setting 3. monitoring/controlling students’ while administering tests 4. finding way to fairly assess a combination of both in class and online 5. inadequate facilities (proctoring software to secure test) teachers’ solutions 1. comparing test to other similar tests from different sources 2. getting help and instruction from the experts 3. asking students’ camera on while completing the test and use a twocamera set up 4. designing different questions and set the questions randomly and restricting time 5. asking students to project their screen and use a two-camera set-up discussion this unexpected change in teaching-learning method not only affects the english language teaching (elt) context but also demands teachers to teach while frequently assessing students' progress. teachers' strategies for conducting tests may benefit from modest or substantial adaptations to deal with the issues that arise when taking language tests in hybrid format. nguyen (2022) & koç et al., (2015) also confirm that one of the most difficult aspects of administering tests in fitriani adapting language tests to hybrid learning: efl teachers’ challenges and their practices 1774 the context of hybrid setting is coordinating the tests such as adhering to students' diverse learning environments, and fostering academic integrity. moreover, cramp et al., (2019) the consistent result that tests administered in hybrid and remote modes have added more issues, such as how tests are formatted, how technology is used, how academic integrity is maintained, and how teachers and students can be accommodated. numerous studies have proven that hybrid learning or blended learning are effective, efficient, and attractive to be applied, but it is ineffective to authentically and fairly assess distance students. as has been shown the result of teachers’ practices in conducting test in the hybrid context, finding strategies to consistently and fairly assess remote learners is paramount in the new classroom environments, whether in class, online or combination of both. for example, teachers’ preference in using the multiple-choice questions compare to higher-order thinking questions. according to gray (2020), she revealed that emphasizing higher order thinking questions, like analyzing, evaluating or creating allows for more student engagement and authentic assessment in hybrid format. better choices for higher order thinking questions push learners to use order thinking skills and allow teachers’ assessments to be multidimensional (weiss, 2003; ozdemir, 2017). on the other hand, higher-level thinking questions may offer creative, cheatingproof in a remote learning. thus, answer of the questions which can be easily found in internet, such as multiple choice and fill in the blank stuff are not necessarily higher-level thinking that should not be in final assessment. in addition, the persistence of hybrid learning concerns regarding academic dishonesty emerged and continued to trouble educators in higher education (nguyen, 2022). many schools are trying to tighten exam procedures to control the students. in fact, learners still find ways to “game the system”. as pointed by vici (2020), cheating may be more likely when students are assessed in hybrid model. teachers do not just simply post the test for students to be completed, assessed, and done, but it is required for administrators and teachers to take into consideration: to innovate and facilitate the effective assessment in hybrid format. the most successful assessment in hybrid setting should ensure that hybrid setting facilities are fully supported. as suggested by meyer (2020) in her study that the emphasizing on the use of remote proctoring software or other tools to prevent unethical behaviour. assessment in hybrid format is not going to stop the issue, but choosing to use proctoring tools clearly can discourage cheating or something worse which is the technology biggest benefit (basgall, 2020). while the artificial intelligence does not guarantee students to end the cheating, it can cause students the “fear of being caught”. it is critical to take into consideration the possibilities of assessing students learning in different modes where the instruction and engagement take place both virtually and physically. a number of major issues encountered by teachers are rising during the implementation of assessment in the context of hybrid setting because the test system used in hybrid setting is distinct from that used in the ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1775 conventional test. sutisna & vonti (2020) have confirmed that the application of hybrid learning was perceive positively by teachers and students. however, the teachers still struggled to determine the appropriateness methods and strategies for hybrid setting assessment. developing the right assessment strategies, methods, and technologies are the important key to consistently and fairly access both physical and virtual learners, so the challenges do not continue going forward (raes et al., 2019; sutisna & vonti, 2020). conclusion in summary, this study has highlighted a number of practices and major issues encountered by teachers in adapting language tests in hybrid format, such as supporting facilities, adhering to students' diverse learning environments, and fostering academic integrity. besides, this study also found solutions to cope those problems teachers faced during the implementation of assessment in hybrid setting. nevertheless, the teachers do not neglect that delivering material and giving assessment are very useful during the hybrid setting. from the results of the study, the need for developing and innovating the techniques, methods, technology, and facilities that provide a continuous assessment which can be implemented in the context of different learning combination (hybrid learning). as does all researcher, this study has inherent limitation which further studies could be suggested on his topic. this study was conducted with a limited representation of english teachers who employed assessment in hybrid setting in the two provinces only, the challenges may not be generalizable to general assessment system. the future research can explore the guidelines, methods, and facilities to improve the quality of the different assessment combination, both in virtual and physical classroom. references arifuddin, a., turmudi, & rokhmah, u. n. (2021). alternative assessment in online learning during covid-19 pandemic: the strenghts and weaknesses. international journal of elementary education, 5(2), 240-247. bachman, l. f. (2013). ongoing challenges in language assessment. pp. 1-18. brown , d. h. (2004). language assessment: principles and classroom practices. white plains, new york: pearson education. candela, a. g. (2019). exploring the function of member checking. the qualitative report. 24(3), 619-628. doi:https://doi.org/10.46743/2160-3715/2019.3726 fitriani adapting language tests to hybrid learning: efl teachers’ challenges and their practices 1776 chen, b., & futch, l. (2020). blended assessments of learning. retrieved from https://edunesia.org/index.php/edu/article/download/189/109 cramp, j., medlin, j. f., lake, p., & sharp, c. (2019). lessons learned from implementing remotely invigilated online exams. journal of university teaching & learning practice, 16(1). doi:https://doi.org/10.53761/1.16.1.10 creswell, j. w. (2019). research design: qualitative, quantitative, and mixed methods approaches. sage publications. fadhil , r. (2021). problems faced by students teachers in constructing tests . iain batusangkar. farhady, h. (1994). testing language skills: from theory to practice . tehran: samt publications. ghahraman, f. (2021). basic questions on testing language skills. guidelines on writing reserach proposal. (2018). hubbard, r. (2012). therreally useful elearning instruction manual: your toolkit for putting elearning into practice. john wiley & sons ltd. doi:10.1002/9781118375860 johnson, k., & johnson, h. (1999). the encyclopedic dictionary of applied linguistics: a handbook for language teaching. blackwell publishing. koç, s., liu, x., & wachira, p. (2015). assessment in online and blended learning environments. miles, m. b., huberman, a. m., & saldana, j. (2014). qualitative data analysis: a methods sourcebook (third edition). sage publications, inc. nashir , m., & laili, r. n. (2021). hybrid learning as an effective learning solution on intensive english program in the new normal era. journal of language teaching and learning, linguistics and literature, 9(2), 220-232. nguyen , n. (2022). 4 strategies for effective assessment in online/hybrid learning. retrieved from https://feedbackfruits.com/blog/4-strategies-for-effective assessment-in-online-hybrid-learning prapphal, k. (2008). issuesa and trends of language testing and assessment in thailand. 25(1), 127-143. doi:https://doi.org/10.1177%2f0265532207083748 saragih, f. h. (2016). testing and assessment in english language instruction. jurnal bahas unimed, 27(1), 74-79. singh, j., steele, k., & singh, l. (2021). combining the best of online and face-to-face learning: hybrid and blended approach for covid-19, post vaccine, & post pandemic world. journal of educational technology systems, 50(2), 140-171. doi:10.1177/00472395211047865 stiggins, r. j. (2002). assessment crisis: the absence of assessment for learning. 83, pp. 758-765. tukhtabaeva, z. (2020). analyzing testing tools according to the five principles of language assessment. 6(6), 298-304. doi:https://doi.org/10.33619/2414 2948/55/39 https://feedbackfruits.com/blog/4-strategies-for-effectivehttps://feedbackfruits.com/blog/4-strategies-for-effectiveideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1777 w, j. c. (2012). educational research: planning, conducting, and evaluating quantitative and qualitative research. boston: pearson. yin, r. k. (2018). case study research and applications: design and methods (sixth edition). sage. yulianto, d., & mujtahid, n. m. (2021). online assessment during covid-19 pandemic: efl teachers' perspectives and their practices. journal of english teaching, 7(2), pp. 229-242. doi:https://doi.org/10.33541/jet.v7i2.2770 the particular dialect or language that a person chooses to use on any occasion is called a code 2043 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2043 2054 positive contribution of extensive reading to efl students’ learning nur hasanah safei1, fitri rini ekasari2 nurhasanahsafei92@gmail.com, fitririniekasari7@gmail.com english education department of tarbiyah and teacher training faculty iain kendari received: 2022-11-27 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3232 abstract this study aims at finding out the positive contribution of extensive reading to efl students’ learning. this study employs qualitative methods. the participants of this study were from a class majoring in english education department at one of islamic higher education in south sulawesi. the data were collected through students’ reflection then analyzed the answers from students qualitatively to determine students' achievement of learning extensive reading in class. in analyzing the data, the steps proposed by creswell were used, namely: (1) collecting data, (2) preparing data for analysis, (3) reading data, (4) coding data, (5) and coding text. the findings reveal that students got some positive contributions of extensive reading to students' learning. there are three positive contributions found in this study, those are creating and sustaining students' motivation to read more, helping students in developing a wide vocabulary, and improving students' reading comprehension. based on the findings, it is expected to contribute to the teaching of english, especially in the use of extensive reading techniques in teaching reading. however, to get maximum the positive contribution of extensive reading, it is suggested that some aspects of the technique should be improved; these include the improvement of the teacher's understanding of the principles and concepts of extensive reading, the insight into the importance of giving clear instructions, and the awareness of designing various activities. keywords: efl students; extensive reading; positive contribution http://u.lipi.go.id/1457703302 mailto:nurhasanahsafei92@gmail.com nur hasanah safei, fitri rini ekasari positive contribution of extensive reading to efl students’ learning 2044 introduction reading is an extremely complex process that no one can explain satisfactorily. this is one reason why students are likely to be hesitant readers (kweldju, 2000, cited in cahyono and widiawati, 2006) because reading in a foreign language is not easy. efl students are easier to understand the reading content which is written in students mother tongue than written in another language. new vocab, different structures, and the meaning of the texts are things to face for efl students, whereas reading has a crucial role in educational life to improve language skills (al-nazhari, 2016). another thing to face for efl students is the growth of technology. it becomes a matter of distracting students' attention to read less than they should (echnique et al., 2016). therefore, teachers need to find an appropriate technique to encourage students' interest and build their self-confidence in reading. therefore one technique that experts have agreed on is extensive reading (er). extensive reading could be the cure for such obstacles the efl students have. studies have proven that er is the key to achieving higher reading proficiency (krashen, 1993). nowadays, in the global education system, extensive reading (er) has become an alternative to learning to read. extensive reading as a language teaching-learning procedure, namely reading large amounts of material or long texts; for global or general understanding; intending to get pleasure from the text, and over the last few decades, various studies (green 2005); (hafiz & tudor 1989); (t. n. robb & susser 1989); (r. day 2002): (nakanishi 2015) have provided positive evidence that students, even disadvantaged students, improve reading comprehension and overall language proficiency in seconds through the extensive reading. extensive reading (er) is one approach that meets the principles of reading because of its nature which encourages independence and freedom of learning in choosing as much reading material as possible, which is under their respective interests and abilities (r. r. day et al. 1998). furthermore, (r. day 2002) defines that, er as reading in quantity and gaining a general understanding of what is read. it is intended to develop good reading habits, build up knowledge of vocabulary and structure, and encourage a liking for reading (r. day 2002). besides, (renandya 2007) says that specifically observes the application of adult extensive reading (er). as the result, this program has a positive effect on the increase related to the time factor. next, (raihani ferdila 2014) reviews two studies conducted to examine the effect of extensive reading (er) on the acquisition of a second language. both studies, conducted in 1986 and 1995, showed results with the same quality of learning: an improvement and acquisition of english through the er program were carried out in the short term (4 months). this shows that the extensive reading (er) program can be applied to early adolescent or adult learning and can be held in the medium to long term (kirin 2010). related to the discussion above, the technique of an extensive reading program is very important to be used in learning foreign languages in the classroom. besides that, the implementation of extensive reading gives the student reading material or lets students read something that they like so that it will be easier for them to learn ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2045 to increase vocabulary and can increase students' interest in learning so that students will get the motivation to learn through extensive reading. research (usher, 2012) says that extensive reading (er) courses help him to improve his reading speed. with extensive reading, students can read with enjoyment and not there to be emphasis on the material provided, besides that it can help find and understand new words to improve students’ language. for the context of teaching in indonesia, several studies have been conducted to explore the students' achievement related to extensive reading. nevertheless, the research was deeply focused on the difference between intensive reading (ir) and extensive reading (er) (muchtar, n 2019), (miftah, mz 2013), (missriani, 2015). another research was focused only on junior and senior high students, not at the university level, the research title the using extensive reading in teaching reading as well as students' attitudes (ferdila, 2014) and the effects of extensive reading on reading comprehension and attitudes (endris, a.a 2018). numerous studies have shown that extensive reading is beneficial in language teaching, including the english as a foreign language (efl) context (iwahori, 2008; tanaka, 2007; asraf & ahmad, 2003). however, studies related to the implementation of extensive reading, especially at the indonesian university level are still limited since reading dominantly adjusts to intensive reading (cahyono and widiawati, 2006). intending to fill the gap in the study about extensive reading, the present study intends to find out the positive contribution of extensive reading to efl students’ learning. a research question was investigated for this research: what is the positive contribution of extensive reading to efl students’ learning? methods this research used qualitative research. this study was conducted in the second semester. they were majoring in english education department at iain kendari which consists of 20 students including 5 males and 15 females, all students are 19 to 20 years old. they are indonesian speakers and only speak indonesia or their mother language when they are outside the classroom. whereas english only be used in class. the researcher chose the students with purposive sampling since the researchers conducted students' reflections about their classes, and the english department applied extensive reading ii teaching in their classroom. this study used one instrument in collecting data that are students' reflections. this research reflection is carried out in the classroom, which is given about 15 minutes at the end of the lesson and this type of student reflection is very appropriate because it can support data from participants. data from reflection would be analyzed by looking at the data that has been collected and its coding. data analysis was done in writing and answers the questions that have been provided by the researcher. data collection was done by sorting the answers according to the needs of the researcher, and the data collected from the questionnaire is recapitulated in excel. the researcher then analyzed the answers from students qualitatively to determine students' achievement of learning extensive reading in class. in analyzing the data, the steps proposed by creswell were used, namely: (1) collecting data, (2) preparing data for analysis, (3) reading data, (4) coding data, (5) and coding text. nur hasanah safei, fitri rini ekasari positive contribution of extensive reading to efl students’ learning 2046 result positive contribution of extensive reading to students' learning from the results of students' reflection data, some points will be explained about some positive contributions of extensive reading. it consists of; improving students' vocabulary, building students' enthusiasm/interest, improving students' comprehension, exciting atmosphere, and improving students' writing skills. table 1. the positive contribution of extensive reading item of er’s positive contribution participants improve student’s vocabulary 8 building students' enthusiasm/interest 10 improve students’ motivation 4 improve students’ comprehension 13 exciting atmosphere 7 improve students’ writing skill 4 extensive reading can improve students’ vocabulary the use of extensive reading can increase students' vocabulary. from the results of student reflection, the eight students said that this method helped them in improving their english vocabulary. it can be seen from the quote below. “i began to diligently read little by little, and then i started to get a lot of new vocabulary from reading” (s2) "i think the extensive reading class helped me, especially in increasing my reading interest and getting lots of new vocabulary. that helped me" (s14) “very satisfied because we are learning and will add new vocabulary that we can” (s9) “i find it helpful because i have made progress in reading and i know a lot of new vocabulary” (s10) another stated: “yes, with the extensive reading method, i started to like independent reading outside of class because we can also practice reading english texts faster apart from us” (s7) “very helpful, because by reading we get a lot of knowledge and vocabulary” (s3) “i feel happy and very satisfied when i study in an extensive reading class because i get a lot of new vocabulary” (s4) “it helps me when i can easily understand what the lecturer teaches, besides that there are many benefits that i get when i learn to read extensively, especially i can understand reading easily, get a lot of new vocabulary, and don't have to read one book so i don't have to get the boring reading" (s18) from the statement above, it can be seen that the extensive reading method in learning english is very well applied because it can increase new vocabulary from ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2047 their reading results. building students’ enthusiasm/interest from the results of student reflection sheets, several students stated that the extensive reading method made them enthusiastic and interested in learning english. because it can help them to learn a lot and students are very enthusiastic and very interested in reading. as some participants said: “yes, because after this extensive reading method i became more interested in reading more often” (s1) “yes, the extensive reading method makes me read often even outside of class” (s4) “that's very helpful, where i can take the initiative to read any story” (s6) other stated: “yes, even though sometimes i have the intention to read and it's quite interesting for me” (s9) "yes, i read books on my initiative and no longer have to be ordered or forced" (s10) “yes, i usually read stories that i find interesting so i'm excited to read” (s12) “yes, this method makes me take the initiative to read without being asked and this method makes me comfortable when reading, whether reading alone or in groups” (s11) similarly, the participant’s statement above which is supported by comments from other participants: “after learning to use the extensive reading method, i often read even though it was only a short story, i did this to hone my reading skills” (s13) “yes, if the extensive reading method indirectly makes us interested in reading” (s15) “yes, because of this extensive reading course, i often read a lot of books and novels” (s18) from the statement above, it can be seen that the use of extensive reading methods in learning english is very helpful for students in building students enthusiasm and interest in reading. because by using this method students can build and strengthen students enthusiasm to learn english that has been given by the teacher. improve students’ motivation from the results of the reflection data, it can be seen that some students state that the extensive reading method in learning english is very good because it can motivate students in learning. not only that but using this method can also make students like learning english and can make students read more often. using this extensive reading method can also make students able to build motivation and be nur hasanah safei, fitri rini ekasari positive contribution of extensive reading to efl students’ learning 2048 able to build their knowledge well. this can be seen from the quote below. “yes, because we are required to read the first reading. extensive reading makes us like reading books more” (s3) “yes, because now i read more and more often by myself rather than having to be ordered by the lecturer” (s20) from the statement above, it can be seen that the extensive reading method in learning english is very effective. in addition to the way, the teacher teaches very well, using this method can also make students more motivated to learn and help generate motivation in students to do the tasks that have been given by the lecturer. in addition, from the results of student reflections, some students state that the extensive reading method can also make them read more often and students can be motivated in learning english. this can be seen from the quote below. “yes, i think this method is very helpful because usually i don't like reading but with this extensive reading method i read more often even though i don't read” (s19) "with this method, i become more motivated to read a lot because this method makes me comfortable reading when i am in class or outside of class” (s17) from the statement above, it can be seen that the extensive reading method in learning english is very motivating for students. because by using this method in the classroom motivation in students will rise, and students can be motivated by the teacher to often read independently and find new vocabulary from the results of their reading. in addition, students can practice speaking english every day by using the new vocabulary they get so that students can improve their english more quickly than they did not know before. using this method can make students involved in learning in the classroom and outside the classroom because they will often read books. improve students’ comprehension the use of extensive reading can build students' comprehension. from the results of student reflection, several students gave positive responses that the extensive reading method in learning english is very good because using this method can make students build their knowledge and comprehension in learning english, besides that they can find new knowledge by reading a lot. it can be seen from the quote below: “yes, because reading helps our knowledge” (s8) “i began to diligently read little by little, and then i started to get a lot of new vocabulary from reading" (s2) other stated: “yes, because i have many interesting stories that i got after learning to read extensively. these are the stories that caught my attention” (s5) “yes, with the extensive reading method, i started to like reading independently outside of class because apart from getting new vocabulary, we can also practice ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2049 reading english texts faster” (s7) yes, reading is to add insight into vocabulary and make us understand the text easily of the reading" (s3) "yes, because by finding a lot of new vocabulary, it will be easier for me to understand the content of the text" (s6) "yes, because reading makes me get a lot of new words and it helps me to understand the text easily from what i'm about to read" (s8) other stated: "yes, because one way to improve my words is by reading, and the extensive reading method makes me more interested in reading because it makes me understand the text easily the reading faster" (s15) "yes, it helps me to improve my vocabulary. because it will be easier for me to understand the text easily of the reading beside it will make it easier for me to speak english" (s20) in addition, another participant also gave the same statement about understanding text easily through the extensive reading method it can see: "yes it helps to improve my vocabulary. because that way i will understand the contents of the reading faster” (s19) "yes, i think by reading we will find a lot of new vocabulary and gain a lot of knowledge besides that i can also understand the text easily of the reading" (s17) based on the results of the participants' reflections, some students stated that they liked learning english using the extensive reading method because the lecturer taught the lesson very well, and the students felt it was very helpful because it was easier to understand the contents of the reading and could understand quickly from the reading text. as the participants said: “it helps because i can more easily understand what is being told from the story” (s2) “it helped me a lot. because it's more clear and understanding of the subject” (s6) “yes, i feel helped and satisfied, even though the learning method is via whatsapp, i try to understand what the lecturer explains” (s1) from the statement above, by applying the extensive reading method in the classroom, it can be seen that students have changes that were previously slow students when reading english texts, but after being in extensive reading classes students could adjust quickly and could understand a reading content easily. besides that, they can better understand what is explained by the lecturer. exciting atmosphere the use of extensive reading methods in learning english in the classroom has a pleasant atmosphere. from the results of student reflection, several students stated that they liked learning english because students were very satisfied with learning to use the extensive reading method. in addition, the lecturers who teach in nur hasanah safei, fitri rini ekasari positive contribution of extensive reading to efl students’ learning 2050 the extensive reading class are very good and fun. others say that using the extensive reading method is helpful. this can be seen from the quote below: “i am satisfied, because i have experienced many changes with the extensive reading class, for example, i used to be very slow when reading english texts but after i was in the extensive reading class i was able to adjust, reading english texts is no longer a difficult thing for me” (s7) “very satisfied because we are learning and will add new vocabulary that we can” (s8) other stated: “i feel happy and very satisfied when i study in an extensive reading class because i get a lot of new vocabulary” (s4) “i am always satisfied and greatly helped after every extensive reading class. besides being able to increase my vocabulary, i also learned to understand a passage quickly and easily, using the method of reading a passage” (s5) “feeling helped and very satisfied because many things are taught through the extensive reading method, we don't even have to be pegged to read the book chosen by the lecturer” (s20) in addition, other participants also had the same statement that the extensive reading method helped them and was very satisfied, it can be seen: “yes, i feel helped and satisfied, even though the learning method is via whatsapp, i try to understand what the lecturer explains” (s1) “the extensive reading class made me very satisfied and certainly helped by the very interesting learning method that didn't make us feel bored with it. i think it makes me comfortable” (s15) from the statement above, it can be seen that students are satisfied and students feel helped by the application of the extensive reading method in the class, besides that they can increase their vocabulary and make it helpful for them when learning english. improve students’ writing skill from the results of the reflection data, it can be seen that some students state that the application of the extensive reading method in learning english is very good because it is easier to write using vocabulary. not only that, using this method can make students love learning and are very interested in new words for essays or short stories. this can be seen from the quote below. "yes, every time i read a news story, i get new vocabulary that i will use to make a short story" (s2) "of course, i am very interested in new words because, with these words, i can use them to write an essay. in addition, new vocabulary helps me find new ideas" (s5) other stated: "very helpful, because by reading, it makes us discover new vocabulary and will help us to make our short stories or writings better" (s9) ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2051 "yes, because this method makes me like reading more so that i find more new vocabulary and it will be easier for me to write a story/composition myself using the new vocabulary" (s16) based on the statement above, it can be seen that some students said the extensive reading method could help them to write a good essay using the new vocabulary they found and could help students to make short stories be good writers. discussion the results showed that students had a positive perception of the application of the extensive reading method in their class, majoring in english education. based on the results of the analysis of student reflections, shows that most students are interested in and like learning english using the extensive reading method and some students are enthusiastic and motivated to do extensive reading tasks because they have confidence in doing these tasks. based on students' reflections that examine students' positive contribution of extensive reading, it can increase students' understanding levels by using extensive reading, students can be motivated in learning. this is supported by ferdila, raihani (2014) who said that reading perspective is an interesting activity, creates a pleasant learning atmosphere, helps students develop a broad vocabulary, improves students' reading comprehension, and increases students' motivation in reading. this is in line with aliponga (2013), assuming that extensive reading can motivate students to read more, enabling them to understand the main idea and important details of their chosen reading material, and activating them to think critically. furthermore, from the results of student reflections, they stated that the application of the extensive reading method in learning english was very effective. because by using this method they read more often and it greatly increases their vocabulary, besides that they can improve their english speaking ability a bit. one of the studies on er is from shuhui (2007) in his journal entitled "an introspective and retrospective diary study of extensive reading". his studies show that extensive reading provides tools to help develop speaking, listening comprehension, and writing skills. in addition, some state that the use of extensive reading methods in learning english can build students' comprehension e and students feel very satisfied with learning to read extensively. as krashen (2004) said that extensive reading can increase their enjoyment of reading, during extensive reading, to increase their enjoyment, they can add activities by inviting their friends to read together. waring (2006) stated that extensive reading supports students to consolidate and integrate the language they have previously learned. extensive reading also requires repeating the previous word, so that they can keep it in mind. using extensive reading methods can also help understand the content of the text and help improve vocabulary skills. this is supported by the opinion of renandya and jacobs (2001) that extensive reading supports the development of ordinary vocabulary, specific vocabulary, and knowledge of the target language. line with krashen (et al., 2004) stated that free voluntary reading widely and speculated that it was superior to direct instruction in nur hasanah safei, fitri rini ekasari positive contribution of extensive reading to efl students’ learning 2052 terms of acquisition of reading, grammar, vocabulary, and writing. waring (et al., 2011) mention that one of the well-known benefits of extensive reading is its effect on vocabulary mastery. conclusions this study aimed to find out the positive contribution of using extensive reading on efl students' learning. the study found that extensive reading give a positive contribution to efl students’ learning. extensive reading helped the students to build a perspective that reading (english text) is a fascinating activity. in line with this, the student's motivation in reading also increased after the implementation of extensive reading. moreover, extensive reading helped teachers to create an enjoyable atmosphere in learning. concerning teaching reading, extensive reading helped the students in developing a wide vocabulary and improve their reading comprehension. the other research findings recognized a problem that might prevent the benefits of extensive reading if it was not averted. the problem was several students did not complete the reading journal fully. however, the problem may be averted as teachers can create a better instructional design. considering the result above, it is suggested that extensive reading should be applied in universities to increase students' motivation in reading and to improve students' reading skills. also, the teacher can use extensive reading to improve his/her students' reading speed by targeting students to read several texts in a week. then the students' critical reading can be built if the teacher applied extensive reading in his/her class by providing various texts. references al nazhari, h., delfi, s., & k, s. (2016). a study on english reading habits of students of the english study program of riau university. jurnal online mahasiswa fakultas keguruan dan ilmu pendidikan universitas riau, 3(2), 1–8. retrieved from https://jom.unri.ac.id/index.php/jomfkip/article/vie w/10027 aliponga, j. (2013, june). reading journal: its benefits for extensive reading. international journal of humanities and social science,3(12). day, richard, and julian bamford. 2000. “reaching reluctant readers.” the forum. asraf, r. m. and ahmad, i. s. (2003). promoting english language development and the reading habit among students in rural schools through the guided extensive reading program. reading in a foreign language, 15(2). [online]. available at: http://nflrc.hawaii.edu/rfl/october2003/ mohdasraf/mohdasraf.html. cahyono, b. y and widiawati. (2006). the teaching of efl reading in the indonesian context: the state of the art. teflin journal: a publication on the teaching and learning of english 17(1). [online]. available at: http://www.teflin.org/journal/index.php /teflin/article/viewfile/186/90. retrieved august 12, 2013 day, richard r. et al. 1998. “extensive reading in the second language classroom.” ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2053 relc journal. endris , a. a. (in press). extensive reading habits and attitudes of efl students. ferdila, r. (2014). the use of extensive reading in teaching reading. journal of english and education, 2(2), 68-80. green, christopher. 2005. “integrating extensive reading in the task-based curriculum.” elt journal. hafiz, f. m., and ian tudor. 1989. “extensive reading and the development of language skills.” elt journal. iwahori, y. (2008). developing reading fluency: a study of extensive reading in efl. reading in a foreign language, 20(1), 70–91. kirin, wilairat. 2010. "effects of extensive reading on students' writing ability in an efl class." journal of asia tefl. krashen, s. (2004). the power of reading: insights from the research. westport, ct: libraries unlimited. nakanishi, takayuki. 2015. “a meta-analysis of extensive reading research.” tesol quarterly. raihani ferdila. 2014. “the use of extensive reading in teaching reading.” journal of english and education 2(2): 68–80. renandya, willy a. 2007. “the power of extensive reading.” relc journal. renandya, w.a., & jacobs, g.m. (2001). extensive reading: why aren't we all doing it? in j.c. richards & w.a. renandya (eds.), methodology in language teaching: an anthology of current practice (pp. 295-302). cambridge: cambridge university press. richards, jack c., and richard w. schmidt. 2013. longman dictionary of language teaching and applied linguistics longman dictionary of language teaching and applied linguistics. robb, thomas, and makimi kano. 2013. “effective extensive reading outside the classroom : a large-scale experiment.” reading in a foreign language 25(2): 234–47. robb, thomas n., and bernard susser. 1989. “extensive reading vs skills building in an efl context.” reading in a foreign language1. shuhui, h. (2007). an introspective and retrospective study of extensive reading: a case study in french language learning. ming chuan university. susser, b., and t. n. robb. 1990a. “efl extensive reading instruction: research and procedure.” jalt journal. susser and robb 1990b. “efl extensive reading instruction: research and procedure.” jalt journal 12(2): 161–185. http://www.cc.kyotosu.ac.jp/~trobb/sussrobb.html. tanaka, h. (2007). increasing reading input n japanese high school efl classrooms: an empirical study exploring the efficacy of extensive reading. the reading matrix, 7(1). usher, a. (2012). student motivation: an overlooked piece of schoolreform. eric. waring, r. (2006). why extensive reading should be an indispensable part of all nur hasanah safei, fitri rini ekasari positive contribution of extensive reading to efl students’ learning 2054 language programs. the language teacher, 30(7), 44–47. waring, r. (2011). extensive reading in english teaching. in widodo, h. & a. cirocki (eds.) innovation and creativity in elt methodology. nova publishers: new york the particular dialect or language that a person chooses to use on any occasion is called a code 1 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 1 12 the correlation between efl students’ metacognitive reading strategy and their reading nurul fadhilah gazali 1, *sultan baa2 *corresponding author: sultan baa (sultan7304@unm.ac.id) 1jurusan bahasa inggris, fakultas bahasa dan sastra, universitas negeri makassar, jl. dg. tata mallengkeri, kota makassar 90222, sulawesi selatan received: 2022-12-03 accepted: 2023-04-03 doi: 10.24256/ideas.v11i1.3258 abstract the study aimed at revealing the correlation between english as a foreign language (efl) students’ metacognive reading strategy and their reading comprehension on english expository text. the research applied quantitative method, particularly descriptive and correlational designs. the subjects were the students of senior high school (smas) buqa tun mubarakah makassar. the instrument used to collect the data was questionnaire which was adapted from sors inventory. the data were analyzed by using spss version 22, particularly pearson product moment correlation formula. the results of the study showed that the majority of the students in this current time were in possession of high metacognitive reading strategy. furthermore, the metacognitive reading strategy profile of smas buqa tun mubarakah students was problem solving strategy where the students used some actions and procedures while working directly with the text. since metacognitive reading strategy included awareness and conscious willing of one or more strategies to monitor reading comprehension, there was tendency of metacognitive reading strategy influenced reading comprehension of the students. therefore, based on the analysis result of this study, there was significant positive correlation between the efl students’ metacognitive reading strategy and their reading comprehension on english expository text. keywords: metacognitive reading strategy; expository text; correlational study; students’ reading comprehension introduction reading is one of four language skills needed by students who learn english as a foreign language. the ability to read english as a foreign language is very important for students at school in every level because it will affect their productive skills such as writing and speaking. therefore, many studies were focused on improving students reading comprehension through some approaches. one of them is http://u.lipi.go.id/1457703302 mailto:sultan7304@unm.ac.id nurul fadhilah gazali, sultan baa the correlation between efl students’ metacognitive reading strategy and their reading 2 metacognitive reading strategy. in order to understand the concept of metacognition, the following section discusses the concept of metacognition in more detail. a. theory of metacognition issues about metacognition or metacognitive knowledge are still important in english language teaching. the concept of metacognition itself was introduced by the american psychologist, john flavel in 1976. flavell (1979) defined metacognition as an individual's ability to manage and monitor the input, storage, search and retrieval of the contents of his own memory, and consists of both monitoring and regulation aspects. until this current era, descriptions about metacognition or metacognitive strategy emerged in different ways. flavell (1979) described metacognition as awareness of how one learns; awareness of when one does and does not understand; knowledge of how to use available information to achieve a goal; ability to judge the cognitive demands of a particular task; knowledge of what strategies to use for what purposes; and assessment of one’s progress both during and after performance. b. definition of metacognitive strategy coskun (2010) defines metacognition as someone’s knowledge concerning about her/his own cognitive processes and products or anything related to them. in simpler statement, boulware-gooden et al. (2007) stated that metacognition basically refers as thinking about thinking; thoughts about thoughts; knowledge about knowledge or reflections about actions. therefore, it can be concluded that metacognition is knowledge of how people are aware of their mental condition for controlling their cognitive process, and this awareness brings a wide range of benefits for them. depart from the theory of metacognition, metacognitive strategy is the process of formulating strategies to help the individual understands about their own motivations, assumptions, strengths, and weaknesses haynie et al. (2010). as takallou (2011) said, learners who are aware of their learning process tend to get better learning result. supporting the ideas, lee (2010) stated that learners with awareness of learning strategy in their study will become successful learners. moreover, they said that applying metacognition will enhance learning process that is done by the learners. therefore, metacognitive strategy is essential as it enables learners to recognize their learning pattern that will help them bettering their learning performance and result. in language learning, metacognition is one of the most frequently used learning strategies. metacognition, which is known more as metacognitive strategy, helps language learners improve their language skills through metacognitive instruction, such as listening diaries, process-based discussions, guided reflections, and selfreport checklists papleontiou-louca (2003). in order to measure metacognitive awareness and perceived use of reading strategies while reading academic or school-related materials, mokhtari and reichard (2002) developed an inventory called marsi. this inventory was then ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 3 widely used by experts who intended to find out learners’ metacognitive strategy in reading. further, mokhtari and sheorey (2002) developed another inventory called sors that has same purpose with marsi, but is specially made for students whose english is as second or foreign language. both marsi and sors measure three board categories of reading strategies namely global reading strategies, problem solving strategies, and support strategies. 1) global reading strategies (glob) global reading strategies are those intentional, carefully planned techniques by which learners monitor or manage their reading, such as having a purpose in mind, previewing the text as to its length and organization, or using typographical aids, and tables and figures. 2) problem solving strategies (prob) problem solving strategies are the actions and procedures that readers use while working directly with the text. these are localized, focused techniques used when problems develop in understanding textual information; examples include adjusting one’s speed of reading when the material becomes difficult or easy, guessing the meaning of unknown words, and rereading the text to improve comprehension. 3) support strategies (sup) support strategies are basic support mechanisms intended to aid the reader in comprehending the text such as using a dictionary, taking notes, underlining, or highlighting textual information. metacognitive reading strategy become one of crucial aspects for learners in comprehending the reading text because many studies have been conducted by experts for indicating the significance of learning strategy in improving students’ learning process and outcomes, for example chamot (2004) and anderson (2004). furthermore, ahmadi et al. (2013) assert that reading comprehension is a complex process involving a combination of text and readers and refers to the ability of readers to understand the surface and the hidden meanings of the text using metacognitive reading strategies. the awareness of metacognitive reading strategy influences learner’s comprehension because it controls the ways learners arrange their interaction with the context and also for how the use of strategies is related to effective reading comprehension. issues about metacognition or metacognitive knowledge are still important in english language teaching (elt). many studies have been conducted by experts for indicating the significance of this learning strategy in improving students’ learning process and outcomes in english language class. takallou (2011), for example, conducted experimental research to test the effectiveness of metacognitive strategy to improve students’ reading comprehension found that the students whom are taught based on metacognitive strategy had significantly better results on reading comprehension than the students whom are taught by usual way. in addition, seker (2016) through his study found that although the participants reported moderate to low levels of metacognitive strategy use, it had significant correlations with the participants’ english language nurul fadhilah gazali, sultan baa the correlation between efl students’ metacognitive reading strategy and their reading 4 achievement. furthermore, pammu et al. (2017) discovered that the students have significant metacognitive awareness in reading academic english texts, and some factors that can influence the students’ comprehension are first language interference, lack of vocabulary, limited reading experience, and linguistic competence. this finding indicated the importance of metacognitive strategy within english language teaching field. in relation to psychological aspect, the study found that by applying metacognitive reading strategy, students also become more motivated in reading. it is supported by roeschl-heils et al. (2003) as well as lau and chan (2003) who revealed that there was strong correlation between motivational and metacognitive aspects related to reading. students with high metacognitive aspect tended to have higher reading motivation. despite there have been several previous studies on the relationship between metacognitive strategy and students’ english language achievement. however, to date there is no specific study has been conducted to discover the relationship between efl students’ metacognitive reading strategy and their reading comprehension of english expository text. therefore, the current study would like to fill this gap by proposing several research questions: 1. what was the profile of the second grade efl students’ metacognitive reading strategy at smas buq’atun mubarakah? 2. what was the level of the efl students’ english reading comprehension on english expository text? 3. was there any significant correlation between the efl students’ metacognitive reading strategy and their reading comprehension on english expository text? method this study aims to reveal students’ metacognitive reading strategy, their reading comprehension on expository text, and the correlation between students’ metacognitive reading strategy and their reading comprehension of expository text. to address the mentioned goals, this study applied quantitative method, particularly descriptive and correlational designs. the population of this research was the 2nd grade students of smas buq’atun mubarakah makassar in academic year of 2019/2020. there are three classes in the second grade which are divided into two science classes and one social class with the total number of students is approximately 73 students. the sampling technique that was applied in this research is cluster random sampling technique. it meant that each class had the same opportunity to be chosen as the sample of the study. in order to obtain data needed for conducting this research, two kinds of instruments were used in this study. they were questionnaire to find out students’ metacognitive reading strategy, as well as reading test to measure students’ reading comprehension. in deciding the questionnaire to be used, the researcher had collected some inventories of metacognitive strategy. there have been two kinds of inventory developed to reveal metacognitive awareness in reading strategy, namely: ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 5 marsi and sors inventories. both marsi and sors are kinds of inventory which are intended to identify a learner’s metacognitive reading strategy, like what is concerned in this research. however, marsi was originally developed by mokhtari and reichard (2002) as tool for measuring native english-speaking students. so, it is not suitable to be used for esl or efl learners. on the other hand, sors, is marsi inventory which was revised to make it suitable to be used for efl and esl learners. it is inventory which is intended to identify the efl or esl learner’s metacognitive reading strategy (mokhtari & sheorey, 2002). therefore, considering the subject and setting of this research, sors inventory was selected as the instrument. the sors inventory was adapted by the researcher based on the daily language used by the students, in this case indonesian language. reading test in this research is adapted from the latest national examination (ne). in senior high school level, the national examination of english subject consists of 2 sections which are listening section (number 1-15) and reading section (number 16-50). however, the items adopted for this study is specified into only reading test with expository text as what is required in this research. result and discussion 1. students’ metacognitive reading strategy the analysis result of descriptive statistics of the students’ metacognitive reading strategy is described in the following table 1. table 1. descriptive statistics of students’ metacognitive reading strategy categories mean std. deviation high medium low value category metacognitive awareness of reading strategy 56.6% 43.3% 0% 3.5 high 13.77 the table shows that 56.6% of the students had high metacognitive reading strategy, while merely 43.3% of the students were categorized in medium level and 0% was in low level. these showed that almost half of the students use reading strategies while reading english text which include mental plans, techniques, and actions. to see the students’ metacognitive reading strategy in general, the mean score was obtained with the value of 3.5. it described that the students have high tendency to use reading strategies while reading english text. further, the standard deviation was 13.77 which was below 5.25 (three times of mean score divided by two). it means the students’ scores were significantly different from the mean score. nurul fadhilah gazali, sultan baa the correlation between efl students’ metacognitive reading strategy and their reading 6 it indicates that almost half of the students use metacognitive reading strategy in the same level (high level). to see further information about the students’ metacognitive reading strategy, below is provided a table presenting the rate percentage of the students’ metacognitive awareness in the tree categories of the strategy types (global reading strategies, problem-solving reading strategies, and support reading strategies) along with the mean, standard deviation, and rank. table 2. students’ metacognitive strategy based on the strategy types strategy type categories mean std. deviation rank high medium low glob prob sup 46.6% 83.3% 46.6% 53.3% 16.6% 53.3% 0% 0% 0% 3.4 3.9 3.5 6.75 3.87 4.78 3 1 2 it can be concluded from the mean scores of every strategy type that the students show strong preference for employing techniques used when they face problems in understanding text, like guessing the meaning of unknown word, rereading the text, etc. on the other hand, they showed moderate preference in using basic support strategies to help them comprehend the text, like using dictionary, taking notes, etc. furthermore, the standard deviation shows that the students’ use of the three strategy types is almost the same, especially in the use of problemsolving reading strategies. 2. students’ reading comprehension on expository text the second objective of this research was to find out the students’ reading comprehension of expository text at smas buqa tun mubarakah makassar in academic year of 2019/2020. to address the objective, the researcher conducted reading test toward the thirty students as the subject of this research. the reading test was adopted from the latest national examination year 2018 and 2017, and consisted of thirty items of question with nine expository texts. the thirty items of the test are classified into twenty literal questions and ten inferential questions. the result of the efl students’ reading test can be seen in the following table 3 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 7 table 3. descriptive statistics of students’ reading comprehension n score mean std. deviation minimum maximum students’ score in reading test 30 40 93 67.8 12.84 table 3 above shows the descriptive statistics of the students’ reading comprehension of expository text. it describes that the number of students who participated in the reading test was thirty students. the lowest score obtained by the students was 40 while the highest score was 93. further, the mean of the students’ scores was 67.8 with standard deviation of 12.84. in addition, the rate percentage of reading comprehension achievement obtained by the students can also be seen in the distribution of data frequency as presented in the following table 4. table 4. distribution of students’ reading comprehension achievement range categories frequency percentage (%) 91-100 very good 1 3 76-90 good 8 27 61-75 fair 12 40 51-60 poor 5 17 < 50 very poor 4 13 total 30 100 . it reveals that the majority of the students (40%) got fair score in reading comprehension of expository text. only 1 student (3%) obtained very good score, 8 students (27%) got good score, 5 students (17%) got poor score and 4 students (13%) got very poor score. the students scored were also analyzed more specifically based on the type of question. the result of the analysis is displayed in the following table 5. nurul fadhilah gazali, sultan baa the correlation between efl students’ metacognitive reading strategy and their reading 8 table 5. descriptive statistics of students’ score based on question types question types number of question mean score std. deviation literal 10 63.3 17.87 inferential 20 69.1 15.37 it indicates that the mean score of the students’ literal comprehension was 63.3 with standard deviation 17.87. on the other hand, the mean score of the students’ inferential comprehension was 69.1 with standard deviation 15.37. it can be concluded that the students’ inferential comprehension is higher than the literal comprehension by a very small margin namely 5.7 3. the correlation between efl students’ metacognitive strategy and their reading comprehension on english expository text in this part, there are two hypotheses that need to be answered. they are (h1) that means there is significant correlation between students’ metacognitive reading strategy and their reading comprehension of expository text and (h0) that means there is no significant correlation between students’ metacognitive reading strategy and their reading comprehension of expository text. to test the hypothesis, the writer collected the students’ result from the sors questionnaire and their reading test, and then analyzed the data by using person product moment formula. the result can be seen in the following table 6. table 6. the result of correlation analysis between students’ metacognitive strategy and reading comprehension metacognitive strategy reading comprehension metacognitive pearson correlation 1 .715 strategy sig. (2-tailed) .002 n 30 30 reading pearson correlation .715 1 comprehension sig. (2-tailed) .002 n 30 30 based on the statistical analysis as presented in table 6, it can be seen that there are three kinds of value: pearson correlation (r) is 0.715, sig. (2-tailed) is ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 9 0.002, and number of subject (n) is 30. the pearson correlation (r) shows the relationship between the two variables. it can be seen in the table above that the pearson correlation (r) was 0.715. this indicates strong correlation because 0.715 is close to 1, and it also indicates positive correlation because 0.715 is positive number. so, it can be said that there is strong positive correlation between the two variables (metacognitive reading strategy and reading comprehension of expository text). the sig. (2-tailed) tells if there is statistically significant correlation between the two variables. if the sig. (2-tailed) value is greater than 0.05, it can be concluded that there is no statistically significant correlation between the two variables, in other words, increase or decrease in one variable do not significantly relate to increase or decrease in the second variable. on the other hand, if the sig. (2-tailed) value is less than or equal to 0.05, it can be concluded that there is statistically significant correlation between the two variables. as what can be seen in the table above, the sig. (2-tailed) value is 0.002 which is lower than 0.05. so, it can be concluded that there is statistically significant correlation between the students’ metacognitive reading strategy and reading comprehension of expository text. the analysis result showed that the pearson correlation coefficient of metacognitive reading strategy and reading comprehension of expository text (r) was 0.719 with the sig. 0.002 which is lower than 0.05. it indicates that there was significant correlation between the two variables. the result also demonstrates that the correlation is positive as the value is in positive number (r = 0.719). therefore, it can be interpreted that there is significant positive correlation between the students’ metacognitive reading strategy and their reading comprehension of expository text. in other words, student who has high metacognitive reading strategy is likely to have good comprehension of expository text. this finding supports many previous findings that revealed the correlation between the two variables like amani (2017), rastegar et al. (2017) and sutiyatno (2019). metacognitive strategies increase readers’ meaning construction, monitoring of text and reading comprehension, and their ability to evaluate the text they are reading (takallou, 2011). it evidently indicates the influence of metacognitive awareness on reading comprehension. as what had been discovered through this research, van gelderen et al. (2004) found that metacognitive knowledge about reading strategies is taken into account for the cognitive skills required to comprehend a text. students should increase the understanding of metacognitive deeper to help them read english text books better (memis & bozkurt, 2013). further, alhaqbani and riazi (2012) concluded that students’ awareness of global and problem-solving strategy use correlated significantly with their reading ability, although the magnitudes of the correlation coefficients are not high. on the contrary, no correlation was found between students’ reading ability and their awareness of support strategy use. contradicting the findings of this research, some studies did not agree with the correlation between metacognitive strategy and reading comprehension. for nurul fadhilah gazali, sultan baa the correlation between efl students’ metacognitive reading strategy and their reading 10 different subjects, metacognitive strategy is not influential for comprehension of text. çetinkaya and erktin (2002) who applied reading comprehension success test and metacognitive inventory on 206 students suggested that there was not any significant relation between metacognition and reading comprehension. similarly, wahyuni et al. (2018) revealed that despite the students’ awareness in using metacognitive reading strategies, their reading comprehension achievement was still below average, which means the students’ level of metacognitive awareness is not associated with their understanding of text. conclusion the statistical analysis result showed that by applying discovery learning method, efl students’ comprehension improved significantly. furthermore, they believe that it improves their reading skills. these findings showed that the discovery learning methods can do passed down by english teachers as an excellent alternative to developing students' reading comprehension in the classroom. based on the results of research on the implementation of the discovery learning method in learning english, especially reading comprehension as well as students' perceptions of the implementation of the discovery learning method, the study proposes several suggestions: a. for english teacher the process of learning english should follow the phase of the discovery learning method, namely stimulation where this phase will foster student curiosity. in other words, students will be ready to accept the learning process from the successful stimulation given. then there is a problem statement, in this process, the teacher allows students to be able to sort out what problems exist in the material provided by the teacher. then the next phase is data collection where at this phase students are invited to collect as much information as possible to be able to solve the problem. then the next phase there is data processing. this phase requires students to process the problems and information they have been able to confidently believe in their findings. the next phase is verification, students review the results of their work. and the last phase is a generalization, students conclude their learning results from the first step to the last step on reading comprehension material. with the implementation of the discovery learning method, it can have a good impact on students in the learning process to achieve the ultimate goal, in this case, reading comprehension skills, they are; support students' active participation in the learning process, motivate them, and foster student curiosity, develop independence and autonomy in students and develop creative and problem-solving skills. b. for english students using the discovery learning method encourages students to investigate for themselves, discover and build on their experiences and train them to think constructively. c. for future researcher in this study, the researcher also looked at student perceptions in implementing ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 11 the discovery learning method using only four indicators; of course, this could still be a new step to be able to see student perceptions with other indicators. such as with the personality of the respondent could be seen from the side of extroverted personality and it is hoped that this will become a useful recommendation for the future researcher. references ahmadi, m. r., ismail, h. n., & abdullah, m. k. k. (2013). the importance of metacognitive reading strategy awareness in reading comprehension. english language teaching, 6(10), 235-244. alhaqbani, a., & riazi, m. (2012). metacognitive awareness of reading strategy use in arabic as a second language. 24(2), 231–255. amani, f. (2017). the relationship between students' metacognitive strategy and their reading achievement (a correlational study at the fifth semester students of department of english education in the academic year 2017/2018 uin syarif hidayatullah jakarta) uin syarif hidayatullah jakarta: fakultas ilmu tarbiyah dan keguruan]. indonesia. anderson, n. j. (2004). metacognitive reading strategy awareness of esl and efl learners. the catesol journal, 16(1), 11-27. boulware-gooden, r., carreker, s., thornhill, a., & joshi, r. m. (2007). instruction of metacognitive strategies enhances reading comprehension and vocabulary achievement of third-grade students. the reading teacher, 61(1), 70-77. çetinkaya, p., & erktin, e. (2002). assessment of metacognition and its relationship with reading comprehension, achievement, and aptitude. boğaziçi üniversitesi eğitim dergisi, 19(1), 1-11. chamot, a. u. (2004). issues in language learning strategy research and teaching. electronic journal of foreign language teaching, 1(1), 14-26. coskun, a. (2010). the effect of metacognitive strategy training on the listening performance of beginner students. novitas-royal (research on youth and language), 4(1), 35-50. flavell, j. h. (1979). metacognition and cognitive monitoring: a new area of cognitive–developmental inquiry. american psychologist, 34(10), 906. haynie, j. m., shepherd, d., mosakowski, e., & earley, p. c. (2010). a situated metacognitive model of the entrepreneurial mindset. journal of business venturing, 25(2), 217-229. lau, k. l., & chan, d. w. (2003). reading strategy use and motivation among chinese good and poor readers in hong kong. journal of research in reading, 26(2), 177-190. lee, c. k. (2010). an overview of language learning strategies. annual review of education, communication & language sciences, 7. nurul fadhilah gazali, sultan baa the correlation between efl students’ metacognitive reading strategy and their reading 12 memis, a., & bozkurt, m. (2013). the relationship of reading comprehension success with metacognitive awareness, motivation, and reading levels of fifth grade students. educational research and reviews, 8(15), 1242-1246. mokhtari, k., & reichard, c. a. (2002). assessing students' metacognitive awareness of reading strategies. journal of educational psychology, 94(2), 249. mokhtari, k., & sheorey, r. (2002). measuring esl students' awareness of reading strategies. journal of developmental education, 25(3), 2-11. pammu, a., mumu, s., yasin, h., & asiz, a. (2017). penelusuran strategi metakognitif mahasiswa dalam membaca teks berbahasa inggris. jurnal linguistik terapan, 7(1), 61-69. papleontiou-louca, e. (2003). the concept and instruction of metacognition. teacher development, 7(1), 9-30. rastegar, m., kermani, e. m., & khabir, m. (2017). the relationship between metacognitive reading strategies use and reading comprehension achievement of efl learners. open journal of modern linguistics, 7(2), 65-74. roeschl-heils, a., schneider, w., & van kraayenoord, c. e. (2003). reading, metacognition and motivation: a follow-up study of german students in grades 7 and 8. european journal of psychology of education, 18(1), 75-86. seker, m. (2016). the use of self-regulation strategies by foreign language learners and its role in language achievement. language teaching research, 20(5), 600-618. sutiyatno, s. (2019). a survey study: the correlation between metacognitive strategies and reading achievement. theory & practice in language studies, 9(4), 438-444. takallou, f. (2011). the effect of metacognitive strategy instruction on efl learners’ reading comprehension performance and metacognitive awareness. asian efl journal, 13(1). van gelderen, a., schoonen, r., de glopper, k., hulstijn, j., simis, a., snellings, p., & stevenson, m. (2004). linguistic knowledge, processing speed, and metacognitive knowledge in first-and second-language reading comprehension: a componential analysis. journal of educational psychology, 96(1), 19. wahyuni, z., ratmanida, r., & marlina, l. (2018). the relationship of students’metacognitive reading strategies awareness and reading comprehension: the case of the sixth semester student of english department universitas negeri padang (unp). journal of english language teaching, 7(3), 399-413. the particular dialect or language that a person chooses to use on any occasion is called a code 1324 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1324 1330 the application of youtube media in learning speaking: students’ perceptions puput ariyanti1, tri wintolo apoko2 puputariyanti047@gmail.com, triwin_apoko@uhamka.ac.id 1, 2 english education department, universitas muhmmadiyah prof. dr. hamka, jakarta received: 2022-12-7 accepted: 2022-12-27 doi: 10.24256/ideas.v10i2.3279 abstract english has an important role as a global language, especially in the era of globalization. to master english, there are four types of proficiency skills such as listening, speaking, reading, and writing. speaking is the simplest form of communication in life. however, the teaching techniques in indonesia used by teachers are generally unattractive and monotonous. students are only provided with textbooks and conventional materials; therefore, it affects students' opportunities to improve their speaking skills. this study aimed to determine students' perceptions of youtube as a learning media to improve english-speaking skills. this study used a mixed method which cover quantitative and qualitative designs. thus, the instruments include the questionnaires distributed via google form to 215 of the 11th grade students of state senior high school no. 58 jakarta and interview for selected students. the result showed that there were five aspects of student perceptions such as: convenience, motivation, progress, activity, and variation. the largest percentage value was obtained by variation aspect in positive perception of 58.37%. the students' perception of youtube as a learning media was then positive. in addition, youtube had a positive impact by proving students’ progress in english-speaking skills. keywords: english-speaking; learning media; learning speaking; students’ perception; youtube http://u.lipi.go.id/1457703302 mailto:puputariyanti047@gmail.com ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1325 introduction english has an important role as a global language, especially in the era of globalization. many aspects including international trading activities, studying abroad, technology, and science development and collaboration among countries became easier because of english. to keep their tracks to follow globalization, many countries are using english as their main language even though it is not their native language. in indonesia, people use english as the most prioritized foreign language. santoso et al. (2014) defined that english learning in indonesia is an attempt of indonesian to be able to follow science and technology in advance, as well as joining the global community. brown (2007) added that there are four types of proficiency skills to master english, as follows: listening, speaking, reading, writing. speaking is the simplest form of communication in life. however, in indonesia, most of educational institutions have not prioritized english in their curriculum. the english teaching activities in indonesia also have not developed well. students are only provided with textbooks and conventional materials. the teaching and learning activities of speaking mostly lack methods, media, and a variety of materials. this has an impact towards students’ motivation to improve their english. this statement is line with what the researcher found on her internship in sma negeri 58 jakarta. the students’ speaking ability was unsatisfying. in addition, the students could not fluently express their ideas by using correct grammatical forms, had a lack of confidence, and were not motivated to improve their speaking skills. this is caused by the teaching methods of listening to the teachers’ explanations and notes on the whiteboard. to improve english learning, raja & nagasubramani (2018) said that the role of information and communication technology (ict) can improve students’ interacting learning and provides many sources. one of the development of technologies is youtube. it is one of the largest video sharing sites used in the teaching and learning process in all fields. it is conveyed through disclosing information with body and verbal expressions in front of camera, which is known as video blog (vlog). with this media, meyers (2012) stated that learning english can be interactive, interesting, and fun, as well as can also provide a solution to replace class hours and provide additional knowledge beyond the expected abilities. this is proven by kurniawan (2019), where the use of youtube media is considered effective in triggering students to be more confident in speaking english in front of the camera and public. in other words, youtube media can help students puput ariyanti, tri wintolo apoko the application of youtube media in learning speaking: students’ perceptions 1326 to improve their english-speaking skills. this research is in line with harlinda (2019). she described that students’ perception of using youtube as a learning media can improve english-speaking skills. the result also showed that most students in english education program were helped by using youtube media. 59.3% of students agreed to use youtube media in increasing students’ confidence and other 55% of students felt that using youtube is a good source to practice listening skills. however, apart from the advantages described previously, there are some drawbacks of implementing youtube in learning speaking. the common issue found is related to technical matters. for instance, the media is not running well because of internet or signal interruption, and it requires more mobile credit to access videos. to face the bias whether youtube brings positive or negative impact on students’ perceptions in sman 58 jakarta, the researcher did preliminary and found some of them argued if youtube had impacts on their learning. meanwhile, other students answered that youtube had no impacts on their speaking skills. due to this issue, the researcher aimed to conduct research entitled “students’ perception towards youtube media in learning speaking” to find the evidence and clear findings about students’ perception, either positive or negative, as well as the advantages of u sing youtube as a learning media. method this study used both quantitative and qualitative methods. the population in this study was high school students no. 58 jakarta and the sample was the 11th grade students. the number of samples was 215 respondents. the data collection technique used a questionnaire and an interview for selected students. the questionnaires were adopted and modified from harlinda (2019). the questionnaires on this study were valid and reliable with the values of each item on the questionnaire of > 0.05 and the cronbach’s alpha of > 0.60. the questionnaires were distributed through google form. to analyze the data from a questionnaire, the researcher examined and calculated the frequency and percentage of each item responses. in addition, to analyze the interview data, the researcher classified all responses into specific perceptions regarding youtube as a learning media. then, the researcher explained the results into descriptions. results from questions that have been responded by 215 respondents, the researcher identified and classified students’ perception of learning english using youtube media into five primary aspects based on students’ responses, as follows: convenience, motivation, progress, activity, and variation. these aspects were only obtained from positive statements. each aspect was calculated based on the frequency of the responses given, then recapitulated into three types of perceptions, namely positive, neutral, and negative. the recapitulation of students’ perception is below: ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1327 table 1. recapitulation of students’ perception aspect percentage (%) sa+a n d+sd using youtube media provides convenience to students in learning english 54.65 37.67 7.67 using youtube media gives motivation to students in learning english 48.84 41.09 10 using youtube media improves students’ progress in having english skills 50.64 38.5 10.9 using youtube media becomes learning activity for students in learning english 43.26 44.3 12.4 using youtube media provides variation in learning english 58.37 36.2 5.5 sa: strongly agree, a: agree, n: neutral, d: disagree, sd: strongly disagree according to table above, the largest percentage was obtained by variation aspect in positive perception (sa+a) of 58.37%. followed by other aspects are convenience (54.65%), progress (50.64%), motivation (48.84%), and activity (43.26%) respectively. in neutral perception (n), it was found that the percentages in convenience, motivation, progress, activity, and variation aspects are 37.67%, 41.09%, 38.5%, 44.3% and 36.2% respectively as well as in negative perception (d+sd) of 7.67%, 10%, 10.9%, 12.4% and 5.5% respectively. these findings above were also supported by the interview data. according to the data, the researcher classified into three specific perceptions such as positive, neutral, and negative. the detailed descriptions are below: a. positive perception in this perception, the researcher found out that most of the students thought that youtube media gave them the convenience to learn english, both pronunciation and vocabulary. this shows that youtube media is very useful for learning english as an additional learning method. this idea is in line with the ideas of students below. s2 : “in my opinion, learning english through youtube was very effective and more enjoyable rather than learning through books.” s4 : “the use of youtube helps me in learning english where i can quickly understand as it can be watched repeatedly.” puput ariyanti, tri wintolo apoko the application of youtube media in learning speaking: students’ perceptions 1328 b. neutral perception the researcher found few neutral perceptions from students regarding youtube as a learning media. in this case, the answers that defined neutral perception showed students’ self-doubt of using youtube. it meant they did feel neither negative nor positive impacts. these ideas are supported with the following finding from the interview. s16 : "actually, for the beginners learning english through youtube is good as it could be watched any time and repeatedly. however, for me i use some other learning media for my english fluency.” c. negative perception in this case, the researcher found few negative perceptions regarding the disadvantages of using youtube such as the internet or signal interruption and requires more mobile credit. in addition, they cannot ask directly. these perceptions are based on the data below. s4 : “i think the use of youtube for english learning is not entirely effective as i just watch, memorize and practice english by myself while learning english will be more effective when we practice face to face.” s20 : “not really. when i watched the video in english on the youtube, i could not understand it better.” this research also found some problems in the use of youtube for english learning experienced by students. two of them said as follows: s9 : “teachers were not skillful in making learning videos. in addition, the videos used by the teachers as learning media do not fit with the students’ characteristics. the teachers also had problems to manage the time for teaching english using the videos from youtube.” s16 : “i found some problems to understand the materials from the youtube as i cannot ask questions directly to the teacher. besides, some advertisements disturb my english learning.” discussion this research was aimed at investigating the students’ perceptions on the use of youtube in improving english-speaking skill. youtube is one of learning media alternatives for students in practicing speaking english, mainly in the covid-19 pandemic. based on the results above, the researcher analyzed that most students had positive perception towards youtube as a learning media. this is caused by the students’ progress where most of them have improved their fluency in english and understand english well, both pronunciation, grammar, and vocabulary. according to this, the researcher assumed that youtube media could be used as an additional learning tool for students to improve their english. this study is in line with the idea from anggraini (2021), where there was an increase in speaking english on students. this was caused by practicing it by watching english videos; therefore, the students ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1329 felt they had acquired new vocabulary. meinawati et al. (2020) added that youtube media helped students to improve their english-speaking skills. this is due to the creation of learning situations and conditions that attract students’ attention. other results were found in the convenience aspect as the second largest aspect in positive perception. the researcher analyzed that most students found it easy to understand the language in the video content such as the use of grammar, vocabulary, and pronunciation. in this case, the ease that students got in using youtube as a learning media was that the students could discover new vocabulary easily by accessing youtube any time. this certainly affected the progress of skills that will be achieved by students. harun et al. (2022) stated that youtube was very accessible because most students often spend their time on smartphones and youtube is a learning media that is very easily accessible by smartphones. the third largest aspect in positive perception was variation. the variation in students’ perception was the existence of various models and learning techniques provided by various content creators. it was assumed that youtube media built a fun learning method. this study is in line with meinawati et al. (2020), where the students preferred and were interested in learning english by using youtube media. in addition, it varied. anggraini (2021) proved that as many as 85%-90% of students were enthusiastic to use youtube as a learning media. this statement above was certainly related to motivation aspect, where there was a significant increase in students’ motivation in learning english using youtube. the last largest aspect in positive perception was activity. the activity here is intended as a substitute for learning activities outside of school. zgheib & dabbagh (2020) said that learning activities through social media could involve students to learn outside the classroom, interact with peers, and create projects through platforms. the benefits of using online social networks (osn) in education could support student learning formally and informally and provide opportunities for students to have new perspectives. the results above were supported by the result of interview where most of the students had positive perception towards youtube as a learning media. the students thought that the use of youtube gave a positive impact in improving englishspeaking skills. this is caused by the delivery styles from content creators are quite precise and easy to understand. syamsiani & munfangati (2022) stated that positive perception derived from the individual satisfaction about specific object that became the source of perception, knowledge, and experience of the object perceived. puput ariyanti, tri wintolo apoko the application of youtube media in learning speaking: students’ perceptions 1330 conclusion the researcher concluded that english foreign language (efl) students’ perception of youtube positively contained five aspects such as: convenience, motivation, progress, activity, and variation. this positive perception in these aspects certainly showed advantages in improving english-speaking skills. on the other hand, there were disadvantages in using youtube such as signal and internet interruption, and more mobile credit to require. in addition, the students cannot ask directly regarding the materials on the video content. references anggraini, a. (2021). improving student’s speaking skill using youtube video as media: an action research. scope : journal of english language teaching, 5(2), 57. https://doi.org/10.30998/scope.v5i2.8406 brown, h. d. (2007). principles of language learning and teaching. pearson longman. harun, f. g., pelenkahu, n., & olii, s. t. (n.d.). linguistics, and literature pub lished by english education study program, faculty of languages and arts. in jotell journal of teaching english (vol. 1, issue 4). kurniawan, p. (n.d.). pemanfaatan media sosial instagram sebagai komunikasi pemasaran modern pada batik burneh. meinawati, e., harmoko, d. d., rahmah, n. a., & dewi, n.-. (2020). increasing english speaking skills using youtube. polyglot: jurnal ilmiah, 16(1), 1. https://doi.org/10.19166/pji.v16i1.1954 meyers, e. m. (2012). a comment on learning: media literacy practices in youtube. international journal of learning and media, 4(3–4), 33–47. https://doi.org/10.1162/ijlm_a_00100 raja, r., & nagasubramani, p. c. (2018). recent trend of teaching methods in education" organised by sri sai bharath college of education dindigul-624710. india journal of applied and advanced research, 2018(3), 33–35. https://doi.org/10.21839/jaar.2018.v3s1.165 santoso, i., pendidikan, j., jerman, b., bahasa, f., seni, d., & yogyakarta, u. n. (2014). pembelajaran bahasa asing di indonesia: antara globalisasi dan hegemoni. in bahasa & sastra (vol. 14, issue 1). harlinda, n. (2019). students’ perceptions in using youtube as media for learning english as a foreign language. thesis. state islamic institute of palangka raya faculty of teacher training and education languange education department study program of english education. syamsiani, e. m., & munfangati, r. (2023). students’ perception toward the use of tiktok videos for learning. international social sciences and humanities umjember proceeding series, 2(1), 324–329. https://doi.org/10.32528/issh.v2i1.150 zgheib, g. e., & dabbagh, n. (2020). social media learning activities (smla): implications for design. online learning journal, 24(1), 50–66. https://doi.org/10.24059/olj.v24i1.1967 837 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 837 844 improving students’ pronunciation in word stress through tts (text to speech) feature: on a google translate application yuliyanah sain1,juan cobar2 yuliana.sain@umkendari.ac.id juancobar07@gmail.com universitas muhammadiyah kendari received: 2023-04-11 accepted: 2023-07-05 doi: 10.24256/ideas. v 11i1.3321 abstract this research aimed to find out the improvement of students’ pronunciation in word stress through text-to-speech software at the 11th-grade students of sman 1 kaledupa, in the academic year of 2021/2022. the samples of this study were 22 students, and purposive sampling was applied for this research. this research used a pre-experimental research design where there were three sessions conducted to reach the result of this research. pretest and post-test design consisted of 5 meetings, including the treatments. the pre-test in this research is to obtain students' prior knowledge, and the post-test is to measure students’ improvement after the researcher applies or uses the text-to-speech software in the treatment session. the finding of this research showed a significant improvement in students’ pronunciation after the use of text-to-speech software. this was proven by the mean score before treatment was 32.04, and the mean score after treatment has given was 60. the percentage of the improvement was 87.26%. the t-test value (6.106178) was higher than the t-table value (2.07961). h1 is accepted while h0 is rejected, and it can be concluded that there is a significant improvement in students’ pronunciation in word stress. keywords: google translate application, text-to-speech software, pronunciation, word stress introduction english is known for the difficulties to speak and pronounce the words, because of differences in symbol and it sounds, sometimes it has the similar sounds when people pronounce it and people get confuse with it. anugrah (2019) expressed that student’s mostly got struggle to speak english because they don’t know how to pronounce the vocabularies they possess. in some circumstances, people will ask to repeat what we say when there is a word that has several similarities sounds. in this case is related with word stress. meanwhile, thinh& thao (2020) in their research at the university of phan thiet, most students does not pay much attention to their english pronunciation practice, which is believed to have significant impacts on students’ obtaining a good pronunciation and affected the fluency in conversation. in indonesia, people use english as a second language. english is mostly used by students only in learning process on classroom or when the teacher insists to use it in http://u.lipi.go.id/1457703302 mailto:yuliana.sain@umkendari.ac.id yuliyanah sain1, juan cobar2 improving students’ pronunciation in word stress through tts (text to speech) feature: on a google translate application 838 learning process. it cannot be denied that most students get struggle with english pronunciation. in some circumstance the sound of a word is different from its written formramelan (2003). for example, the word island is pronounced /ˈaɪ.lәnd/. while in indonesian language, we pronounce it /island/. brophy (2010) stated that another problem or difficulty in learning pronunciation is students hearing or how they catch information from someone else either from their teachers or classmates. people have different level hearing ability. there are so many factors that affect pronunciation learning for the students considering that every student has different sound characteristic while trying to speak in englishtoci (2020). mother language or native language is one of important affect and suggesting the learners while they are trying to learn pronunciation ladd (2008). word stress also has another function that is to distinguish same word which has different meaning, with word stress we can easily recognize and identify the words. for example, the word “present”. if we highlight the stress in the first syllable (present) it means a gift (noun), but it is going to be different if the stress is in the last syllable (present) the meaning is changing to show, grant, display (verb). unstress may be defined as the absenteeism of these. in the words “sister” and “writing”, we can see that the stress is on the first syllable, where this explain the unstressed are on the last syllable. words tress can be recognize by focusing on the syllables that highlight by pitch prominence, loudness vowel, and the volume when produced. syllables with stressed usually have higher pitch prominence compare with the unstressed, and it’s also longer and louder with full vowel on it (roach, 2009). the same words can have different meaning if the stress is on the different syllables. putting stress in the wrong places can lead into different meaning for some words. gerald (2000) stated that every word with more than 1 syllable is always having one syllable with more pitch prominence on it than the others. for instance, the words “sister” and “writing”, they has 2 syllables and stress is on the first syllable. the word with more than 3 syllables, such as “potato” and “banana” has pitch prominence on the second syllable. gerald (2000) expressed that, in a word the stress can be on the first, second, or last syllables that have pitch prominence, higher volume, and the loudness. the others syllable need to unstressed for clarifying the main stress in a word. technology has a huge impact in human life, which is not only to make our life easier but also help us a lot in term of education. pennington (2019), the use of mobile devices, such as smartphones and tablets, is a growing trend in language learning for students who learn english as their second language. recently, with the improvement of technology we can listen the pronunciation of any words with different accent by just typing them in text to-speech software which is available on google translate application in our smartphone. dutoit (1997) defines text-to-speech as the production of speech by machines, by way of the automatic phonetization of the words and sentences to utter. text-to-speech is technology that changes text information straight into a voice reading, everything we type on it can be pronounced correctly and naturally by the use of natural semantic analysis with artificial intelligence (huang & liao, 2015). bione et al (2016) stated that students had an overall positive impression of tts-generated voices. tts has the prospective for students to improve their pronunciation by self-study and the teaching space can be covered (cardoso et al, 2012). word stress is the feature in english pronunciation which usually students does not paying much attention on them. many research has already shown that possess enough knowledge about stress can make efl students easily understand someone in a conversation and to recognize important words in a sentence. this is what underlies the importance of this research to be conducted, to avoid making mistakes and to prevent poor pronunciation by using text-to-speech software can be reduces significantly. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 839 method in this research, the researcher was used a quantitative approach to analyze the data. the researcher was applying a pre-experimental research design, involving pre-test and post-test to measure students’ ability in pronunciation. also, the researcher was used posttest in the last meeting to find out the students’ improvement through the use of text-tospeech software.the total student in the 11th grade at the sman 1 kaledupa in the academic year of 2021/2022 were 123 students and consists of 5 classes. xi mipa 2 class with 22 students was selected through purposive sampling. the independent variable of this research is the use of text-to-speech software with an american accent in learning pronunciation. the dependent variable is students’ pronunciation skill in word stress. there were 40 list of words in total consist of nouns and verbs with 2-3 syllables for the instruments in this research and its used in pre-test and post-test. pre-test aimed to find out the prior knowledge of students’ pronunciation in word stress with list of 20 words that consist of 10 nouns and verbs with 2-3 syllables and it was conducted in the first meeting. while, post-test was designed to find out the improvement of students’ pronunciation in word stress through text-to-speech software with an american accent and it was conducted in the last meeting with the list of 10 nouns and 10 verbs with 2-3 syllables.the students were given pre-test and post-test which both of them has the same amount of words list. the researcher asked students to pronounce the words with stress on it, the students called one by one according to absence list, their voice recorded as the data to be analyzed in this research. the significance level in this research was at 0.05 which are compatible and acceptable in this study. 22 students from class mipa 2 were selected to be the participants of the study. all the participants did the pre-test in order to identify their pronunciation ability before using the text-to-speech software in learning process. after that, the students learned how to use text-to-speech software on a google translate application in treatment session for 3 meetings, in this session the researcher direct students practice to pronounce some difficult words with the help of text-to-speech software. students can correct their pronunciation by imitating voice or sounds produce by the text-to-speech software. after finished the treatment, the students were given the post-test. after that, the data from the pronunciation test were analyzed.the data obtained from the pronunciation test were analyzed using the theory from gay et al (2012) where there are some several step to reach the conclusion in this research, they are; 1) scoring students correct answer pre-test and post-test 2) then put them in classification score with the range from 0-100 (very poor-excelent), 3) find out the mean score both pre-test and post-test, 4) calculate the percentage of improvement of the students, 5) calculate the value of test of significance, 6) the last is doing the hypothesis testing. findings and discussion findings 1. students frequency on pre-test and post-test the following table was the result of students’ pre-test and post-test with the frequency in each classifications score: yuliyanah sain1, juan cobar2 improving students’ pronunciation in word stress through tts (text to speech) feature: on a google translate application 840 figure 1: students frequency on pre-test and post-test 1.1 the frequency and percentage of students in pre-test as shown in figure 1, the highest percentage in pre-test was in very poor category (0-35) with 63,63% where there were 14 students in this score range. next is in the poor category (36-55), there were 7 students in this category with the percentage of 31,81%. then in the fair category (56-65) with 4,54% percentage, there was only 1 student got in this score range. the last four categories which are; fairly good (66-75), good (76-85), very good (86-95), and excellent (96-100) there were no students out of 22 get in this score range (0%). finally it can be concluded that students' pronunciation in pre-test was very poor categorized. 1.2 the frequency and percentage of students in post-test based on figure 1, in the excellent category (96-100) there were no students got in this score range (0%). next is in the very good category (86-95), there was 1 student (4,54%), then in the very good category (86-95) and good category (76-85) each of them there were 4 student (18%) got in this score range. 2 students (9,09%) were in the fair category (5665). there were 9 students (40,90%) in poor category (36-55) and there were 2 students (9,09%) in very poor category (0-35). the result from the post-test can be concluded that students' pronunciation was fair categorized. the following table was the students’ result of post-test. 2. the mean score of pre-test and post-test the result of mean score from pre-test and post-test and the percentage of students' improvement in pronunciation after it calculated can be seen in the following table: type of test mean score improvement pre-test 32.04 87.26% post-test 60 table 1: mean score of pre-test and post-test the mean score of students in pre-test was 32.04 where it was indicated that students' pronunciation was in very poor categorized. the mean score in pre-test was low considering that students did not get any exposures related with word stress material and the use of text-to-speech software. since students acknowledged the word stress and got to know the use of text-to-speech software to learn pronunciation where this section they obtain from treatment session, their mean score is improving to 60 where it was in the fair very poor poor fair fairly good good very good excelen t pre-test 14 7 1 0 0 0 0 post-test 2 9 2 4 4 1 0 0 5 10 15 20 students frequency on pre-test and posttest ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 841 categorized. after calculating the mean score of pre-test and post-test it can be known that students' pronunciation improvement is by 87.26%. 3. hypothesis testing pre-test and post-test which are the test variable is statistically different on alpha level ( ) = 0.05, at the degree of freedom (df ) n-1 = 21 to see the difference. statistic result  df t-test t-table t-test>t-table h0: rejected h1: accepted 0.05 21 6.106178 2.07961 table 2: the result of hypothesis testing table 2, indicates that the value of the t-test (6.106178) was greater and higher than the value of the t-table (2.07961). from the result of hypothesis testing it is certain that the h1 (alternative hypothesis) is accepted considering the t-test value was greater than the ttable value, then the h0 (null hypothesis) was rejected because of the t-test value is higher than the t-table value. disccusion this research was conducted to investigate students’ improvement in pronunciation specifically in word stress. the results of this study indicate that the text-to-speech software has a positive impact on students’ pronunciation on word stress after applied and used on treatment session. 1. the use of text-to-speech software as be shown in findings for the result in the table 2 that has been analyzed, students’ pronunciation in words was enhancing. as been indicated in figure 1 that shown the frequency and rate percentage for the results of students' score in pre-test and post-test. the score of students pronunciation in post-test was increase, compare to pre-test that hold before the treatment session where google translate application with text-to-speech software is used for couple of meeting in class. this is related with huang & liao (2015), james (2016), and anugrah (2019) where they also found the improvement of students' pronunciation after used text-to-speech in learning process. in figure 1, the findings shows that students' pre-test percentages in every classification score mostly were in the very poor category with 14 students out of 22 and the mean score was 32.04. this is similar and corresponded with anugrah (2019) and huang & liao (2015) where students' pronunciation in pre-test was low considering there is no exposure with the use of text-to-speech software in learning process. this is indicated that students' pronunciation at the 11th grade in sman 1 kaledupa especially in the class xi mipa 2 were low because most of they were struggle to pronounce some alphabet letter, words and lacked of knowledge on wordsstress in pronunciation. in the first meeting for treatment session, the researcher found that there were a few students got struggle with some alphabet letter that has a different sound when it pronounce, the text-to-speech software has been started used from this meeting. in the second meeting and third meeting, the researcher introduced and showed how to use the google translates application with text-to-speech software for them to maximize their pronunciation especially in word stress. in this session the researcher mostly does the drill and practice method to stimulate students skill and understanding in english pronunciation. yuliyanah sain1, juan cobar2 improving students’ pronunciation in word stress through tts (text to speech) feature: on a google translate application 842 reading some sort paragraph and doing some dialogue are necessary in order to make students get used and to know how to pronounce the words correctly, as stated by james (2016) in his research that students’ pronunciation can be improved by reading and doing some dialogue with classmate where it can be affect in both segmental and suprasegmental features in pronunciation. the role of text-to-speech software in treatment session was to made students familiar and to make them pronounce the words correctly with word stress in it, by imitating the sound or voice produce by the text-to-speech software. this is the main part of drill and practice method in this research, this method compatible with the use of text -to-speech software in class where they can directly correct themselves if they pronounce word incorrectly by imitating the sound or voice produce by text-to-speech software. as stated by huang & liao (2015) in their research that the students were easily corrected their pronunciation mistakes by imitating the voice produced from text-to-speech system. after applied the use of text-so-speech software for learning in treatment session, the researcher hold the post-test in order to find out and to measured students' pronunciation in word stress. in the post-test as shown in table 1, the result indicated that students mean score was 60 and it categorized in fair category, while in the pre-test students mean score was 32.04. it can be concluded that after giving some treatments by using text-to-speech software, students' pronunciation in word stress was improving where the researcher has found that the improvement was by 87.26%. 2. test of significance and hypothesis testing after analyzed the data, the researcher found that the value of t-test was 6.106178 which is higher and greater than the value of t-table which is 2.07961 as shown in table 2, on alpha ( ) level of significance 0.05 at the degree of freedom (df ) of 21. it was the result of teaching the students' pronunciation in word stress through the use of text-to-speech software in the classroom. based on the result of the test, it's found that there was an improvement of students' pronunciation in word stress. this can be seen from the result of pre-test and post-test where there was a significant increasing after the use text-to-speech software in learning process. in treatment session with the use of text-to-speech software was leading the students to be able learn by themselves and to practice without accompany by their teacher or friend. doing repetition pronounce also the main cause for students improvement in this research because students are more confident to imitate the sounds produce by text-tospeech. from the result of hypothesis testing it is certain that the h1 (alternative hypothesis) is accepted considering the t-test value was greater than the t-table value, then the h0 (null hypothesis) was rejected because of the t-test value is higher than the t-table value. based on the data that has been analyzed it can be concluded that the students in xi mipa 2 at sman 1 kaledupa was increased. conclusion this study aims to find out the improvement of students’ pronunciation in word stress through tts (text-to-speech) feature: on a google translate application. researchers really hope that the results of this study can be useful as reference material for readers or future researchers who will take the similar research topic. this study used a quantitative research design to analyze the data and pre-test and post-test are used to collect the data where 22 students at 11th grade in sman 1 kaledupa in the class xi mipa 2.based on the findings and discussion , the researcher found that students pronunciation in word stress after the use of text-to-speech software on google translate application at the 11th grade in ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 843 sman 1 kaledupa in the class xi mipa 2 was improved. this is supported by the mean score in the pre-test (32.04) and the mean score of pre-test (60), it means that the mean score in post-test was higher than pre-test which indicate there was an increasing in score. meanwhile for the t-test value was 6.106178 and the t-table value was 2.07961, this result imply that the t-test value greater than the t-table value where in this case the h0 (null hypothesis) was rejected and the h1 (alternative hypothesis) is accepted. references anugrah, a. t. (2019). improving the students’ pronunciation through the use of text-tospeech software (a pre-experimental research at the tenth grade students of sman 8 makassar). bione, t., grimshaw, j., & cardoso, w. (2016). an evaluation of text-to-speech synthesizers in the foreign language classroom: learners’ perceptions. call communities and culture–short papers from eurocall, 50-54.brophy, j. (2010). motivating students to learn. routledge. brophy, j. (2010). motivating students to learn. routledge. cardoso, w., collins, l., & white, j. (2012, march). phonological input enhancement via textto-speech synthesizers: the l2 acquisition of english simple past allomorphy. in proceedings of the american association of applied linguistics conference, boston, ma, usa (pp. 24-27). dutoit, t. (1997). an introduction to text-to-speech synthesis. dordrecht: kluwer academic. dewi, p., & sari, d. (2022). perception of digital storytelling in overcoming fear for speaking english through interdisciplinary project of gender issues. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1635 – 1642. doi:https://doi.org/10.24256/ideas.v10i2.2748 gay, l.r, mills, g.e., &airasian, p. w. (2012). educational research: competencies for analysis and application. tenth edition. upper saddle river, new york: pearson merril prentice hall. gerald, k. (2000). how to teach pronunciation. edinburgh, england: peason education. huang, y. c., & liao, l. c. (2015). a study of text-to-speech (tts) in children's english learning. teaching english with technology, 15(1), 14-30. james, i. (2016). the use of web-based text-to-speech tool in improving english pronunciation and changing perception of error correction among young learners. international journal on e-learning practices (ijelp). ladd, d. r. (2008). intonational phonology. cambridge university press. pennington, m. c., & rogerson-revell, p. (2019). using technology for pronunciation teaching, learning, and assessment. in english pronunciation teaching and research (pp. 235-286). palgrave macmillan, london. https://doi.org/10.24256/ideas.v10i2.2748 yuliyanah sain1, juan cobar2 improving students’ pronunciation in word stress through tts (text to speech) feature: on a google translate application 844 ramelan. (2003). english phonetic. semarang: ikip semarang press. roach, p. (2009). english phonetics and phonology: a practical course (4th ed.). cambridge, england: cambridge university press. thinh, p. g., & thao, t. q. (2020). tertiary english-majored students’ perceptions toward the role of pronunciation in english language learning and their practicing strategies. vnu journal of social sciences and humanities, 6(2), 264-279. toçi, a. (2020). problems with pronunciation among students of english language and literature-seeu. seeu review, 15(2), 113-125. tyas, n. (2022). students' perception on self-directed learning (sdl) in learning english by using youtube video. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 13071314. doi:https://doi.org/10.24256/ideas.v10i2.3208 https://doi.org/10.24256/ideas.v10i2.3208 686 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 686 691 deixis analysis found in “bird box” movie natalia rebong1 nurma dhona handayani2 pb181210011@puterabatam.ac.id putera batam university received: 2023-04-11 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3547 abstract deixis is part of pragmatics that people make in communication. in this research, the researchers analyzed deixis in utterances and the movie “bird box” is data source. the movie is 2018 horror movie that has deixis in the movie. the researchers analyze all utterances in the movie. this descriptive qualitative research found out types deixis in utterances of characters. the researchers used observational method with the technique of nonparticipatory. the pragmatic identity method with competencein equalizing were used by the researchers. then, the researchers use the theory from yule (2017) to analyze deixis types that characters make. the findings show that deixis were used in the communication of the movie. there were totally 34 deixis data in spatial deixis, temporal deixis, and person deixis. 16 were in spatial deixis, 12 data in person deixis, and 6 data in the temporal deixis. the dominant is spatial deixis used by the characters to point places to other hearers in bird box movie. keywords: deixis, types of deixis, pragmatics introduction pragmatics has phenomena people do by language. it is study of speaker meaning or what the speaker wants to say (yule, 2017). there is pragmatics in deixis that is about pointing a person, thing, or place through language. it is important understand deixis because it is about something people see every day. point something people have to know the context because different context has not same meaning. not all words can be known if the speaker do not know real situation. speaker has to know the situation to find out what the meaning in the deixis. deixis is found in social media, such as instagram, youtube, facebook, twitter and so on. deixis is not only use in oral but also written (kusumaningrum, 2016) . there is deixis in the instagram of maudy ayunda. on the photo of 21 july 2022, there is deixis. the caption “here, again.” the photo shows maudy ayunda is in indonesia presidential palace. there are two photos in the same place. the first photo shows the woman smiles and the second she was standing at the yard. in her caption, there is the word “here” and it used to point the place. it refers to the presidential palace as the place that she visits. it means that the woman used the word “here” to point the place. yule, (2017) said spatial deixis is said to point that is close or even far from the speaker. http://u.lipi.go.id/1457703302 mailto:pb181210011@puterabatam.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 687 the researchers found deixis in different media. the media is movie has story to tell to viewers. the movie “bird box” is 2018 horror movie about a mother that try to protect her two kids from entities. the deixis in the movie has a lot and one of them was in 00:04:23-00:04:25 minutes. jessica and malorie are in malorie’s house. malorie was painting when the woman comes to her house. jessica : “what channel, dumb-dumb?” malorie : “any one of them.” (bier, 2018) jessica comes to tell malorie about a problem. in the conversation jessica tells her that the store in street did not open anymore. she said everything became serious and jessica became the speaker. malorie then wants her to turn on the news in tv. she asked her to open when the hearer is looking for food in there. the speaker asked her about what channel and malorie said “any one of them.” the word “them” is spatial deixis because it was produced to point the place where there is the news. spatial deixis is said to point that is close or even far from the speaker (yule, 2017). it says that deixis is a language phenomenon that appears in utterance. for research about deixis, there were lots of research and the researchers took two research. the first deixis research is from (icha sartika & ambalegin, 2022). the researchers used short movie “chef kicks out homeless customer”. the deixis theory of speaker yule (2017) was taken to analyze data. the results showed there were 83 data of deixis done by the main characters. it consisted of 70 data of person deixis, three data of temporal deixis, and 10 data of spatial deixis. the person deixis is the dominant type in the short movie. then, the second research conducted by khofiyaa & silalahi (2022). the aim of their research is finding out deixis type applied by joe biden in speech. the data were taken from utterances of joe biden giving speech. theory of yule (2017) was the main theory of their research. it shows that there were 54 data of spatial deixis, 203 data of person deixis, and 45 data of temporal deixis. the type of person deixis was found as dominant type. it also shows that giving speech is important for joe biden as the president to get audiences’ attention. the present and previous research are different. this research used bird box movie as the data source. bird box movie was used because the researchers found deixis in the movie. the previous research and present research applied the same theory. it is about deixis and there are three deixis, such as temporal deixis, spatial deixis, and person deixis. in this research, the researchers found the types of deixis applied by all characters in bird box movie. deixis birner (2013) stated the term deixis is the language phenomenon done to point thing or person. it means that deixis becomes the phenomenon of language that a speaker makes while pointing something. the word “deixis” is from greek word, which means to show or to point out. deixis focuses on the relationship between language structure and context in which the deixis is applied (huang, 2007). therefore, deixis is applied when a speaker want to show place and time, or point a person. deixis is described by yule (2017) in the following way: (1) person deixis. it is type of deixis that pointing people and it uses pronoun. according to yule (2017), person deixis is about pointing people by using pronoun me, you, her, us, him, them, that woman, and those idiots. it is used by not directly say the name of person and it makes context needs by the hearer to know what it is about. person deixis has three kinds, such as first person, second person, and third person. “we gave them every tool they could need.” (khofiyaa & silalahi, 2022). (2) spatial deixis, yule, (2017) said spatial deixis said to point that is close or even far from the speaker. it uses here, there, beside you, near that, and above your head to point a place. to know where the place that the speaker says, context helps to find the meaning. if the spatial deixis is not found out based on context, natalia rebong1 deixis analysis found in “bird box” movie 688 the hearer do not know where the place actually is. “because i have an inspector sitting over there” (sartika & ambalegin, 2022). (3) temporal deixis, it points out the time that speaker want hearer know. yule, (2017) mentioned temporal deixis is about period of time, such as now, then, last week, tomorrow, yesterday, and later. this defines that time of something happening is pointed out by temporal deixis. temporal deixis helps to point out the place that someone wants to inform. “global wheat prices have fallen from record highs recently but remain elevated. according to rabobank commodity analyst carlos mera, they are expected to stay that way for some time.” (tauchid et al., 2022) method this is descriptive qualitative research and took explanation from (creswell, 2013). the researchers analyze types of deixis in bird box movie. all types of deixis is analyzed using yule’s theory. it used descriptive qualitative because there were words in the research result. observational method and non-participatory by (sudaryanto, 2015) were used because there is observation and the researcher is not participated. the researchers do the steps to get data for this research. the movie bird box was watch and download. second step was done to watch the movie several times. then, the researchers read the script and watched the movie. finally, the researcher highlighted the deixis utterances from the movie. to analyze data, the researcher used method and technique from (sudaryanto, 2015). it is pragmatic identity method and competencein equalizing. the researchers used the method because it need to identify the data and the technique because the researchers analyzed by equalize it with theory. the steps are several for analyzing data. first step the researchers took the highlighted utterances to know the meaning. the researchers then equalizing the data with theory from the expert. lastly, the result showed the total data and deixis types used in bird box movie. results in this research, the researchers found 34 data of deixis. it appears in 16 data of spatial deixis, 12 data of person deixis and 6 data of temporal deixis. all deixis type appear and used in the movie. the researcher presented the total in table below. it starts with person deixis, spatial deixis, and temporal deixis. table 1. types of deixis in bird box movie no type of deixis frequency 1. person deixis 12 2. spatial deixis 16 3. temporal deixis 6 total 34 discussion person deixis jessica: “…when a horse gets pregnant, it knows right away.” doctor: “does it?” (00:07:38-00:07:44) ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 689 jessica (speaker) accompanies malorie to check her baby. the speaker talks to the doctor as well about her condition. the speaker told her that when a horse gets pregnant, the horse’s way of eat is different. the speaker talked about horse by “it”. according to yule (2017) person deixis is about pointing people by using pronoun me, you, her, us, him, them, that woman, and those idiots. it is used by not directly say the name of person and it makes context needs by the hearer to know what it is about. it has person deixis in the utterance. jessica : “we should go feel sorry for ourselves with lunch and a bottle of wine.” malorie: “oh, finally, now you're making some sense.” (00:08:06-00:08:11) jessica (speaker) discussed about the thing that the speaker and malorie (hearer) will eat. the speaker said that they will eat lunch and wine. the speaker used “we” to talk about who will eat the food and drink. the word refers to malorie and jessica from the context. according to yule (2017), person deixis is about pointing people by using pronoun me, you, her, us, him, them, that woman, and those idiots. it mean the deixis of person is in the utterance. doctor: “you can make whatever choice you want. but what you can't do is ignore it and hope it just goes away.” malorie: (take brochure) (00:09:01-00:09:07) the doctor (speaker) wanted the hearer to take the decision. the speaker knew that the hearer did not feel happy about the baby. the speaker said that she can do whatever as long as she feel happy. but the speaker said the hearer cannot ignore the baby and just let the baby go. the speaker used “it” to talk about the baby. according to yule (2017) person deixis is about pointing people by using pronoun me, you, her, us, him, them, that woman, and those idiots. this defines that the speaker used person deixis to say about the hearer’s baby. spatial deixis malorie: “this is just a place. there is nothing more that we need from it” children: (listening) (00:01:25-00:01:29) malorie (speaker) talks to her children before they leaving the dark place. the speaker wants them to do whatever she said. the speaker told that the place in which they were is just a place. there was nothing more than they can get from the dark place around smith river. based on context, the speaker talks the dark place and the utterance has “it” as the deixis. yule, (2017) said spatial deixis said to point that is close or even far from the speaker. it uses here, there, beside you, near that, and above your head to point a place. it means the utterance has spatial deixis. jessica: “anyway, can't raise a kid here. where would you even put her?” malorie: “how do you know it's a she?” (00:06:46-00:06:51) jessica (speaker) used the utterance to talk with malorie (hearer). this is in the hearer house and the hearer is painting. the speaker asked where the hearer will put her baby because it is impossible to be here. the conversation set in the hearer house in which is in monrovia. the speaker used “here” to talk about the place. yule, (2017) said spatial deixis said to point that is close or even far from the speaker. it uses here to point place. in the utterance there is deixis of spatial. jessica: “you okay in there?” malorie: “i'm great.” (00:09:20-00:09:22) jessica (speaker) asked about malorie (hearer)’s condition. the hearer is vomiting because of her pregnancy condition that became worse. it even makes the doctor asks her to stay at hospital. the speaker was standing in front of toilet when the hearer inside of hospital toilet. the speaker used the word “there” to say about toilet as the place. yule, (2017) mentioned spatial deixis said to point that is close or even far from the speaker. the natalia rebong1 deixis analysis found in “bird box” movie 690 speaker uses there to point the place where the hearer is in. there is the spatial deixis in the conversation. tom: “come in.” malorie: (standing) (00:15:02-00:15:04) tom (speaker) help malorie (hearer) to be safe. the speaker did not want the hearer to be killed by the mysterious entity out there. the speaker then asks her to come in house because there is a house around it. the speaker used “in” become the place that he means. it is in the utterance “come in” and the speaker also helps to permit to others. yule, (2017) said spatial deixis said to point that is close or even far from the speaker. the speaker used the utterance to show deixis spatial. temporal deixis malorie: “i never slept well before i had this condition.” doctor: “it's called pregnancy. it's okay to say it out loud.” (00:07:26-00:07:31) malorie (speaker) says that she never slept well. the doctor (hearer) was checking her pregnancy through usg. the speaker told her that she was okay before she had this condition. the speaker is on pregnant and the speaker felt unwell. yule, (2017) mentioned temporal deixis is about period of time, such as now, then, last week, tomorrow, yesterday, and later. this defines that time of something happening is pointed out by temporal deixis . temporal deixis helps to point out the place that someone wants to inform. there is the temporal deixis in the utterance to talk time. doctor: “only this time, you won't be going home by yourself.” malorie: “i know. i know.” (00:08:47-00; 08:52) the doctor (speaker) tries to make malorie (hearer) feels patient. the hearer was not happy with the baby. the speaker wanted her to stay at the hospital only at the time when she felt unwell and the doctor do recovery for her. the speaker used the word “this time” to talk about the time when they knowing bad condition. yule, (2017) mentioned temporal deixis is about period of time, such as now, then, last week, tomorrow, yesterday, and later. this means that the speaker used temporal deixis. felix: “so we can't do anything. but wait here until we go crazy like him?” cheryl: “the army is bound to get this under control.” (01:22:02-07:-01:22:07) felix (speaker) try to convince the cheryl (hearer) to not believe in charlie. the speaker did not want the hearer to go crazy like the man because he talked a lot about a myth of the mystery. the speaker used the word “him” to point the man, who is charlie. the speaker used it to inform cheryl. according to yule, (2017) person deixis is about pointing people by using pronoun me, you, her, us, him, them, that woman, and those idiots. there is person deixis in the conversation. conclusion this research analyzed types of deixis in movie. the result showed 34 data of deixis in bird box movie. all deixis are used in the movie and the deixis were used to point thing or person. in the data, the researcher found 16 data of spatial deixis, 12 data of person deixis, and 6 data of temporal deixis. the dominant type is found in spatial deixis because characters used it many times to point the places. the topic of deixis is important to learn because it is find in all utterances and help people to point everything to others. understanding deixis makes there is no misunderstanding in communication. references bier, s. (2018). bird box. netflix. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 691 https://www.netflix.com/title/80196789?s=a&trkid=13747225&t=cp birner, b. j. (2013). introduction to pragmatics. wiley blackwell. bilanti, e., susilawati, e., suhartono, l., salam, u., & rezeki, y. (2022). developing a minecraft adventure map to support eleventh grade senior high school students’ vocabulary learning. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1379 1393. doi:https://doi.org/10.24256/ideas.v10i2.3000 creswell, j. w. (2013). qualitative inquiry and research design choosing among five approaches (l. habib (ed.); 3rd ed.). sage publications. huang, y. (2007). pragmatics. oxford university press. sartika, i., & ambalegin, a. (2022). deixis types in “chef kicks out homeless customer” short movie. idebahasa, 4(1), 89–96. https://doi.org/10.37296/idebahasa.v4i1.84 sabrila, r., & apoko, t. (2022). the effectiveness of podcast on listening skill for vocational school students. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1177-1186. doi:https://doi.org/10.24256/ideas.v10i2.2897 khofiyaa, n., & silalahi, p. v. (2022). deixis analysis on joe biden’s speech “remarks on afghanistan.” anaphora: journal of language, literary, and cultural studies, 5(1), 125–131. https://doi.org/10.30996/anaphora.v5i1.6741 kusumaningrum, w. r. (2016). deixis analysis of indonesian shakespeare’s comics strip of julus caesar. transformatika, 12(2), 73–82. https://jurnal.untidar.ac.id/index.php/transformatika/article/view/191/142 sudaryanto. (2015). metode dan aneka teknik analisis bahasa. sanata dharma university press. sari, e., & agustina, m. (2022). thematic development in students’ argumentative essay. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 166-174. doi:https://doi.org/10.24256/ideas.v10i1.2563 tauchid, a., ardeliya, m., syafitri, n. i., nahdlatul, u., sunan, u., & bojonegoro, g. (2022). deixis analysis on article in cnn international. e-jou (english education and literature journal), 2(2), 105–114. https://jurnal.umnu.ac.id/index.php/ejou/article/view/428/186 yule, g. (2017). the study of language. cambridge university press. https://doi.org/10.24256/ideas.v10i2.3000 https://doi.org/10.24256/ideas.v10i2.2897 https://doi.org/10.24256/ideas.v10i1.2563 the particular dialect or language that a person chooses to use on any occasion is called a code 1246 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1246 1255 alternative assessment and its impact in the classroom of english at elementary school novita mutiah yudha*1, ahmad munir2, lies amin lestari3, syafi’ul anam4 novita.19053@mhs.unesa.ac.id 1postgraduate program, universitas negeri surabaya, surabaya, jawa timur 2,3,4fakultas bahasa dan seni, universitas negeri surabaya, surabaya, jawa timur received: 2022-12-14 accepted: 2022-12-19 doi: 10.24256/ideas.v10i2.3309 abstract this paper aims to investigate how the students in elementary school have an impact after the teacher doing an alternative assessment in the classroom of the english language. the author conducts this research about alternative assessment at elementary school. the participant in this study was an english teacher. elementary school students are a very basic student in learning english. that is why an english teacher should use altern ative assessments in teaching. for this reason, the author chose the elementary school as the subject of this study. the author wants to know how the impact of alternative assessment in the classroom of the english language. to do so, the author gained the data in-depth interview by giving questionnaires using a structured questionnaire technique. further, the analysis reveals that the english teacher adds an alternative assessment because the students do not feel bored with the assessment given by the teacher. moreover, if the student gets a different assessment, the teacher can see the talent that the students have. the result found that the students’ experience after the english teacher uses alternative assessments are that the students are more appealing and more interested. it also motivates almost all of the students and gives an important learning style. in addition, this report shows that students demonstrate a willingness to perform well in the classroom particularly, preparing a lesson. keywords: alternative assessment; elementary school; impact in the classroom http://u.lipi.go.id/1457703302 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1247 introduction assessment, as a school of thought which is progressively obtaining acceptance, argues that it is important for not only learners but also teacher being involved and having control in the classroom activity (derakhsan, 2011, p. 173). in the previous study, there is some article related to alternative assessment. according to linn and miller (2005) says that alternative assessment is a systematic process of collecting information about the improvement of the students towards the learning goals. brown and hudson (1998, p654-655) convey that students need alternative assessments to perform, create, produce, or do something. alternative assessments that are also pointed to performance tests or genuine assessments are employs to decide what students can and cannot do on the contrary with what they do or do not know. however, an alternative assessment measure applied proficiency more than measure knowledge. the exemplary of alternative assessments include project study, portfolios, and many activities involving some types of a rubric. (brigham young university). based on valencia & pearson (1994: 355) explain that alternative assessment is composed of all of those efforts that do not follow to the traditional specification of standardization, objectivity and machine-scorability, and cost effectiveness, alternative assessment is a progressively common and well-liked discourse in education. the possible benefit of the practices of alternative assessment is based on notable changes in assessment practices. the alternative assessment stated by brawley (2009) has various kinds that are portfolios, projects, diaries, selfassessment, peer assessment, computer-assisted learning, etc. the phrase alternative assessment points to "almost any assessment type other than the test of standardization". basically for elementary school, the point of any assessment practices or tools that are contrasting with traditional practice, more particularly and contrasting with a paper-and-pencil test is called alternative assessments. (custer, 2000). an assessment has been described variously in the literature and labeled as the outcome of the 20th century. according to linn and miller (2005) says that alternative assessment is a systematic process of collecting information about the improvement of the students towards the learning goals. similarly, assessment characterized by dhindsa et al. (2007) is a teaching and learning key component. it is a systematic process of data collecting about the progress of the students (p. 1261). however, linn and miller (2005, p.26) maintain that the performance of students can be measured in many ways like traditional paper and pencil tests, essays, the novita mutiah yudha, ahmad munir, lies amin lestari, syafi’ul anam alternative assessment and its impact in the classroom of english at elementary school 1248 performance of an authentic task, student self-report, and teacher observation. in addition, the author differentiates between terms lined with assessment: 1) test "a measuring instrument of behavior sample and 2) measurement, "the obtaining process of degree numerical description to which an individual has a specific characteristic". nowadays, in western countries, students are motivated to participate entirely in classroom activities. based on herrera, murry, and cabral (2007, p. 22-23), students are being asked today to employs their academic knowledge, cognitive development, and language skills to read, comprehend, synthesize, analyze, compare, contrast, relate, articulate, write, evaluate and many more. (p. 23). this motivation builds the base for formative assessment to be applied in the classroom so that the teachers can measure incremental gains (p. 22). nevertheless, many definitions of alternative assessment are provided in the literature, crawford, and impara (2001), cooper (1999), diaz-rico and weed (2006), linn and miller (2005) and hancock (1994) preserve those alternative assessments: are commonly developed straight from the instruction of classroom, group work, and related classroom activities, as well as provide a traditional assessment as the alternative. it can be well-thought-of valid and reliable in that they truly and constantly assess the classroom performance of the student. simplify the participation of the student in the evaluation process. include measurements and evaluations related to not only teachers but also students. emphasize real-world problems, tasks, or applications that are related to the community of the student. (herrera, murry & cabral, 2007, p. 23) alternative assessment is introduced by william and thompson (2008) to a newer paradigm as a shift from the forms of traditional assessment. especially, the formative and summative assessment appearance as two dissimilar formats has attracted the attention of teachers in literature today. the authors argue that the assessment utilization for student learning is the primary feature of formative assessment. based on william and thompson (2008), scriven (1967) and bloom (1969) argues the terminology formative and summative assessment that is given the reason to distinguish the evaluation role. william and thompson (2008) also introduce formative assessment as an ongoing process of evaluating the learning of the students, providing feedback to adapt instruction and learning, and increasing the curriculum. on the other hand, summative assessment is attached to administrative resolutions, as well as assigning grades to the tests. bloom (1969) emphasizes that when an assessment is in harmony with the teaching and learning process. while william (2008, p. 58-59) says that alternative assessment will have a good effect on students’ learning and their encouragement. assessment in common accounts is used for supporting learning (formative), certifying the individuals’ potential and achievement (summative), and evaluating the characteristic of educational programs or institutions (evaluative). moreover, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1249 black and william (2004) give more emphasis on assessment utilization to support learning; however, they also understand the importance of assessment utilization for evaluation and certification. in addition, there is an increasing consensus among teachers that assessment should be required to diagnose the achievement of the students, measure the performance, sort students, etc. (delandshere, 2002). nowadays, the literature on assessment and instruction sees assessment as a longitudinal process occurring during the lifelong learning of instruction and supports. dochy (1997, p. 3) states that the lifelong learning concept appears from the sector of business and industry when people start arguing that the labor should be adaptable to the new technology and learn new skills by their working lives. birenbaum (1996) differentiates the testing and the assessment in which testing measures achievement, primarily cognitive skills such as remembering factualinformation. it is also considered separate from the instruction. however, the new assessment paradigm offers assessment an integrated part of instruction as an alternative for testing culture characterized by so-called objective like standardized tests focusing on knowledge atomized bits at the more complex expense (gulikers, bastiaens, kirshner & kester, 2006, p. 382; dochy, 1997). in spite of interpretations of formative assessment varies greatly, william and thompson (2008) convey that formative assessment is used to serve information on the potential students’ performance and to reflect and to give feedback to the students telling them the number they answer correctly (p. 60). this argues the response way that is selected to measure the achievement of the students, as well as given the scores of the students instead of feedback. based on wiggins and mc tighe (2007), formative assessment comes about during the instruction that becomes part of instruction rather than a separate activity. it has either formal or informal formats including improved quizzes, oral questioning, peer feedback, selfreflection, think-aloud, etc. wiliam & black (1998) and wiliam & thompson (2008) show that a difference is made between learning assessment describing the process and support learning assessment describing the product. similarly, chappuis & stiggins (2004) concur that the main features characterizing formative assessment are that it affects the teaching and learning quality and persuades students in the environment of self-directed learning. alternative assessments can be implemented to the children as early as possible especially in the elementary school. that is why the author chooses elementary school as the target setting of this paper. summarizing from the theory above about alternative assessment, this paper novita mutiah yudha, ahmad munir, lies amin lestari, syafi’ul anam alternative assessment and its impact in the classroom of english at elementary school 1250 examines that alternative assessment has a common practice for teachers to develop alternative assessment teaching which will help them become good implementers throughout time on any kind of teaching and learning strategies. this paper particularly points out: what is an alternative assessment? what is the practice of alternative assessment in elementary school? and what are the impacts of alternative assessment after the english teacher does it in the classroom? to answer all these questions, the author will discuss in this paper. method the researcher conducts this research about alternative assessment at the elementary school of sdn palur 1, mojolaban, sukoharjo, and central java. the participant in this study was an english teacher. her initial name is js. she also lives in central java too. the technique used in this paper is by giving some questionnaires to the teacher. in order to conduct the purpose of the present study, the english teacher was given a questionnaire as the measuring instrument to provide data for this research report. because of the pandemic due to corona virus, the researcher conducts this questionnaire online, it means that the researcher gave a questionnaire via whatsapp application then sent it to the english teacher. the english teacher answered the questionnaire and sent back to the researcher. the technique of the data analysis used in this report is descriptive analysis. the structural elements of the questionnaire given to the english teacher and the collected data will be described and analyzed in detail. there are 16 questionnaires given to the english teacher at elementary school by the author. the list of questionnaires is in the appendix below. the english teacher answered one by one the questionnaires. results and discussion the objective of the present study is to describe the alternative assessment in the classroom of english at elementary school. the goal of this article is to describe the impact of alternative assessment in the classroom of english at elementary school. now, we discuss the result of the questionnaires. the first question we know that the teacher already understands what alternative assessment is. the second question we know that teacher has ever given an alternative assessment to their student. in the third question, the teacher concurs that the teacher should add alternative assessments in her learning activities to overcome the boredom of the students. it also helps the teacher to see the talent of the students by giving the different assessment moreover, the fourth question shows us that alternative assessment makes her students getting more interested because students get a different assessment in which usually, they only get traditional assessments like a paper test. this is relevant ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1251 to the study of maslovaty & kuzi (2002) that founds alternative assessment increasing the interest and enthusiasm of the students. the questionnaire number five, the teacher said that alternative assessment motivates almost all of the students. the fifth question, the teacher shows that alternative assessment almost gives motivation to the student. this is relevant to the theory of harter (1981) saying that alternative assessment had a higher motivation. it is also relevant to nasab’s (2025) theory saying that alternative assessment provides new ways to motivate and inspire students in exploring and exploiting their dimension and the world around them as well. in the sixth question, we get the answer that the students see the short feedback as a positive thing because of presenting meaningful feedback. it also can facilitate and improve the learning of the students the eighth question shows us that the teacher also sees difficulties in using alternative assessments. she argues that the assessment also has advantages and disadvantages. she says that it is difficult to implement alternative assessments for primary school especially in teaching english. it is relevant to yang's (2007) statement that primary school teachers reported some factors affecting the alternative assessment implementation like implementation difficulties. this answer refers to the ninth question that students have not assumed the successful after the teacher uses alternative assessment. if the teacher gets difficulties in running the assessment, it is possible making the students fail with the assessment, especially for grades 1, 2, 3 that are too young using this assessment. watt (20015) says that alternative assessment emphasizes higher-order thinking skills that are older learners' quality. we already know that primary students do not study using higher-order thinking because they, students at grades 1, 2, 3, usually develop their psychomotor skills neither the cognitive nor effective skill. in the eleventh question, the teacher answers that alternative assessment gives an important learning feature. this is relevant to the theory of genesa and upshur (1996) saying that the importance of alternative assessment is to get the avail information on students' learning strategies and styles, students' behavior, and students' reactions to the course that finally affect their achievement. last but not least, the twelfth question shows us that the teacher says alternative assessment does not give reliable and valid results even though it should need to satisfy a similar standard or the qualities of psychometric as a conventional test like validity, reliability, and practically. it also should be critically evaluated (brown & hudson, 1998). in this report, the teacher answers that the alternative novita mutiah yudha, ahmad munir, lies amin lestari, syafi’ul anam alternative assessment and its impact in the classroom of english at elementary school 1252 assessment that she does makes students showing a good attitude although the alternative assessment does not depend on the students' social behavior. the teacher in this report uses performance and discussion in her alternative assessment. conclusion in this article, the writer concludes that alternative assessment gives a positive impact on society. torrance (1995) posits alternative assessment as a paradigmatic shift from traditional assessment and argues that such an alternative assessment is instead a process that is firmly integrated with and positioned for the enhancement of teaching and learning. the alternative assessment gives positive impacts. the impacts are that the moral values of students increase so they have a more certain attitude. if an alternative assessment is implemented in the educational world, especially in the elementary school as the basic school, it will help develop their emotional ingenuity. in conclusion, alternative assessment is different from traditional assessment in many ways. alternative assessment, as an essential part of the learning process, embodies a different concept of assessment, a new understanding of learning itself, and a different relationship between student and teacher. it is not simply that tasks are different and require the student to produce a response but it does indeed comes from and requires a different way of thinking about assessment. this report, related to the alternative assessment’s impacts, expresses that students get more interested when they are in their learning process of alternative assessment rather than when they are in their routine schedule. it is relevant to baker's (2010) theory saying that it is made of the meaningfulness and challenge of alternative assessment as intent to renew the interest of the student and their commitment to study. in addition, this report presents that students reveal a willingness to perform well in preparing a project in the classroom. references abbas, zainab. (2012). difficulties in using methods of alternative assessment in teaching from iraqi instructors points of view. al-fatih journal. no.48 airasian, p. w. (1994). classroom assessment. new york: mcgraw-hill. anderson, r. s. (1998). why talk about different ways to grade? the shift from traditional assessment to alternative assessment. new directions for teaching and learning, 1998(74), 5-16. assessment reform group, “assessment for learning: research-based principles to guide classroom practice,” 2002, http://www.assessment-reformgroup.org/cie3.pdf. baker, eva l. (2010). what probably works in alternative assessment? national center for research on evaluation, standards, and student testing ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1253 (cresst) university of california, los angeles biggs, j. (1999). teaching for quality learning at university: what the student does. new york: open university press. birenbaum, m., & feldman, r. 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(1967). the methodology of evaluation (vol. 1). washington, dc: american educational research association. t. t. revital and h. miedijensky, “a model of alternative embedded assessment in a pull-out enrichment program for the gifted,” gifted education international, vol. 20, pp. 166–186, 200 valencia & pearson. (1994). approaches to alternative assessment. cambridge university press. volume 15 march 1995, pp. 212-226. doi: https://doi.org/10.1017/s0267190500002695 wiggins, g., & mctighe, j. (2007). schooling by design: mission, action and achievement. alexandria, va: association for supervision and curriculum development. wikstrom, nermina. (2007). alternative assessment in primary years of international baccalaureate education. the stockholm institute of ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1255 education. wiliam, dylan and thompson, marnie. 2008. integrating assessment with learning: what will it take to make it work? in carol a. dwyer (ed.), the future of assessment: shaping teaching and learning. mahwah: lawrence erlbaum associates, 53–82 appendix answer this questionnaire below based on your experience in alternative assessment! 1. do you know what alternative assessment is? 2. have you given some or one of the alternative assessments to your students? 3. do you agree if you as a teacher add alternative assessment? if you agree, why?. if disagree, why? 4. does alternative assessment make students more appealing or not? 5. are students motivated by alternative assessment or not? 6. do students see immediate feedback as a positive thing or not? 7. do the students really find alternative assessments more interesting and motivating? 8. do you face difficulties when you as a teacher give an alternative assessment to the student? 9. do your students able to be assumed successful after you add an alternative assessment? 10. should alternative assessment be primarily used in the classroom in order to support the english teaching-learning process? 11. does alternative assessment give importance to learning styles or not? 12. does alternative assessment give reliable and valid results to teachers? 13. are your alternative assessment depending on your student’s social behavior in the school? 14. what is the student's attitude towards the use of alternative assessments? 15. are your students interested in your alternative assessment or not? 16. what kind of assessment do students prefer? the particular dialect or language that a person chooses to use on any occasion is called a code 2139 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2139 2150 teaching basic english in higher education: effective efl teaching through students’ lens. syahrir1*, st. hartina2. syahrir@umpalopo.ac.id, sthartina@iainpalopo.ac.id (1) faculty of teacher training and education, universitas muhammadiyah palopo, indonesia. (2) faculty of tarbiyah and teacher training, institute agama islam negeri (iain) palopo, indonesia. received: 2022-11-21 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3367 abstract this study is a quantitative descriptive that applying a questionnaire to explore undergraduate students’ expectations and preferences in efl teaching-learning activities. a convenience sample of 120 first-year university undergraduates at the start of their university life was used. they were enrolled in an economic student’s degree course at an indonesian university. the questionnaire focused on students' experiences and perceptions concerning teaching and learning strategies, students’ growth skills, the quality of english lecturers, and the students’ suggestions toward the teaching-learning process. the data collected were calculated as percentages and discussed. the majority of the students preferred projects as effective teaching-learning strategies. grammar was considered the most growth skill. furthermore, good teaching skills and knowledgeable were reckoned as the most favorable qualities of an english teacher. they recommended more fun activities, fewer assignments, seek for other fun activities, and using online applications. keywords: basic english; economics students; students’ perception. http://u.lipi.go.id/1457703302 mailto:syahrir@umpalopo.ac.id, mailto:sthartina@iainpalopo.ac.id syahrir, st. hartina. teaching basic english in higher education: effective efl teaching through students’ lens. 2140 introduction the rate of change in education has changed dramatically by today's changing needs and information. the shift towards results-based education goes hand in hand with increasing awareness that the learning process is as important as the outcome (anderson j.a, 2005; saroyan, a., & trigwell, k. 2015). efl classrooms are no exception, curriculum changes towards new learning approaches, to ensure that students acquire the right knowledge accompanied by practical, procedural and communicative skills (canale, 2014). it attempts to give students a foundation in general language abilities that will give them simple access to a world where english is seen as a key to success. higher education institutions in non-english countries frequently provide instruction in english for specific purposes to meet the expected language needs of their students, whether in academic, professional, or vocational for example, a career in the economy, international banking, tourism, or hospitality (charles 2013; thompson 2013). efl classes in higher education are now designed in two learning steps (çelik et al.2018). english which is used to be taught only one semester during lectures, has divided into two steps. the first semester teaches general english and continues to the next semester for english for specific purposes (esp). basic learning is taught for one semester because it is expected that students' basic english skills have been completed before continuing in english for specific purposes. if basic english is inadequate, it is certain that students will have difficulty participating in learning in advanced esp classes (petraki & khat,2022). there are some important distinctions to take into account, although teaching esp and teaching general english is practically identical (hartina, s., & syahrir, s. (2021). several factors affect students' engagement in educational activities including 1)lesson plan and learning activities (teachers may discuss the goals of the activity with their students if alternative activities are unfamiliar to them); 2) the materials and content of the lessons; 3) the teaching strategies and techniques; 4) the organization and control of the classroom; and 4) affective factors, such as observing the atmosphere in the classroom, the level of anxiety, and the teacher empathy to students ( zhou, 2010; almarghani, e. m. & mijatovic, 2017). to evaluate all of these factors, student perceptions are needed as a reflection and evaluation tool for the effectiveness of the teaching system that has been implemented so far. in the past, l2 teachers were often seen as implementers of various language policies in education and teaching methodology. more recently, teachers have been portrayed as educational experts who are not only expected to be able to make informed decisions about effective classroom practice (clarke, 1994; richards & nunan, 1990), but also have the ability to make decisions from the learning outcomes in class (biesta et al. (2015). furthermore, to handle language classes effectively, they must be able to consider not only pedagogical but also social and individual complexities that affect the learning process (wang, 2020). thus, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2141 students' perceptions of their experiences in classroom settings are very useful as a reflection for teaching improvement. the importance of students' perceptions of the goals and activities in the classroom has increased with the introduction of learner-centered and outcomes-based teaching approaches. nunan (1989a) stated that " no curriculum can be described as fully learner-centered unless the learner's subjective needs and perceptions related to the learning processes are taken into consideration (p. 177).both teachers and students have their own ideas on what language teaching and learning are (richards, 2008), and all learners have to critically analyze the tasks they accomplish" (p. 205). according to richards (2008), "the more we understand the learner's personal approaches and personal notions, the better and more productive our intervention would be". it means that teachers will be able to promote desirable learning outcomes in the classroom if they are aware of where our learners are coming from, how they perceive language learning, what they perceive about their language learning experiences, and how they react upon these emotions. it's essential to keep in mind that all students generally examine their work critically (gardner, 2021). because of this, it is a must for students to apply their own perspectives to activities and other classroom events. at the muhammadiyah university of palopo, the economics department studied english for two semesters. initially, students only studied english for one semester. however, based on the results of need analysis and curriculum review, it was found that students needed in-depth and specific english teaching as a future job demand. so now, the first semester is equipped with basic english. student responses to basic english learning deserve special attention. do they enjoy the activity of real learning and the use of language? do they accept the teaching techniques applied? do they agree that the activity is useful for them as language learners?. this information is very useful for evaluating and improving english language teaching in the economics major. the description above underlies this research to explore student perceptions as a result of learning basic english in the economics major. the focus of this article is to explore teaching methods, growth skills and qualified lecturers which will be the findings of this research. thus the objectives of this research are: 1. to assess students' experiences and expectations regarding current efl teachinglearning practices. 2. to elicit suggestions from students in order to enhance the effective teachinglearning process. method research design syahrir, st. hartina. teaching basic english in higher education: effective efl teaching through students’ lens. 2142 this study is an exploratory study to investigate undergraduate students’ perceptions and preferences in learning basic english at the economics faculty. the study was carried out after a 12-session basic english class at the end of the second semester of the academic year 2022. participants a convenience participant of 120 first-year university undergraduates at the start of their university life was used. they were enrolled in an economic students degree course at indonesian universities. data collection and analysis this study used a specially designed questionnaire to explore undergraduate students’ perceptions of and preferences in learning basic english. the questionnaire explores students’ preference for learning, growth skills after the teaching-learning process, qualities of the lecturer, and suggestions to optimize the effectiveness of teaching and learning. each item's percentage from the questionnaire is calculated, and the data is then sorted according to the tendency of the score for each item. results the majority of the participants recognized the following elements for students' preferences for learning activities including quizzes, projects, lectures, presentations, and group tasks, according to a qualitative analysis of the open-ended and closed-ended questions. the majority of respondents said that the quiz, project, and individual task were the most favorable options of students in learning activities. in addition to this, grammar and vocabulary were the most significant of students’ growth skills after the learning process (see table 1 and 2). table 1: students’ preference of learning activities (n=120) table 1 displays students’ preference of learning method. the majority of respondents preferred a project (95 %) as an effective learning activity. it was followed by quiz, 91,7% of the respondents agreed that it helped them in learning. moreover, individual tasks (89.2%) and group tasks (84.2%) showed a very large proportion. when using presentation, more than half 64 (53,3%) respondents chose it even though more than a quarter (27 ,5%) students opined that it just gave little effect. following that data, the lecture was significantly chosen by more than half of the respondents (66.7%). overall, of the six learning activities, the top position is method very helpful n (%) helpful n (%) less helpful n (%) quiz 86 (71,7) 24 (20) 10 (8,3) project 72 (60) 42 (35) 6 (5) lecture 59 (49,2) 21 (17,5) 40 (33,3) presentation 64 (53,3) 23 (19,2) 33 (27,5) group task individual task 57 (47,5) 75 (62,5) 44 (36,7) 32 (26,7) 19 (15,8) 13 (10,8) ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2143 project-based learning which was chosen by 95% of the respondents who agreed that it is beneficial in helping students. the lowest was lecture (66.7) even though it was chosen by more than half of the respondents. there were one-third per cent (40 students) who assumed that it was less helpful. table 2. students’ growth skills after the teaching-learning process. skills very good n (%) good n (%) fair n (%) poor n (%) very poor n (%) grammar 49 (40,8) 39 (32,5) 12 (10) 14 (11,7) 6 (5) vocabulary 41 (33,3) 45 (37,5) 10 (8,3) 16 (13,3) 8 (6,6) reading 19 (15,83) 20 (16,6) 21 (17,5) 41 (34,2) 19 (15,3) speaking 21 (17,5) 14 (11,7) 23 (19,6) 34 (28,3) 28 (23,3) listening 18 (15) 24 (20) 24 (20) 40 (33,3) 20 (16,6) writing 21 (17,5) 22 (18,3) 18 (15) 28 (23,3) 31 (25,8) the increase in learning outcomes for each skill is clearly illustrated in table 2. the grammar aspect has developed quite rapidly as seen by 73.3% of respondents experiencing a significant proportion. however, the four main skills are less developed. half of the respondents considered that reading (49.5%), speaking (51.6%), listening (49.9) and writing (48.9) were still underdeveloped. the reason behind the response from 50% of respondents who are less developed will be the next study to find out the constraints and factors that cause it. table 3. the quality of english lecturers. aspect very good n (%) good n (%) fair n (%) poor n (%) very poor n (%) knowledgeable 90(75) 21 (17.5) 7 (5.8) 2 (1.67) 0 teaching skill 92 (76.7) 20 (16.6) 8 (6.6) 0 0 approachable 72(60) 31 (25.8) 14 (11.6) 3 (2.5) 0 enthusiasm 45 (37.5) 33 (27.5) 37 (30.8) 5 (4.16) 0 table 3 illustrates the data of english lecturer quality based on students’ perception. obviously, the two largest proportions of lecturers’ quality in positive feedback are the teaching skill (93.3 %) and knowledgeable (92.5%). only a small number of students perceived that teaching skill is fair (5.8 %) and poor (1.67 %), while knowledgeable is recognized as fair (6.6 %). subsequently, approachable is the second rank of this percentage assumed as very good and good (85.8 %). besides, a small minority of students realized it as fair (11.6 %) and poor (2.5 %). lastly, the enthusiasm of lecturers in teaching is presumed as the lowest percentage of all (65 %), even though it is more than half percent. along with this, some students believed it as fair (30.8) and poor (4.16). syahrir, st. hartina. teaching basic english in higher education: effective efl teaching through students’ lens. 2144 figure 1: qualities appreciated in a good lecturer. student expectations of good lecturers are clearly illustrated in chart 1. almost half of the students (42%) assume that having good teaching skills is the highest indicator that determines the quality of lecturers. further, supported by knowledgeable at just under a third portion (31%) as the second priority. apart from this, approachability is a small priority (17%). the smallest portion of good teachers’ quality is teachers' enthusiasm when teaching (10 %). figure 2: suggestions from students to optimize the effectiveness of teaching and learning. the pie chart reveals the data regarding the students’ suggestions to develop effective ways of teaching and learning in the four classes of first-semester students of the management study program of universitas muhammadiyah palopo, indonesia in the academic year 2022-2023. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2145 most of the students tend to suggest more fun activities applied in the classroom by choosing more than a third portion (37 %). less assignment has the secondhighest choice level, at 27.9 per cent. however, some students still need other methods to make the learning process more fun, representing 22 per cent of the total. the smallest group in terms of students’ recommendations is using online applications, at 2.4 per cent. discussion these results offer some unique observations in this area of research. the findings indicate that project based learning (pbl) is method that is in great demand by students. the project provides its own challenges because it requires the synergy of all the knowledge that has been studied to complete it. thus, the project based learning (pbl) method entails a whole learning process with systematic learning management to achieve meaningful and applicable results, inspire learning, and reinforce required living skills (buck institute for harris and katz, 2001; moursund, 1999; education, 2010) furthermore, quiz is a learning activity that as the second option helps students’ development the most. it is usually used by lecturers after completing one material to measure student understanding levels. students are challenged to learn because they want to win the quiz. so far, quizzes have been implemented using the questionand-answer method interspersed with educational games. through the quizzes, students enjoyed and accepted the usage of the educational game format as a more enjoyable and rewarding teaching strategy. (k. devi, 2014; aljezawi and albashtawy, 2015). regarding the presentation, it is one of the most helpful methods because it makes students more active in learning. in addition, this method will also stimulate active discussion between lecturers and students, and other participants. so that the learning activities will become more lively. these reactions support hillman's (1999) argument that eye contact, gestures, and body movement are essential components of an effective presentation. a presentation's chance to be successful is mostly determined by the presenter's excitement, delivery style, and knowledge of the subject matter. (conlan, c & ahmed, s. 2011). the next finding is related to the task. individual tasks are more helpful than group tasks. so far, the composition of groups is usually in large numbers of students so there are some students who are less active in contributing to the group. compared to individual tasks, they are fully responsible for completing their respective tasks. from these findings, it is hoped that giving group tasks, is better in small groups. small groups foster greater connection and encourage more active participation from all students. (springer l, stanne me, donovan ss, 1999). syahrir, st. hartina. teaching basic english in higher education: effective efl teaching through students’ lens. 2146 lecture is the smallest portion chosen by students. it is one of the most widely used methods by teachers because it is easy to do. however, in language learning, the lecture method is considered less influential because communication only occurs in one direction, the interaction between students is lacking, tends to make students less creative, and the material presented only relies on the teacher's memory (covill, 2011). students are only relied on in terms of remembering. while the brain is not stimulated to create something. the key factor of this successful study was the implementation of placed poll questions throughout lectures. congruent with these findings, lecturers should be observant in choosing language teaching methods according to the learning objectives and characteristics of students. students' growth skills after the teaching-learning process as a starting point for measuring the achievement of learning outcomes. after studying for one semester, according to the students, they developed a lot in terms of grammar and vocabulary mastery. this is in line with the learning objective of basic english which emphasizes mastery of language structures and vocabulary as the main foundation for building the four main english skills (biloon j, 2018). of the four main skills; reading, listening, speaking, and writing only 50% of students feel improvement. this is also evident from the results of the student's final exam with a mean score (75). these results become the main basis for developing esp at the next level which will emphasize integrated skills. all four language skill techniques should be used throughout a teaching hour, however, they differ in difficulty from level to level based on the objectives (sadiku, 2015). the next important finding is the good quality of efl lecturers from a student point of view. identifying the qualities of a good english teacher will help teachers to have an idea of what their students think of them and, as a result, reflect on their teaching method and behavior. the gap between teachers' expectations and their students' expectations can be reduced by understanding the students' opinions about their teachers (mahmoud & thabet, 2013). the results of the questionnaire reveal that high percentages of students like the teacher's good teaching skills. teacher with the proper abilities inspires and positively impacts all of their students' lives (alhija,2017). because teaching skills impact student learning outcomes, teachers must develop these skills to attain learning outcomes in the form of improved practice-related concepts or, better yet, changed behavior. the second is knowledgeable about the subject matter. expert teachers can organize and utilize content knowledge more efficiently for their students' understanding by relying on their subject knowledge (hettie, 2012). expert teachers are also able to adapt to the demands of each given classroom (mahmoud & thabet, 2013)., identifying students' problems and modifying how the material is delivered to make it more understandable. the third is being approachable. it does not mean that the lecturer is always available but lets the students know the availability and how to reach the lecturer. it increases the students' desire to participate in class and their ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2147 comfort level when interacting with the lecturer (lynch,2018). the last is enthusiasm. students are more interested to participate in class discussions, and more willing to discuss any issues or complaints when their lecturer is "enthusiastic." thus, knowing the quality of lecturers expected by students is of course very useful for improving the quality of good efl lecturers and teaching techniques. lastly, the students suggest developing effective teaching and learning methods. it reveals the importance of employing enjoyable activities to learn vocabulary and how these techniques are more effective at teaching vocabulary at the primary levels than conventional ones. the results also showed that the trial assembly participants gave important mobility and activities rather than retaining design. this highlights how vocabulary learning may be improved by including fun activities, and the children can learn the language in a crucial situation. in this approach, the study lends credibility to the idea that having fun influences how well students learn vocabulary. as a result, teachers should consider these exercises as a viable option for teaching vocabulary (bavi, farideh. 2018). the next is using more games. many studies have shown that using games and enjoyable activities to teach vocabulary has a wash-back effect that allows many students to overcome their discomfort and engage more fully in the process of meaning construction (honarmand & rostampour 2014). then, giving fewer assignments. simple assignment length or item reductions can lower the amount of work necessary to complete them, which increases the likelihood that students will choose to complete their work instead of engaging in other activities (winterling, dunlap, & o'neill, 1987). furthermore, the students recommended employing other methods, as well as using applications. they tend to seek new teaching strategies in order to experience enjoyable learning activities. the students refuse to undergo rigid and unpleasant classes. besides, the use of technology in learning has no doubt of its usefulness. an innovative factor that has a good effect on students' performance is the implementation of the right gaming components in academic environments like the study of a foreign language (bustillo, j., rivera, c., guzm谩n, j. g., & acosta, l. r. (2017). application in learning will make the learning experience more enjoyable. it is congruent with the findings from syahrir, fahmi, a., & yusuf, a. (2022) that digital reading which required some applications can enhance students in learning. moreover, the use of technology for example in the flipped learning method enables students to acquire and utilize digital literacy skills in order to fully comprehend the subject, solve issues, do assignments, make comments, and be knowledgeable about digital technologies (hartina, s., ermawati, e., & syahrir, s. (2022). conclusion syahrir, st. hartina. teaching basic english in higher education: effective efl teaching through students’ lens. 2148 based on the results of data analysis gained from filling out student questionnaires, it can be concluded that the majority of the students preferred projects as effective teaching-learning strategies. grammar was considered the most growth skill. furthermore, teaching skills and knowledgeable were reckoned as the most favorable qualities of an english teacher. they recommended more fun activities, fewer assignments, seek for other fun activities, and using online applications. in order to more fully understand how teaching and learning basic english in the setting of esp students, future studies should look into the impact of various pedagogical scenarios. references alhija, f. n. a. (2017). teaching in higher education: good teaching through students’ lens. studies in educational evaluation, 54, 4-12. almarghani, e. m., & mijatovic, i. 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(2010). a review of foreign researches on influential factors affecting students' engagement in english classroom. online submission, 7(12), 18 https://doi.org/10.24256/ideas.v10i1.2835 425 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 425 433 the types of impoliteness in “inside out” the movie muchamad daffa1, mhd johan2 1pb191210058@upbatam.ac.id, 2mhd.johan@puterabatam.ac.id 1sastra inggris, universitas putera batam, batam, indonesia 2sastra inggris, universitas putera batam, batam, indonesia received: 2023-01-23 accepted: 2023-07-17 doi: 10.24256/ideas.v11i1.3550 abstract this study uses a pragmatic study to observe types of impoliteness based on the film "inside out". the purpose of this research is to find out the types of impoliteness used by the characters in the movie "inside out". then, the researcher used the theory from culpeper (2011)to analyze the data. the data source was found from the speakers and hearers in the movie "inside out". to provide research results, researchers used a research design in the form of descriptive qualitative. the research design used by researchers comes from creswell (2009). for data collection, researchers used the observational method by sudaryanto (2015). data collection techniques carried out by researchers, namely, first the researcher watched the film "inside out". second, the researcher reads the transcript and looks at the context to be analyzed. third, the researcher finally found the types of impoliteness that occur between the characters in the movie "inside out". thus, the researcher can find 13 utterances that contain types of impoliteness. utterances that contain types of impoliteness are used by speakers and listeners in the film "inside out", with the discovery of 8 forms of coercive impoliteness, affective impoliteness, and entertaining impoliteness. keywords: movie; pragmatic; types of impoliteness introduction in our daily lives as humans need to communicate with each other. communication occurs because there is something to be conveyed. the function of communication itself is to provide information, argue and others. however, in communication there are often impolite words and statements. the use of impoliteness has a function when someone uses it in communicating. according to culpeper (1996) impoliteness is behavior that can cause or lead to social conflict or social disharmony. the impoliteness that the character utters has its own function in using it. culpeper (2011) stated that sometimes people are intentionally rude in order to exert control over a situation. the purpose of this research is to find out the types of impoliteness used by the characters in the movie "inside out". then, the researcher used the theory from culpeper (2011)to analyze the data. from this impoliteness, the writer finds an issue in the disney film entitled inside out. in the film there are expressions of impoliteness used by the characters http://u.lipi.go.id/1457703302 mailto:1pb191210058@upbatam.ac.id muchamad daffa, mhd johan the types of impoliteness in “inside out” the movie 426 in the film. it was found in expression “okay, caution! there is a dangerous smell, people. hold on, what is that?” the speaker (disgust) said that because she thought that what she saw was something disgusting to riley and tried to ask and give statement to the hearer below: speaker (disgust): okay, caution! there is a dangerous smell, people. hold on, what is that? hearer (joy): this is disgust. she basically keeps riley from being poisoned, physically and socially. the speaker (disgust) thought that what she saw was something disgusting to riley, or something strange and disturbing. the hearer just explains to the audience that the speaker (disgust) has a characteristic like the hearer said above. from the utterances that speaker said, it is included in the form of coercive type, because the speaker has the power to say that, namely, to prevent riley from things that are disgusting and strange. researchers found several studies related to impoliteness. the first research is conducted by kadhum & abbas (2020). the researcher discussed about platform youtube where rude language and behavior are common. the goal of this study is to identify the various forms of impoliteness displayed in the chosen scenes and determine if there is a correlation between the status of the speaker and the form of impoliteness displayed. the second was conducted by fouad kadhum & fadhil abbas (2021), the researcher explained about purpose of rudeness in four moments from the marva collins film and its application to student-teacher interactions. the purpose of this study is to see if there is a correlation between the standing of the speaker and the strategy of impoliteness employed in the four chosen scenes. the previous research and present research used the theory developed by culpeper (1996,2005) to classify impoliteness strategies and types of impoliteness. the similarities of previous research and present research were in the topic of impoliteness. the differences were in data source and how to classify impoliteness. in present research, the present research uses disney movie namely “inside out” and the aim of this study is to find the types of impoliteness in utterances that reflected in characters’ utterances. method this research used descriptive qualitative. according to creswell (2009) that when the factors and conceptual base of a topic are unknown, researchers often turn to qualitative research, which is exploratory in nature. the data was taken from disney movie with the tittle “inside out”. this research took observational method to collecting data process by sudaryanto (2015). for this study, the researcher analyzed the types of impoliteness based on the utterances that appear among the characters in the film. the reason why the qualitative method is applied is because this research is done in intervals and it can be easier to get the sources of utterances by both speakers and listeners. besides that, this research serves to understand the meaning behind the utterances said by speakers and hearers. in collecting data, there are several steps taken by the researcher. first, the researcher watches the "inside out" movie. second, the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 427 researcher reads the transcript and looks for context to analyze. finally, the researchers found all the problems related to the use of immodesty types from the movie "inside out". results in this study shows that there is impoliteness in the speech that occurs in the disney movie entitled "inside out". there are 13 utterances of impoliteness which are said with a certain function called types of impoliteness. the types of impoliteness found in this study are 8 forms of coercive, 4 affective and 1 entertaining. table 1. the types of impoliteness in utterances characters in “inside out” movie types of impoliteness utterances frequency coercive impoliteness okay, caution! there is a dangerous smell, people. hold on, what is that? did you even read the contract? just don’t touch any other memories until we figure out what’s going on. hey, it’s not my place to tell you how to do your job. just make sure -all the sadness stays in the circle. you like to read minds, meg? i got something for you to read right here! if you want to walk the long way, go for it. but riley needs to be happy. i ‘m not 8 muchamad daffa, mhd johan the types of impoliteness in “inside out” the movie 428 missing that train. bing bong knows what he’s doing. he's part dolphin. they're very smart. stop saying everything will be alright! i’d tell you, but you’re too dumb to understand. affective impoliteness it’s the worst. it’s absolutely the worst. i don’t want to hear about your nerves! are you kidding?? we’re not talking to them, we want them to like us. look. we have no core memories. you want riley to be happy? let’s get back to minnesota and make more. 4 entertaining impoliteness we're taking the bus, nitwit! 1 total 13 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 429 data 1 the first data comes from a character named fear and sadness who asks aboutsomething that riley will eat. fear/sadness: do you think it’s safe? /what is it? disgust: okay, caution! there is a dangerous smell, people. hold on, what is that? disgust seems to be very careful in something that will be faced by riley. he arrogantly said "okay, caution! there is a dangerous smell, people. hold on, what is that?". he wanted to show that he had the authority to control what riley would do because he would prevent riley from being poisoned, physically and socially. thus, coercive impoliteness occurs in this scene. data 2 there was an incident where the speaker tried to ask the hearer and complained about the moving luggage van not coming. mom: did you even read the contract? dad: honey, you act like this is my fault. in this situation, the speaker seems to blame the hearer for not reading the contract that was agreed to move the moving object. here the speaker uses coercive impoliteness because the speaker has the power to attack the hearer's face. data 3 here the speaker doesn't seem to want the listener to participate in looking after riley. joy: just don’t touch any other memories until we figure out what’s going on. sadness: okay. joy doesn't really like sadness, because she thinks sadness can make riley's day feel sad and bad. here the speaker uses coercive impoliteness because the speaker has the power to keep riley from being sad. data 4 in this conversation, the hearer doesn't want the speaker to participate in a work. sadness: so -you want me to just stand here? joy: hey, it’s not my place to tell you how to do your job. just make sure -all the sadness stays in the circle. here joy is trying so that sadness does not participate in a work that has been planned. because of that, joy uses coercive impoliteness because he insists that the character sadness doesn't follow the work that has been planned. muchamad daffa, mhd johan the types of impoliteness in “inside out” the movie 430 data 5 in this conversation anger feels disliked and feels challenged. meg: we can pass the puck to each other without even looking. it’s like mind reading! anger: you like to read minds, meg? i got something for you to read right here! the following conversation is when meg tells riley about his talent, which is to read minds, but anger, as a hearer, doesn't like that and feels challenged so he uses coercive impoliteness, in which he uses a raised tone of voice to the speaker. data 6 in this conversation, it can be seen that the speaker is annoyed with the hearer. joy: if you want to walk the long way, go for it. but riley needs to be happy. i ‘m not missing that train. bing bong knows what he’s doing. he's part dolphin. they're very smart. sadness: well, i guess in this conversation, joy looks annoyed to sadness. speaker is annoyed with hearer because hearer did a disservice to joy, therefore joy uses coercive impoliteness because he has the power to make riley happy. data 7 in this conversation, the hearer used a high pitch on the speaker because she was annoyed. mom: hey, it’ll be alright. let’s just- riley: stop saying everything will be alright! the conversation occurred when riley was participating in a hockey game, but she felt that he was not focused on the game, so she used a high pitch to the speaker, which riley uses coercive impoliteness in this scene. data 8 this conversation occurs because the hearer wants to upset the speaker. anger: well, what would you do, if you’re so smart?! disgust: i’d tell you, but you’re too dumb to understand. here the hearer intentionally makes the speaker feel annoyed by using a tone that is not pleasant to hear, in other words the hearer uses coercive impoliteness to make the speaker feel offended by her words. data 9 in this conversation the speaker uses affective impoliteness when they enter a new house when they move. disgust: it’s the worst. it’s absolutely the worst. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 431 anger: this house stinks. in the conversation it can be seen that the speakers really don't like the atmosphere of the new house they live in, so it can be said that the speakers are using affective impoliteness. data 10 here the hearers seem not to care or like the speaker's reaction. fear: oh, i’m so jumpy, my nerves are shot! disgust: ew, i don’t want to hear about your nerves! in this conversation the speaker feels uneasy about something, but the hearer doesn't like it, so the hearer is honest about it. the utterances expressed by hearers are included in affective impoliteness. data 11 this conversation took place when riley went to school as a transfer student. joy: let’s go talk to ‘em! disgust: are you kidding?? we’re not talking to them, we want them to like us. it can be seen that the hearer does not like the opinion of the speaker so that he emits a tone of hatred which is included in affective impoliteness. data 12 the speaker looked doubtful, so he asked the hearer, but the heater answered with displeasure. fear: wait, wait, hang on, guys. are we really doing this? i mean, this is serious. anger: look. we have no core memories. you want riley to be happy? let’s get back to minnesota and make more. it can be seen that the hearer doesn't want to beat around the bush anymore, so he says that into the speaker, affective impoliteness occurs in this scene. data 13 an example of entertaining impoliteness also occurs in this scene when the speaker and hearer are arguing. anger: well, why don’t we go to the elephant lot and rent an elephant? fear: hey! that sounds nice! anger: we're taking the bus, nitwit! in this conversation, the hearer replied to the speaker's words with impolite jokes, which are included in entertaining impoliteness. muchamad daffa, mhd johan the types of impoliteness in “inside out” the movie 432 discussion pragmatic nowadays we often provide information through the language we use. the language we use in communicating is known as pragmatics. pragmatics is the study of the external structure of meaning in language, or how a linguistic unit is put to use in actual conversation. according to yule (1996)pragmatics is the study of how language is used in real-world situations, which is primarily influenced by the context that language exists within. pragmatics has a role in language when the language is used to speak words. usually, the language used in speaking has a function as a means of communication, such as providing information, giving opinions and socializing in society. however, the language used sometimes contains impoliteness. this use of impoliteness serves a function in its use. types of impoliteness however, we often find that the use of language in communicating is not proper, but the language used is impolite. according to culpeper et al (2003) impoliteness is a relationship in communication that creates social disharmony. someone who uses impolite language in communicating has a specific purpose, where impoliteness has several functions in its use, which are called types of impoliteness. according to culpeper (2011) there are several types of impoliteness, there are coercive impoliteness, affective impoliteness, and entertaining impoliteness. it is determined that affective impoliteness is a result of anger in response to provocation. coercive impoliteness is when a person speaks to another with the intent of gaining power over them. impolite comments made with the intention of making the recipient laugh are definitions of entertaining impoliteness. conclusion types of impoliteness are forms of impoliteness that are used by someone in conveying impoliteness with a specific purpose. which impoliteness has a function in its use. besides that, the use of types of impoliteness also occurs in the disney film "inside out", where the characters in the film use impolite language with a specific purpose or function. thus, the use of impoliteness is influenced by the types of impoliteness as a function of the use of impoliteness in communication. so, researchers can find types of impoliteness in the disney movie entitled "inside out" such as 8 forms of coercive impoliteness, 4 forms of affective impoliteness and 1 entertaining impoliteness with a total of 13 data results found by researchers. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 433 references creswell, j. w. (2009). research design qualitative, quantitative, and mixed methods approaches. in intercultural education (3rd ed.). https://doi.org/10.1080/14675980902922143 culpeper, j. (1996). towards an anatomy of impoliteness. journal of pragmatics, 25(3), 349–367. https://doi.org/10.1016/0378-2166(95)00014-3 culpeper, j. (2005). impoliteness and entertainment in the television quiz show: the weakest link. journal of politeness research, 1(1), 35–72. https://doi.org/10.1515/jplr.2005.1.1.35 culpeper, j. (2011). impoliteness using language to cause offence. in p. drew, m. h. goodwin, j. j. gumperz, & d. schiffrin (eds.), united states of america by cambridge university press, new york www.cambridge.org (vol. 59). new york. culpeper, j., bousfield, d., & wichmann, a. (2003). impoliteness revisited: with special reference to dynamic and prosodic aspects. journal of pragmatics, 35(10–11), 1545–1579. https://doi.org/10.1016/s0378-2166(02)00118-2 dewi, p., & sari, d. 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(2020). impoliteness in relation to you tube: a pragmatic study. journal of the college of basic education, (september). retrieved from https://www.researchgate.net/profile/nawalabbas/publication/346815002_impoliteness_in_relation_to_you_tube_a_pra gmatic_study/links/5fd122e092851c00f862077e/impoliteness-in-relationto-you-tube-a-pragmatic-study.pdf sidabutar, k. (2022). grice's types of maxims in "willoughbhys" movie. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 326-337. doi:https://doi.org/10.24256/ideas.v10i1.2661 sudaryanto. (2015). metode dan aneka teknik analisa. yogyakarta: sanat dharma university press. yule, g. (1996). pragmatics. in areal features of the anglophone world. https://doi.org/10.4324/9780429424465-5 https://doi.org/10.24256/ideas.v10i2.2748 https://doi.org/10.24256/ideas.v10i1.2599 https://doi.org/10.24256/ideas.v10i1.2661 the particular dialect or language that a person chooses to use on any occasion is called a code 1570 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1570 1582 content analysis of religious articles in the opinion column in the palopo pos daily newspaper ria amelinda ria.amelinda7@gmail.com institut agama islam negeri palopo received: 2022-10-27 accepted: 2022-12-30 doi: 10.24256/ideas.v10i2.3447 abstract the purpose of this article is to describe the standard content of religious articles required by the daily newspaper palopo pos, and the contents of religious articles submitted by the author of the article in the opinion column in the daily newspaper palopo pos. the type of research is classified as qualitative with the research approach used are: linguistic approach, journalistic approach and da'wah approach. the data source for this research is the daily newspaper palopo pos and other sources in the form of literature, both related to journalism and linguistics. furthermore, the data collection method used is documentation and reference tracing. then processing techniques and data analysis were carried out using content analysis theory by ole. r. holsti. according to him, content analysis is used to answer the questions "what, to whom, and how" of a communication process. the results of this study answered questions about the standard content of religious articles required by the daily newspaper palopo pos that palopo pos did not set certain standards in accepting religious articles. as long as the contents of the written article are to call for goodness and increase faith in allah swt, educate readers according to religion and without creating fights against other religions, then anyone's article about religion can be published. furthermore, from the analysis of the several articles studied, all of the articles all lead to religious issues and social issues that are currently being discussed in society. these themes try to find common ground so that a merciful islam can be carried out in a calm, peaceful and peaceful manner by all muslims in indonesia as well as non-muslims, so that peace can be created between religious communities and a nation that upholds the value of diversity in frame of pancasila values. keywords: content analysis; religious articles; opinion coloumn http://u.lipi.go.id/1457703302 mailto:ria.amelinda7@gmail.com ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1571 introduction one of the written information delivery media that is known to the public is newspapers or daily newspapers. newspaper comes from the french, namely courant which means 'to walk'. newspapers or (daily) newspapers are means of mass communication that function as disseminators of all news. in newspapers or newspapers, the information provided can be in the form of news and opinions. besides that, there are also caricatures, literary writings, photographs, and so on which contain information. newspaper is one of the print media that has been active in indonesia for a long time, and is in great demand by most people. almost every provincial capital, including the province of south sulawesi, has published newspapers with various names and interests. almuham munzir in hamdar arraiyah and rosehan anwar said that:“the rapid growth of mass media in indonesia, especially newspapers, is an encouraging phenomenon in the reform era. the number of issuances held by siupp (business license for publishing company) holders in indonesia was recorded at 578, while non-press publishers held 1821 stt (letter of publication certificates). the daily circulation averaged 13 million copies. this number tends to continue to increase in line with the development of democracy, progress in education and various facilities provided by the government.” the indonesian population aged 10 years and over according to bps data for 1978 read newspapers ± 17%, in 1984 it became 18% and in 1994 it became 29.05%. and the latest data for 2012 decreased to 22.68%. in the era of the 2000s, the number of mass media in the form of newspapers in particular has increased, with the consequence that their readers have increased. nielsen data shows that consumption of newspapers is changing in the era of the 2000s, the number of mass media in the form of newspapers in particular has increased, with the consequence that their readers have increased. nielsen data shows that consumers outside java (26%) consume more newspapers than those in java (11%). currently, in palopo, south sulawesi, there are three daily newspapers, namely palopo pos, seputar luwu raya (seruya), and radar luwu raya. the palopo pos daily newspaper was chosen as the object of research because the palopo pos newspaper is the oldest newspaper in palopo city. the daily newspaper palopo pos has a “public space & opinion” page. this page contains opinions from a general public. on that page, there are usually opinions that discuss religion. opinions are usually in the form of religious studies ria amelinda content analysis of religious articles in the opinion column in the palopo pos daily newspaper 1572 or in the form of preaching in writing. religious articles published in newspapers are assumed to have contributed to efforts to shape the religious attitudes of the reading community and the development of the religious field which can improve the quality of religious people so that faith and taqwa (imtaq) and harmony of life are dynamic and play a more active role. reading material in a religious (islamic) perspective has an important position, because it is part of reading activity. this activity is seen as a fundamental milestone in human development efforts in various fields of life. the main goal expected is the growth of human awareness of the existence of the almighty substance as the highest source of value and at the same time the goal of human life's journey. this is clearly read in the verses of the koran which were first revealed. namely: "read in the name of your lord". that is, humans are led to carry out reading activities, which can lead them to arrive at their goals essential life, lead a prosperous life physically and spiritually. he will one day be brought back to his creator in a state of pleasure and approval or radiyatan mardhiyyatan. it seems that this transcendental message has been paid close attention to by a number of national press figures and the government, who from the start have directed that the indonesian press be developed in accordance with the values of pancasila, whose first precept is belief in one almighty god. the press which refers to the nation's philosophy is often described as a free and responsible press. the responsibility in question certainly has a broad meaning and provides opportunities for various meanings. among other things, the press in this country in carrying out its functions is expected not only to be based on the truth and objectivity of the contents of the messages it conveys. the press is expected to contribute to the benefit of society in general. appreciation of divine and human values presumably requires the press to have a positive impact on society. the ideal and normative directives gave rise to various interpretations and implementations. everything that is published in the newspaper is a system. the publication of religious articles is a public education subsystem of the press system in general. the press system itself stands on the basis of legislation, a code of ethics and propriety that lives in the midst of society. this means that part of the management of newspapers has a commitment to take part in nation building, including in the religious field. another expression used for this is to develop and deepen the meaning of transcendental humanism. so, print media is a strategic tool for da'wah activities. from the description above, the main problem (research question) in this study is how the content of religious articles is in the opinion column of the palopo pos newspaper. from these problems, then broken down into sub-subproblems as follows:1. what is the standard for the content of religious articles required by the daily newspaper palopo pos? 2. what is the content of the religious article conveyed by the author of the article in the opinion column in the palopo pos daily newspaper? ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1573 method this research uses qualitative research with the research method is library research. all data sources are printed library materials, namely the daily newspaper palopo pos. to limit the breadth of the research object, the research is limited to the palopo pos newspaper editions or issues from december 2016 to february 2017. this research uses several approaches, namely: 1. linguistic approach the linguistic approach is a linguistic approach. this approach is used to understand the aspects studied by looking at them from the perspective of linguistics with its various aspects. this approach is used to look at the style of language of a religious article and the form of language used. the style of language used is clear and concrete, clear directions, good analysis, and well structured. in addition, several religious articles were also analyzed based on the writing format as follows: a) descriptive descriptive article (to describe = describe) is writing to answer the question "what". the contents describe in detail or an outline of a problem, so that the reader fully understands the problem raised. b) explanative an explanatory article (to explain = explain, explain) is writing that answers the question "why". the contents explain as clearly as possible about a problem, so that the reader fully understands the problem raised. c) predictive predictive articles (to predict = predict) answer the question "what will happen next". the contents are in the form of estimates of what is likely to happen in the future, related to the problems raised. d) prescriptive prescriptive articles (to prescribe ¬= determine, guide) answer the question "what to do". the contents contain invitations, appeals or orders for readers to do something. the words "must", "should", "should", "should", and the like dominate this writing. 2. journalistic approach this approach is used to understand and explain the reality under study from the ria amelinda content analysis of religious articles in the opinion column in the palopo pos daily newspaper 1574 perspective of journalism. from this approach, it can be seen that there are various styles of conveying opinions and others related to journalism. the journalistic approach is used by determining the value or content contained in religious articles. in reality, what is important and interesting to audiences always changes from time to time and differs from one social sphere to another. for example, when we use the approximation journalism to assess whether the religious article discusses important issues that are currently popular among the public, and so on. in addition, this journalistic approach also analyzes articles from a journalistic point of view. like writing in the news, religious articles should also consist of three parts, namely: head or title, lead or writing core, and closing or cover. 3. da'wah approach the da'wah approach is an approach that uses religious elements in understanding and explaining the aspects studied. this approach is used to view and classify islamic religious aspects contained in the articles studied. from this classification, it will reveal the tendency of the article writers to convey their religious messages. b. data and data sources 1. primary data primary data in this study is the daily newspaper palopo pos. this newspaper is the main data in conducting research related to religious articles which are the object of research. 2. secondary data secondary data is additional data or supporting data obtained from other sources in the form of literature, both related to journalism and linguistics. the literature as secondary data is used to understand the problem to be studied. c. data collection techniques primary data was collected using documentation techniques. the documentation technique was carried out by collecting all the daily newspapers of the palopo pos which were published between december 2016 to february 2017, sorting out sections of religious discourse or articles, then analyzing them using the research methods described previously. as for the secondary data, apart from those coming from library sources, the researchers also conducted interviews with the managers of the palopo pos newspaper, namely the editors or the editorial section of the media. from these interviews it is hoped that information will be obtained about the history of the birth and development of the palopo pos newspaper, editorial management, the system for managing religious discourse and articles, and other aspects related to this research. d. data processing and analysis techniques this research on content analysis is based on the assumption of one of the leaders of content analysis, namely ole r. holsti. according to holsti, content analysis method is a technique for drawing conclusions by identifying various special ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1575 characteristics of a message in an objective, systematic, and generalist manner. in holstic language, content analysis here is used to answer the questions "what, to whom, and how" of a communication process. objective means according to rules or procedures which when carried out by other people (researchers) can produce similar conclusions. systematic means that the determination of content or categories is carried out according to rules that are applied consistently, including guaranteeing the selection and coding of data so that it is not biased. generalist means that the invention must have a theoretical reference. information obtained from content analysis can be related to other attributes of the document and has high theoretical relevance. an important first step in content analysis is determining the unit of analysis. krippendorff defines the unit of analysis as what is observed, recorded and considered as data, separating according to its boundaries and identifying for subsequent analysis. the unit of analysis can simply be described as what part of the content we examine and use to conclude the content of a text. part of this content can be in the form of words, sentences, photos, scenes, paragraphs. these sections must be separate and distinguishable from other units, and form the basis for us as researchers to keep records. whereas in this case the researcher will identify or examine parts of a newspaper, namely the palopo pos daily newspaper, that section is a religious article in the "opinion column" which is published every week. determining the unit of analysis is very important, because the unit of analysis will later determine what aspects of the text are viewed and ultimately the results or findings obtained. determining the right unit of analysis can produce valid data and answer research. e. data collection techniques in this study, the unit of data analysis in this study was religious articles in the opinion column of the palopo pos daily newspaper. the data analysis technique can be done by starting from the data obtained first, sorted and categorized according to existing themes. in the following way: 1. collect the palopo pos newspapers from december 2016 to february 2017. 2. sort out opinions containing religious values or religious articles. 3. cut out articles that are religious discourse in the newspaper. 4. clippings containing pieces of religious articles are then classified according to their theme and content. 5. clippings that have been classified are then analyzed one by one, explaining the ria amelinda content analysis of religious articles in the opinion column in the palopo pos daily newspaper 1576 linguistic aspects, journalistic aspects, and religious aspects. 6. after conducting the analysis, then draw conclusions to answer the research questions as previously stated. f. research instruments the main instrument in this research is the researcher himself or with the help of others which is the main data collection tool. the position of the researcher in this study is as a planner, executor, data collector, analyzer, interpreting data, and reporting research results. other instruments are the daily palopo pos newspaper and a notebook. results standard content of “opinion column” required by the palopo pos daily newspaper now (2016), palopo pos publishes 20 pages, consisting of 6 color pages, aka full color (fc). it is no longer printed in makassar but in palopo city after having had its own printing machine since 2008. this brings closer and speeds up services to readers. the fourth page of the palopo pos daily newspaper contains various opinions. the page is the "public space and opinion" page. anyone can include their articles with various interesting themes that are important to be known by the public. articles published can be with general themes, as well as articles about religion (religious articles). general articles will be published every day. the daily newspaper palopo pos began to publish public opinions since the publication of the newspaper palopo pos. anyone can contribute their writing with various separate provisions from the palopo pos. these provisions are writing that educates, informs, or reminds that are factual and actual. in addition, the article also does not contain elements of sara and directly offends certain parties. the palopo pos editor receives opinions or articles that are published every day. writing can be sent via email to palopo pos (raufpalopopos@@gmail.com or palopopo@s@yahoo.co.id) or delivered directly to the palopo pos address, jl. andi djemma no. 94 palopo. palopo pos does not set certain standards for accepting religious articles. as long as the contents of the written article are to call for goodness and increase faith in allah swt, educate readers according to religion and without creating fights against other religions, then anyone's article about religion can be published. . the article entitled "three heartwarming sacrifices of the prophet muhammad" written by nawawi. nawawi explained about the momentum of the prophet muhammad's birthday. this article talks about the birthday of the prophet muhammad saw. the contents of the ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1577 article explain that the momentum of the prophet's birthday should make us love him more as the messenger of the message for muslims. the article is accompanied by various arguments from the verses of the koran and hadith about the prophet muhammad. apart from that, the article also describes some of the touching sacrifices of the prophet muhammad. among them is that he always wants safety and goodness for his people and he always intercedes for his people. the author sees this article as having a spiritual side. this article was published in actuality because it coincided with the momentum of the prophet muhammad's birthday. which falls on 12 rabi'ul awal or 12 december 2016. the article was published in actuality according to what was being celebrated by muslims at that time. with the title "three heartwarming sacrifices of the prophet", this article was written with the aim that the public or readers can recall the sacrifices of the prophet in his time in fighting for and interceding for muslims. this article is considered important to be present in the community as a lesson because out there there are still those who don't really understand the momentum behind the birthday of the prophet muhammad. which is annually celebrated as the birthday of the prophet. like the purpose of the birthday so that muslims are reminded again of how the prophet muhammad struggled, so this article reminds those who have forgotten and tells those who don't know about the sacrifice of the prophet muhammad. long ago that was touching according to the title of the article. this article is presented in a language that is clear and easily understood by the audience. this article mentions some of the behavior and actions of the prophet in terms of worship to be followed by the muslim community as a practice in everyday life. in the article the words that appear most often are the words "prophet" and "rasulullah". the word "prophet" appears nine times and the word "rasulullah" appears 17 times. these words indicate that this article emphasizes the prophetic sacrifice of the prophet muhammad in spreading islamic da'wah at his time. besides that, the word is also always raised by the author because the prophet is here as the main subject in the writing. whenever discussing the prophet's birthday, it cannot be denied that the main subject is the prophet muhammad. because the prophet's teaching can be taken as a lesson at this time and also at the same time practice all commands spoken orally and applied through actions or also known as hadith. because hadith is the main ria amelinda content analysis of religious articles in the opinion column in the palopo pos daily newspaper 1578 source of muslims after the koran. therefore, as muslims, they are required to have faith and believe in the existence of the prophet as the bearer of the message. there are several approaches used in this study, namely: a) linguistic approach descriptively, in the article entitled "three heartwarming sacrifices of the prophet muhammad" the author describes what the month of rabi'ul awal is and the forms of sacrifice of the prophet muhammad. it has described in detail or an outline of the material discussed. explanatively, this article includes the contents of the article along with the naqli arguments that support it. the argument is qs al-taubah / 9: 128, in the tafsir of the qur'an al-azim, and the hadiths narrated by muslims. this has explained as clearly as possible about the "three sacrifices of the prophet", so that the reader will fully understand the material presented in the article. b) journalistic approach 1) from the writing side from this it has met the standards of writing in a print media. the islamic article consists of three parts: head or title, lead or writing core, and closing or cover. (a) title writing article title: three heartwarming sacrifices of the prophet (b) lead writing (core writing) the lead in this paper is "the month of rabi'ul awal is a very historical month in world civilization, because in this month a human being was born on the face of the earth who would later change the civilization of the arab jahiliyah community in particular and the world in general". (c) writing the contents (body) the contents of the article "three heartwarming sacrifices of the prophet muhammad" describe the main points in the title, namely about the three sacrifices of the prophet muhammad. accompanied by naqli arguments that support it. (d) closing closing the article is filled with a sentence that "the question is, are we then called to love the prophet more, to follow and emulate him? hopefully the momentum of the prophet's birthday makes us aware of the love and sacrifice of the prophet, then we also love the prophet, follow and emulate him. wallaahu a'lam bish shawab". 2) in terms of journalistic values (a) actual theme the article on the three apostles' sacrifices was an actual theme in the month this opinion was published. this was because at that time it was still in the atmosphere of the birthday of the prophet muhammad. which falls on 12 rabi'ul awal or 12 december 2016. (b) important this article about the three sacrifices of the apostle contains an important element because of the struggle of the prophet muhammad. it is important for muslims to know. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1579 c) da'wah approach from the da'wah side, the article contains tabsyir sentences or good news in the form of allah's promise. the tabsyir sentence is as follows: 1) "indeed there has come to you an apostle from your own people, the weight of your suffering, very eager (faith and safety) for you, very compassionate and merciful to the believers". qs. at-tauba: 128 2) whereas ibn katsir in tafsir qur'an al-'azim said "allah swt. mentioning the abundance of favors that he has bestowed on them from among themselves, namely from their nation and language with them. 2. the article entitled "tawhid and eschatological consequences" written by talmiadi ahmad talmiadi ahmad contains the meaning of monotheism itself and the eschatological consequences (hereafter) of the values of monotheism (faith) in everyday life. this article explains to the public that only with religion can the confusion of the mind be resolved. if we have entered into a religious environment, we must meet with belief in the afterlife. therefore, the belief in the afterlife is a religion. this article is equipped with an explanation of monotheism and eschatological issues by also indicating many verses as a source of reference. these verses also reinforce the content of the material presented in the article. ria amelinda content analysis of religious articles in the opinion column in the palopo pos daily newspaper 1580 conclusion from the results of research on the content analysis of religious articles in the opinion column in the palopo pos daily newspaper published between december 2016 to february 2017, it can be concluded that: 1. palopo pos does not set certain standards in accepting religious articles. as long as the contents of the written article are to call for goodness and increase faith in allah swt, educate readers according to religion and without creating fights against other religions, then anyone's article about religion can be published. 2. in the period from december 2016 to february 2017, eight religious articles were found and then examined. the eight articles were written by four authors, including: a) nawawi, s.pd.i wrote about "three heartwarming sacrifices of the prophet". b) talmiadi ahmad, s.pd.i, m.pd.i with three of his writings namely "tawhid and eschatological consequences", "restraining passion and winning conscience" and "tolerance in an islamic perspective." c) dr. abbas langaji, m.ag with three of his writings namely: "hoax vs false hadith", "fragmentation of religious authority (1)" and "fragmentation of religious authority (2)."\ d) hadi pajarianto with his writing entitled "one veranda of different religions (phenomenological facts of religious adherents in plural families)." from the analysis of the several articles above, all of the articles all point to religious issues and social issues that are currently being discussed in society. these themes try to find common ground so that a merciful islam can be carried out in a calm, peaceful and peaceful manner by all muslims in indonesia as well as non-muslims, so that peace can be created between religious communities and a nation that upholds the value of diversity in frame of pancasila values. references al-qur’an dan terjemahnya, departemen agama, jakarta: karya toha putra, 2015. ahmad ibn muhammad ibn hambal ibn hilal ibn hind al-syaibani. musnad ahmad hambal. cet. i; beirut: muassasah al-risalah, 1421 h/ 2001 m. almunaware, almaidah nur intan dkk. “analisis isi berita kontroversi basuki tjahaja purnama dalam konteks pengangkatan gubernur dki jakarta pada surat kabar tribun manado” e-journal “acta diurna”, vol. iv no. 3 (2015). (diakses 13 mei 2017). anshary, m. isa. mujahid dakwah. bandung: diponegoro, 1984. arraiyah, m. hamdar dan anwar rosehan. wacana keagamaan di surat kabar. jakarta: badan penelitian dan pengembangan agama, 2000. astuti, tia agnes. “analisis wacana van dijk terhadap berita “sebuah kegilaan di simpang kraft” di majalah pantau”.skripsi.jakarta: fakultas ilmu dakwah dan ilmu komunikasi uin syarif hidayatullah, 2011. bock, mary angela dan klaus krippendorf, ed. content analysis reader. thosand oaks: sage publications, 2008. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1581 chaer, abdul. psikolinguistik kajian teoritik. jakarta: rineka cipta, 2003. departemen pendidikan dan kebudayaan.kamus besar bahasa indonesia, edisi iii, cet. viii; jakarta: balai pustaka, 2005. dokumen palopo pos (media fajar group), 2016. efendo, onong uchyana. ilmu, teori, dan filsafat komunikasi. cet. i; bandung: pt citra aditya, 2003. efendy, bahtiar. islam dan negara, 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bandung: pt remaja rosdakarya, 2009. sumadiria, as haris. bahasa jurnalistik. bandung: simbiosa rekatama media, 2014. wijayanto eko. teori-teori diskursus.bandung: teraji-mizan, 2005. internet: “analisis isi”. wikipedia the free ensiklopedia. https://id.wikipedia.org/wiki/analisis_isi#cite_ref-soc_3-2 (12 mei 2017). “content analysis”. wikipedia. https://en.wikipedia.org/wiki/content_analysis (05 januari 2017) “palopo pos”. wikipedia. https://id.wikipedia.org/wiki/palopo_pos (18 april 2017). fatrisa, alnida. “analisis mengenai analisis isi, analisis framing dan analisis semiotik”, http://alnidafatrisa.blogspot.co.id/2013/06/analisis-mengenai-analisisisi-analisis.html (07 mei 2017) http://library.walisongo.ac.id/digilib/download.php?id=1637; diakses pada jumat, 18 november 2016, pukul 10.27 wita. http://www.nielsen.com/id/en/press-room/2014/nielsen-konsumsi-media-lebihtinggi-di-luar-jawa.html; diakses pada jumat, 18 november 2016, pukul 10.27 wita. https://www.bps.go.id/index.php/linktabelstatis/1521; diakses pada jumat, 18 november 2016, pukul 10.27 wita. rafian. “metodologi penelitian komunikasi (analisis isi, wacana, semiotika framing, kebijakan redaksional, dan analisis korelasional)”. rafian’s journey. https://shindohjourney.wordpress.com/seputar-kuliah/metodelogipenelitian-komunikasi analisis-isi-wacana-semiotika-framing-kebijakanredaksional-dan-analisis-korelasional/ (13 mei 2017) wikipedia, 2013. media massa, (online), (wikipedia.org. diakses 20 juli 2016). https://id.wikipedia.org/wiki/analisis_isi#cite_ref-soc_3-2 https://en.wikipedia.org/wiki/content_analysis%20(05 https://id.wikipedia.org/wiki/palopo_pos%20(18 http://alnidafatrisa.blogspot.co.id/2013/06/analisis-mengenai-analisis-isi-analisis.html%20(07 http://alnidafatrisa.blogspot.co.id/2013/06/analisis-mengenai-analisis-isi-analisis.html%20(07 http://library.walisongo.ac.id/digilib/download.php?id=1637 http://www.nielsen.com/id/en/press-room/2014/nielsen-konsumsi-media-lebih-tinggi-di-luar-jawa.html http://www.nielsen.com/id/en/press-room/2014/nielsen-konsumsi-media-lebih-tinggi-di-luar-jawa.html https://www.bps.go.id/index.php/linktabelstatis/1521 https://shindohjourney.wordpress.com/seputar-kuliah/metodelogi-penelitian-komunikasi%20analisis-isi-wacana-semiotika-framing-kebijakan-redaksional-dan-analisis-korelasional/ https://shindohjourney.wordpress.com/seputar-kuliah/metodelogi-penelitian-komunikasi%20analisis-isi-wacana-semiotika-framing-kebijakan-redaksional-dan-analisis-korelasional/ https://shindohjourney.wordpress.com/seputar-kuliah/metodelogi-penelitian-komunikasi%20analisis-isi-wacana-semiotika-framing-kebijakan-redaksional-dan-analisis-korelasional/ the particular dialect or language that a person chooses to use on any occasion is called a code 2233 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2233 2250 the developing of english-speaking skill of the students at islamic junior high school by using picture suparlan1, ahmad zuhri rosyidi2 suparlanalen@gmail.com 1,2pendidikan bahasa inggris, institut pendidikan nusantara global, nusa tenggara barat received: 2022-10-05 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3272 abstract the purpose of this study was to develop the english communication skill of the second class of the students of mts darul aminin nw aikmual lombok tengah ntb by using picture to determine the use of picture to develop the speaking skill and determine the students' speaking skill after using picture. the study is conducted at the second class of the students of mts darul aminin nw aikmual lombok tengah ntb. there were 60 students at the second class consist of class a and class b. the researcher took 31 students from class b as the subject of the study. this study uses classroom action research (car). the results of this study are as follows. first, by using the picture, it can develop the students' speaking skill. students able to communicate communicatively, sequentially, well, and correctly, this can be seen after classroom action research has been carried out. as the result showed that the number of students which were classified as fair and poor reduced from 93, 6% in preliminary study to 16, 1% in cycle 1 and became 0% in cycle 2. while those who classified as good and very good' developed from 6,4% in preliminary study to 83,9% and in cycle 2 became 100% second, by using the picture to the students in the teaching and the learning process in order to develop the students' english speaking skill, it can be seen through the increasing the results of the scores of english speaking skill. therefore, it was suggested to the teachers especially the english teachers to use the picture as the teaching material to solve the students' problems not only in the picture but in other english skills too. keywords: communication; islamic junior high school; picture http://u.lipi.go.id/1457703302 suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2234 introduction english is the number one international language that is often used at e very meeting between countries, richards and rogers, (01: 1986). especially i n the digital era that is increasingly advanced and technology is getting mor e sophisticated and modern as it is today, english is the most widely used l anguage so it is very important to learn. tri (2003) states that one of the r oles of english in the development of science and technology is that science and technologies originating from the west are delivered in english. to impr ove the quality of indonesian human resources, especially to develop science and technology, english plays a very big role because there are still many st udents who do not master in english properly and correctly so that the stud ents have difficulty absorbing science and technology from the west. english is widely used among many aspects in the world such as politics, economics, sciences, religions, educations, etc as an international la nguage. in terms of education, indonesia has stated that english as the fir st foreign language either in the formal institution or in the informal insti tution. in the formal educational institutions, english is taught by the stud ents from elementary up to the university; in elementary school level, eng lish is taught as a local-content subject. in the junior and the senior high school, english is taught as a compulsory subject, and at the university le vel, english is taught as a complementary subject. english was transmitted to the many countries in the world and become the national language of several countries like the usa, canada, australia, new z ealand, etc. english established as the second language in the other countries. recently english is the most widely spoken language in the allover of the world. it has become an international language that is spoken in the all over the world as a tool of communication. moreover, english is a language that is used in commerce, science, politics, administration and many universities a round the world use english in the teaching and learning process. listening, speaking, reading, and writing are four skills standards in english. listening and reading skills are classified into receptive ski lls; mean while speaking and writing skills are productive skills. furthermore, the lang uage components (sub-skills) are vocabulary, grammar, pronunciation, and spe lling; which are taught in an integrated way with the four basic language ski lls. english speaking is a very important skill that has to be possessed by st udents in studying english to be able to communicate with other people fro m different countries. according to rahman (2007) that speaking is a tool of communication in con veying ideas, information, and feeling to others. it is the most important way for a speaker to express himself through a language. moreover, bashrin (20 13) quoted from ur said that speaking is the productive aural/oral skill. it c ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2235 onsists of producing systematic verbal utterances to convey meaning. further more, bashrin (2013) also stated that speaking is essential as a productive s kill. formerly, teachers rarely teach speaking in any classroom. however, now adays the process of speaking activities has a lot of progress sin ce the teach ers try to encourage the students to improve their speaking ability. in addition to speaking, revell (1979) stated that speaking is a discussio n between two or more people regarding information, ideas, options, or feeli ng. thus, there has to be a concept of what they are going to say. english a s foreign language (efl) students will need to rehearse to be able to expre ss their ideas in english. in timor leste, english is considered to be a foreign language. most of the time, students develop their speaking ability in an efl classroom even t hough they usually do not speak english in daily activities. it happens becau se of many factors, one of the reasons is that the students are not feeling th e convenience to speak english in front of their peers or a public area. acco rding to previous research, sugiharti (2007) found that students are not com fortable to speak english in front of others. the researcher used picture as a media or tools to help the students or ganize their thinking and focusing their idea. three (3) types of picture used by the researcher they are picture of an object, picture of person and pictur e of object. therefore, the students will be more confident to speak. researc hers believe that by using pictures, students' speaking skills can be develope d. pictures are believed to be able to stimulate and guide the students to sp eak. pictures serve for illustration, develop students' imaginations, accommoda te their interests, stimulate them to express ideas and also make the teachin g and learning process more interesting and entertaining. pictures are not ju st an aspect of the method but through their representation of places, object s, and people they are an essential part of the overall experiences the teache rs must help their students to cope with. in any techniques or activities in o rder to meet the goal of speaking, teachers can use the pictures. teachers a nd students can use their creativity since they can create their own drawing s as the media. therefore, the researchers believe that the picture is a medi um that can be used to overcome problems and help students to develop th eir speaking skills. speaking is the active use of language to express meanings so that o ther people can make sense of them. also adds that attention to precise deta suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2236 ils of language is required to speak in a foreign language in order to share understandings with other people. speaking or oral communication is an acti vity that includes two or more people in which hearers and speakers have t o react to what they hear and make their contribution at speed of high level . while speaking is the process of building and sharing meaning through the use of verbal and non-verbal symbols, in a variety of contexts. speaking is a productive skill, like writing. it involves using speech to express meanings to other people. however, speaking is different from writing in some aspects. w eigle mentions a list of characteristics which differentiates written language f rom the spoken one. the characteristics are permanence, production time, dis tance, orthography, complexity, formality, and vocabulary. speaking is transito ry and must be processed in real time, while written language is permanent and can be read and reread. next, within a few moments’ speakers have to plan, formulate, and deliver their utterances, while writers spend more time to plan, review, and revise their words. both speakers and listeners need to be present during the activity to be able to communicate. unlike writing, spe akers do not need to carry much information to enhance a message as they employ various devices such as stress, intonation, pitch, volume, pausing, etc. other characteristics of speaking which can make oral performance easy as well as difficult in some cases are clustering, redundancy, reduced forms, per formance variables, colloquial language, the rate of delivery, stress, rhythm, a nd intonation, and interaction. speakers need to consider some aspects namel y micro skills and macro skills to succeed in oral communication. the micro skills refer to producing smaller chunks of language such as phonemes, morp hemes, words, collocations, and phrasal units. while the macro skills imply t he speakers' focus on the larger elements: fluency, discourse, pronunciation, v ocabulary, accuracy, function, style, cohesion, nonverbal communication, and s trategic options. in this case, the researcher focuses in the implementation of macro skills of fluency, pronunciation, accuracy and vocabulary. in conclusio n, to succeed their communication both micro and macro skills are needed b y the speakers . the micro skills focus on the smaller chunks of language w hile the macro skills concern about the larger elements. teachers can scaffol d the students to acquire the skills through the designed speaking tasks by understanding those skills. teaching guides and facilitates learning, enables le arners to learn, setting conditions for learning. it means that teaching speaki ng is guiding and facilitating learners to speak, helping learner to learn to sp eak, and setting the conditions for learning speaking. there is some definition of picture stated by the expert. according t o sadiman (1990) in wulandari (2012) that picture is a general verbal com munication that can be understood and available everywhere. pictures give a real description of an object which is portable and can be used anytime and help an understanding of objects which are difficult to be observed. wright ( ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2237 1989) states that pictures are not just an aspect of the method but through their representation of places, objects, and people they are an essential part of the overall experiences that the teacher must help the students to cope w ith. it can be in the forms of flashcards (small cards which we can hold up for students to see),large wall pictures (big enough for everyone to see detai l),cue cards (small cards which students use in pair or group work), photogr aph, or illustrations, typically in a textbook (harmer, 2007). wright (1989) li sts a number of types and uses of pictures. the types can be used to reach different purposes and focuses of language teaching. there are several advantages to using images in teaching english. pic tures are very helpful in supporting the teaching and learning process. harm er (2007) states that ideas really help reduce preparation time. images can b e reused, especially those that can be laminated, and can be used at any lev el in the classroom for 40 children, adolescents, exam classes, and adults tak ing general or business courses. when it comes to using pictorial stories in c lass, the key point is not to limit a teacher to classroom activities and speak ing exercises. students need many oral english exercises that they can get. f urthermore, to support the teaching and learning process they can provide v arious activities. by using picture as a medium in teaching and learning can develop students' abilities especially students' speaking abilities. the researcher tried to present the review of several related literatu res dealing with some related research findings in this research. some of the m are mentioned as follows: khairunnisa (2014) conducted a research about: the effect of using picture strip story technique toward speaking ability of the first grade stu dents at ma al-ihsan bulu rampai. the objectives of her research was to fin d out students speaking ability taught without using picture strip story techn ique, and to find out if there is any significant effect of using picture strip s tory technique toward speaking ability of the second grade students at ma a l-ihsan buluh rampai. the type of he researches quasi-experimental. she use d pre-test and post-test which design with the nonequivalent group. the res ult of her research was the implementation of picture strip story technique was effective in improving speaking english ability. damayanti (2016) had conducted her research entitled: the use of p icture strip story to improve students speaking skill at eight grade of smp muhammadiyah tempuran. the type of her research was the classroom actio suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2238 n research. the subjects of her research were the students of viii a that the y had a low score in english lesson. the researcher took action on class tha t inquired about the problem. the research collected the data by giving pre-t est and two cycles. referring to whole previous research which is not only s trongly motivated the researcher but also make the researcher concludes that technique, exactly picture has much usefulness such as it can be used to im prove students speaking skill especially. all of them take a speaking as the main skill but with different places. therefore, the researcher will focus on s tudent's fluency in english speaking skill. the research will take a place at mtsn 1 bolaang mongondow timur. based on the background above this res earch was conducted to answer thef ollowing question: how can pictures im prove the speaking skill of grade viii students of mts negeri 1 bolaang mon gondow timur?. kosdian (2016) in his thesis: improving students speaking skill by using picture strip story. the subject of this research was the first-year students o f sma 1 luragung. the objectives of their research were aimed to improving students speaking skill by using picture strip story. from that research, he fo und that picture strip story could improve students speaking skill. novianda (2017) on his research entitled: teaching speaking by usingpict ure strip story. his research was purposed to find out whether picture strip stories used as clt(communicative language teaching)could significantly help students develop their speaking skills, and also to find out which speaking sub-skills could bebetter taught by using picture strip stories. the study on his research used a true experimental research design with quantitative meth ods. the subject was limited to the class viii of mtsn model gandapura, wit h 30 students in each class. the result of his research showed that the stud ents who were taught speaking by using the picture strip story technique im proved significantly more in speaking than those who were not taught by usi ng the picture strip story technique. horwitz, et al. (1986) believe that efl students are afraid to speak in e nglish because they are afraid to make mistakes and thought they are less c ompetent than others. this situation is common for english beginners, especi ally for the students of junior and senior high school. the earlier observation at mts darul aminin nw aikmual lombok tengah ntb shown that the stu dents were, most of the time, anxious in speaking and some of them preferr ed to sit at the corner of the class or pretending to be sick to avoid a chan ce to speak in front of the class. moreover, the problems that mostly occurre d in students’ speaking are that they have no ideas to speak in public or un able to convey the message to the listeners effectively. consequently, they t end to repeat some words that the listeners hardly get the point of the spea ker. to overcome this, the teacher should to find a solution regarding the pr oblems discussed. otherwise, they need to put their teaching style into variat ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2239 ion and find a way that at least the students know what they are going to speak and they will be easy to express their ideas fluently in english langua ge. the low ability of the students to learn english, especially in english communication skill is due to the absence of teaching aids in the form of p icture that make the students interested in learning it. therefore, the study o n efforts to develop the skill of english communication by using the picture needs to be carried out to find out how far the students able to develop en glish their communication skill. based of the background of the study above, there are several probl ems that can be identified such as bellow: 1. the application of appropriate media in the teaching and learning activitie s is able to increase the activeness of the students in learning and can devel op the students knowledge, attitudes, and abilities so that they able to devel op independently. 2. the ability to communicate in english is one aspect of the ability that mu st be mastered by the students because it is a part that determines student achievement. 3. mastery of english communication skills requires practice and hard work. 4. in order for students to be able to communicate in english, english teache rs are required to have innovations implemented in the teaching and learnin g such as the use of picture. based on the background of the study above, the researcher focuses on the formulation of the problem as follow: what is the english communicat ion ability of the second class of the students of mts darul aminin nw aik mual lombok tengah ntb using picture can be developed? the purposes of the study the expected research objective is to develop the english communica tion skill of the second class of the students of mts darul aminin nw aikm ual lombok tengah ntb by using the picture. the use of the study 1. theoretical theoretical uses are intended that the result of the study can be use d as the the development of one learning theory so that it can be used as a reference in efforts to carry out further study in the aspect of developing t he same theory but in different classes. suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2240 2. practical the result practical study is expected to be useful for: a. the use for the students 1. mastery of the learning materials will make the students more focused in participating in learning english, especially english communication skill using interesting learning media such as the use of the picture. 2. the tudents will be more enthusiastic in the teaching and lear ning english by using the media of the teaching and learning such as the us e of the picture. 3. the outcomes of the learning are more effective for the stude nts because the students are given the opportunity to express their thoughts, ideas so that they can tell the results of observations through the picture w ith the better english. b. the benefits for the teachers 1. the teachers get more concrete knowledge about developing th e students' english communication skill by using the picture. 2. the teachers can streamline the teaching and learning process i n an effort to develop the students' english communication skill, especially b y using the picture. the use of pictures is one of the activities in learning to speak englis h. in this activity, every student gets one picture, and they must describe it in front the class. according to solahudin (2009), using pictures is help ful for training student’s imagination and retelling stories in speaking engli sh. in addition, bailey (2005) states that in a speaking lesson, pictures an d ―manipulates‖ can motivate talking. speaking is a productive skill. there fore, pictures can be used to develop the skill. the picture can be used as a stimulus for a creative activity beca use it is a real object which is very helpful for teaching the meaning of some words or stimulating the student’s activity, especially in conversation class. wright (2006) additionally states that pictures can stimulate and pro vide information to be referred to in conversation and discussion as storyt elling. the real object of the picture has a good starting point for the stu dents in practicing the language. moreover, it brings a variety of communi cation activities. the use of pictures should be appropriate to the student’ s level, and it should be visible to the students (harmer, 2007). the pic ture is one media used in teaching english; pictures are frequently helpful input for speaking, but the students' abilities must support them. the picture could be simple, intended to elicit a single word or p hrase, or it could be complex and part of a series that recounts a story ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2241 or incident. it is not easy to teach english. as a result, english is not a recognized language in the state. people, in general, have a tough time he aring it. it is because their surroundings do not speak english. when it is time for the lesson, people only speak indonesian. according to the experts' opinions, the researcher concludes that the pictu re can be used to present an actual situation and facilitate an entertainin g teaching-learning process. the scene depicted in the picture can be abst racted in the students' minds. therefore, students like learning english as a result. when they view the photographs, they will be simple to speak. i n order to better understand concepts when speaking english, the research er aims to use visuals. the researcher will design a fun exercise to make the students look forward to class. types of pictures merriem – webster (2012) states that picture is a design or repr esentation made by various means (such as painting, drawing, or photogra phy). according to harmer in fauziah (2016), the picture can be in the f orm of flashcards, large wall pictures, cue cards, or illustrations and proje cted slides. a. flashcard it is a small card that which teacher can hold up for students to see. flashcards are handy for drilling grammar items, cueing different sent ences, or practicing vocabulary. b. cue card it is big enough for everyone to see detail. sometimes teacher use large wall pictures when pointing to detail of pictures to elicit a respons e. c. giant wall image cue card it is a small card that students use in pair or group work. the t eacher puts students in pairs or groups and gives some cue cards so that a student can pick up the top cue card in a pile. he or she has to say a sentence that the card suggests. d. photograph or illustration it is a photo or picture that depicts a situation or people in acti on. the teacher uses it to make the situation or the action clear. the ph otograph can be found in books, newspapers, magazines, etc. suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2242 e. projected slide in the multimedia class, the teacher also uses it. sometimes the te acher uses it to show the pictures in a usable form. speaking skill is of english language that people used to communicat e in worldwide country orally. harris (1974) states speaking is a complex skill requiring the simultaneous use of several different abilities. this stud y picture means “a description of something that enables to express and f orm the mental or in this context is the material used by the teachers to facilitate the students in teaching and learning process particularly in spe aking subject (turner,1989). improve is the way how to increase the capa city of someone or something (jordan, 2004). skill means becoming a mas ter of something or overcoming a problem and or know a specific area ( turner, 1989; marone, staples, & greenberg, 2016). mcdonough and shaw (2000) define that speaking is not the oral production of written language, but includes learners in the mastery of a wide range sub-skills which added together, constitute an overall competen cy in spoken language. also, speaking is not produced without some comb ination of language skills, but it included a skill. so, mastering speaking is gathering skill in thought because of including some input skills in it. as a result, the mouth is delivering those skills orally. besides, oxford advance dictionary states that speaking is to make use of language in an ordinary, not singing, to state view, wishes, etc. o r an act of spokesman.” another expert states that speaking is the proces s of building and sharing meaning through the use of verbal and non -ver bal symbols, in a variety of contexts. spratt, pulverness, and wiliam (2011) stated that speaking is a pr oductive skill, like writing, it involves using speech to express meanings to other people. when people speak, they use different aspects of speaking depending on the type of speaking, they are involved in that is why spea king is a complex activity. brown (2004) defines speaking as a productive skill that can be directly and empirically observed. speaking is the produc t of the creative construction of linguistic strings. the speaker makes choi ces of lexicon, structure, and discourse. thornbury in harmer (2007) suggests various dimensions of differe nt speaking events is to describe different speaking genres. there is a dis tinction between transactional and interpersonal functions. the transactional function has its main purpose conveying information and facilitating the exchange of goods and services. whereas the interpersonal function is all about maintaining and sustaining good relations between people. while ridell (2003) demonstrates that speaking is one of two thin gs in a lesson. speaking is not aloud (pronunciation), either reading the a nswer to a grammar question (accuracy). speaking is neither reading the ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2243 answer to a reading/listening question (comprehension). in each of these, t he aims are not speaking-related. it could be a speaking activity designed to give the practice of language just learned or reviewed. from many defi nitions and explanations about speaking above, it can be concluded that s peaking is a way of how people communicate and interact with each othe r and covey the meaning the want the hearer to get. furthermore, moris (1980) reinforces that speaking is language int eraction among people to build understanding with each other. additionally , he states that learning speaking skills is a closed relationship to the oth er elements of the language such as pronunciation, grammar, vocabulary, comprehension, and fluency. according to clark (1997) says that speaking is fundamentally an instrument act for communication. speaking skills in t he english language that people used to communicate in a worldwide cou ntry orally. harris (1974) states “speaking is a complex skill requiring the simultaneous use of several different abilities. harmer (2001) declares that “teaching speaking using picture is one of the popular ways teaching language in improving words and make students ‘easy to understand,”. also, the picture is the real words that facilitate students easily to know or recognize. a picture is an image, or likeness of an object, person, or scene produce and a flat surface, especially painting, drawing or photography (ledford, 2016). pictures are two dimensions that are a presentation of person, place or things. photograph prints are most common, but sketches, cartoons, cut, outs, charts, graphs, and maps are widely used. a picture may not only be worth a thousand years or a thousand miles (rodriguez-gomez, 2015; ledford, 2016). through the picture, the learner can see people, place, and things from areas outside their picture can also represent an image from early times or show the future. the kinds and number of pictures that the teacher should take with him to carry out the activities in class can be taken from magazines, articles, or others and should be interactive and interesting to capture the student. attention the purpose of using pictures for the students is to allow them to practice the language in real context or in situations in which they can make it communicate their ideas (rodriguez-gomez, 2015). the use of picture is more efficient and practice than words, they are easier to recall and to remember than words, furthermore, they expose real-life situation although happened a long time ago. grains and redman (1986), a picture can be performed such: wall chart, commercially produced flashcards, hand-drawn pictures, suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2244 and of course illustration from course books and a supplementary book. from the meaning of the picture above, it indicates that the pictures have exchanged and represented the real object into a simple device which has displayed a series of places, object, person, or even experience. therefore, in this researcher chooses the picture as the teaching model. the researcher thinks that describing the picture is suitable to improve students speaking skills because the purpose of these activities is to train a student’s imagination and describe something in speaking skills. usually, students can’t speak anything because they have no idea. the researcher hopes that the picture can help students to speak english because students will be easier to say when they see. the writer will mak e this activity more attractive and make students get enjoyable in the class. method this research used a classroom action research, which was targeted to d evelop the teaching media, especially the use of picture, in order to find out solutions to the problem of teaching speaking at the second class of the stud ents of mts darul aminin nw aikmual lombok tengah . in conducting the r esearch, researcher was helped by a teacher who also taught english at mts darul aminin nw aikmual as his collaborator. a collaborator played an imp ortant role in action research that was important for the researcher to appli es his services to observe the teaching and learning process, students' respon ses, teachers' method, and anything that happened in the classroom. data collection techniques in this research were carried out by: 1). obse rvation; 2) interview; 3) documents; 4) assignment / test; questionnaire. observation in the classroom, the researcher makes observations in research pass ively by not taking part and not communicating with teachers and students. the researcher took a place at the back of the seat while observing the lear ning process carried out by the teacher by recording everything that happen ed during the learning process. observations in this study were carried out on english learning activitie s, especially english communication using image media, before being given ac tion and while being given action in the form of cycles. this is to determine the students' english communication skills using image media in learning eng lish and its effect on students' english communication attitudes af ter the imp lementation of the image media approach, and to know the improvement of english communication skills using image media, as well as the difficulties ex perienced by students and teacher. then the observations focused on efforts to develop the students' englis h communication skills by using picture media in learning english. observatio ns made are passive participation observations, meaning that they are not se ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2245 en in learning activities, but only make notes to obtain information. while th e teacher teaches by using picture media that has been prepared by the rese archer, the researcher observes the process of learning english, especially en glish communication by taking a seat in the back corner during activities in the classroom, but participating in the field when learning outside the classro om. interview the interviews were conducted by researcher with the teachers of th e second class of the students of mts darul aminin aikmual nw lombok te ngah ntb. the aim is to obtain information about their understanding of the use of picture, their application in learning especially in english communicat ion, the influence on the students' communication attitudes, and the factors t hat hinder the application of the use of the picture, carried out in a structur ed manner. in the interview, the research subjects were given questions prep ared by the previous researcher. meanwhile, interviews for in-depth interview s conducted after observing the teaching and learning process were carried o ut using unstructured techniques. in these interviews, the questions posed to research subjects or informants depend on what is happening in the classroo m. the deepening of information is based on the answers of the informants. structured interviews were conducted several times. interviews were also con ducted with the students, to find out the reasons behind their behavior in th e classroom. there are basically two interviews, namely structured and unstr uctured interviews (moleong, 2000: 138-139). interviews in this research wer e conducted in an unstructured manner with open and flexible questions to explore the views of research subjects on things that are beneficial to resear ch. it is hoped that the flexibility of this interview will be able to explore th e honesty of the informants, so that the information provided is truthful (sut opo, 1996: 55-57). document review is carried out on the lesson plans prepared by the teac her; including curriculum, syllabus, rps, rh, learning outcomes, teaching jour nals, curriculum, learning outcomes, or assessment books. by reviewing this d ocument, the researcher aims to complete the information that has been foun d through interviews and observations. assignment or test the test was conducted to measure the level of success achieved by the students before the implementation of the action and after the implementatio suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2246 n of the action in teaching and learning process. the test is given at the be ginning to identify the student's shortcomings or weaknesses in english com munication and at the end of each cycle to determine the development in th e quality of the results obtained by the students. to avoid the subjectivity of the rater, this assessment is carried out by the teacher and the researcher themselves. this value is the average young value given from the two raters. questionnaire giving questionnaires to the second class of the students of mts darul am inin aikmual nw lombok tengah ntb was intended to find out various thin gs related to learning english, especially english communication. these variou s things include: the suitability of ideas with the content conveyed, clarity of voice, accuracy in pronunciation, accuracy of expression, accuracy of sentence structure used, accuracy of word choice (diction) used which is the focus of this research. results and discussions this section presents the discussion of the developing of english-speaking skill of the students by using picture in the teaching and learning proses. the discussion presents as follow. 1. the process of teaching and learning after the data collected, it was identified that the performance of the teacher after using the action research successfully motivated the students to learn better. it can be seen from the way how the researcher taught the students systematically and helped them to present the picture. the use of picture was really welcomed by the students as another very important point. in order to develop their english-speaking skill, the students felt that the media used by the researcher was useful for them. it was found that the researcher played a good motivator who always welcomed for the students' creativity from the way the researcher encouraged the students to be actively involved in every performance. another result that the observer found was the researcher always involved in every activity the students did in the class until the time of presentation. all aspects of teaching and learning process in cycle 1, were in good criteria, however in cycle 2, some aspects were developed from good to very good criteria. the aspects were the teacher’s opening the lesson, the clarity of the teacher’s language instructions, wellmanaged classroom situation, the teacher’s oral and written english ability, the teaching media, the student’s confidence to ask questions and do the teacher’s instruction. 2. the students' speaking skill in learning activities as described in the previous section that students' participation developed from cycle 1 to cycle 2 after using pictures. it also happened for the students' speaking skill especially in english. in the pre-test, the mean raw score of the fluency was 3,90, in the post-test raised into 4,52 in cycle 1 and in the cycle 2 the raw score of posttest ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2247 had been developed into 4,77. while in pretest the mean raw score of content aspect was also developed from 4, 00, 4, 58 in cycle 1 and in circle 2 became 4, 84. in pronunciation aspect, before the use of the action research, students' mean raw score was 3,35, and the score had raised in cycle 1 into 3,81 and 4, 00 in cycle 2. the mean of raw score in pre-test was 3.16 and it develop to be 3, 45 in cycle 1 and 4, 00 in cycle 2 in the terms of grammar. it could be stated that the development of speaking skill raised about 8% in cycle 1 (66) to be (74), and about 6% in cycle 2 (80) based on the analysis of the speaking aspects development above. the research finished at the end of cycle 2 as the passing grade of the successful learning had been achieved. 3. discussion on developing students speaking skill by using picture its theoretical viewpoint speaking skill some problems were encountered by the students in terms of grammar after being treated with the using pictures technique. this indication was found after the students had completed presenting the pictures until meeting 6. the researcher had to train the students to develop their vocabularies and use the grammar they had learnt before. based on the scoring criteria stated by harmer which had some variables as fluency, content, pronunciation and grammar. the second class of the students of mts darul aminin nw aikmual in class b had a development from cycle to cycle. the students' qualification had developed after using pictures media in general. as the result showed that the number of students which were classified as fair and poor reduced from 93, 6% in preliminary study to 16, 1% in cycle 1 and became 0% in cycle 2. while those who classified as good and very good' developed from 6,4% in preliminary study to 83,9% and in cycle 2 became 100%. as a result, by using of the pictures could develop the students' speaking skill especially in english. the students could develop their pronunciation, content and fluency mostly. conclusion english as a means of communication is a form of performance and perfor mance which for indonesians needs to be trained continuously both in verb al and written communication. as a consequence, learning english in the sc hools should place more emphasis on the function of language as a commu nication tool rather than learning about the language system. in the speaki ng aspect which is part of the four language skills that students need to m suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2248 aster to be able to say that the student is skilled. so language learning sho uld be emphasized on practice and practice. then besides that, learning mu st be programmed and planned for the meaning of activities and success in achieving the goals of these activities. speaking english is one of the skills that must be given and trained to t he studens of mts darul aminin aikmual because at this age, the students should have the ability to speak. but in reality, the second class of the stud ents of mts darul aminin aikmual still have difficulty in speaking. besides many factors of uncertainty and students' inability to speak english; limited time, students' interest in speaking is low or lack of creativity and innovatio n from the teacher. so, in this study the researcher offers picture as an alternative technique for teaching english speaking. learning to speak english using picture was able to develop the speaking ability of the students of the seond class of m ts darul aminin aikmual lombok tengah ntb. the strength of the picture is that it is able to stimulate students' interest and ability in the process of teaching and learning to speak english. learning to speak english using picture also gives the students very high creativity. students become happy to learn and they feel that by learn ing to speak with picture media students feel happy and not depressed. it i s hoped that with this classroom action research, students are motivated to develp their ability to speak english. the process of teaching and learning activities given is using aspect s of developing english speaking skills, namely grammar, pronunciation, and vocabulary. the stages in its activities in general are; (1) preparation stage; the researcher prepares all the drawing materials that will be used, determi nes the competence and others (2) the presentation or presentation phase, ( 3) the practice phase and (4) the evaluation phase. this action research use s three cycles with the following steps: (1) initial observation (2) planning ( 3) action (4) observation and reflection. based on the result of the study, some suggestions can be consi dered to make students more interested in english speaking skills by usi ng picture, as follows: 1. the researcher suggests that teachers use pictures in teaching and lea rning. the role of the teacher is essential to create the classroom situati on to be active, and the using of pictures in teaching english speaking i s good to motivate the students to speak english, facilitate them to prac tice the skill, and construct an exciting learning process of english-speaki ng skill. 2. this research was still far from perfection, whether the media, time, l earning process, sample, or the focus of using the picture. therefore, the ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2249 researcher expected the next researcher to be able to cover the limitati on of this research. references amri & jafar, j. 2014. analisis kesulitan mahasiswa berbicara nama-nama la tin diprogram studi pendidikan biologi angkatan 2014 fakultas kegurua n dan ilmu pendidikan universitas muhammadiyah parepare. universitas muhammadiyah parepare. parepare arikunto, suharsimi. 2013. prosedur penelitian suatu pendekatan praktik. jaka rta: rineka cipta. djamarah, s.b. dan zain, a. 2010. strategi belajar mengajar. jakarta: rineka cipta guteres, c.f, pereira, s. &lurdes, m. 2019. using picture to improve student’s speaking skill. superior institute cristal (isc).dili-timor leste. internet:https://www.kompas.com/skola/read/2021/08/05/120000469/komuni kasi--pengertianparaahli-fungsi-tujuan-dan-jenis-jenisnya?page=all mufidah, n. 2017. strategi belajar berbicara bahasa inggris. banjarmasin: iai n antasari press. mujib, a. 2015. ilmu pendidikan islam, (jakarta: kencana). muna, e.n. degeng, i.n.s. & hanurawan, f. upaya peningkatan keterampilan berbicara menggunakan media gambar siswa kelas iv sd. malang: unive rsitas negeri malang. nagauleng, m.a. saini, f. saud, i.w. hakimin, z. & mamonto. 2021. improving the students speaking skill through picture at the eight grade student s of mts negeri 1 bolaang mongondow timur. english education depart ment state institute of islamic studies. manado. niddiah, k.b. 2013. upaya meningkatkan keterampilan berbicara bahasa ingg ris siswa kelas vii menggunakan student teams-achivemenet divisions (s tad) di smp negeri 7 kusan hilir. yogyakarta: lumbung pustaka univer sitas negeri yogyakarta. nurcahyani, a. 2020. peningkatan keterampilan berbicara bahasa inggris mel alui media flash card siswa kelas 3 sdn putat 02, geger, madiun tahu n ajaran 2019/2020. ponorogo: fakultas tarbiyah dan ilmu keguruan i nstitut agama islam negeri ponorogo ratminingsih, n.m. 2017. metode dan strategi pembelajaran bahasa inggris. d epok. suparlan & ahmad zuhri rosyidi the developing of english-speaking skill of the students at islamic junior high school by using picture 2250 said, a. & budimanjaya, a. 2015. 95 strategi mengajar multiple intelligences, jakarta: kencana. santoso, d.a.a. muniroh, z. & akmaliah, n. pengaruh penggunaan medi gamb arterhadap keterampilan bericara bahasa inggris. program studi pendidi kan bahasa inggris fakultas bahasa dan seni. universitas indraprasta p gri. selfiyanti, b. 2022. peningkatan literasi berbicara menggunakan media gamba r berseri pada siswa kelas ii sd. surabaya. universitas muhammadiyah surabaya sugiyono. 2013. metode penelitian pendidikan (pendekatan kuantitatif, kualitat if, dan r & d). bandung: alfabeta. sukanti. 2009. upaya meningkatkan keterampilan berbicara menggunkan medi a gambar. surakarta: progran pascasarjana universitas sebelas maret. sutiyono, a. 2014. (universitas pendidikan indonesia).perpustakaan.upi.edu de sember2016). tarigan, guntur h. 2015. berbicara sebagai suatu keterampilan berbahasa. b andung:angkasa. wandaliza, s.f. 2022. the use of picture in developing students speaking sk ill. fakultas tarbiyah dan keguruan universitas islam negeri ar-raniry. banda aceh zulaikah. 2019. upaya meningkatkan kemampuan berbicara bahasa inggris d alampercakapan sehari-hari dengan methode vak (visualization, auditory, kinestetic) bagi parasantri nurul huda 2 tanah merah. sukaraja: stkip nurul huda sukaraja. the particular dialect or language that a person chooses to use on any occasion is called a code 2088 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2088 2099 love and belonging needs of the main character in the movie "500 days of summer": psychological approach roy fernandus hutauruk1, gaguk rudianto2 pb171210064@upbatam.ac.id 1english literature, university of putra batam 2english literature, university of putera batam received: 2022-12-02 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3252 abstract this research aimed to describe and analyze psychological needs from the hierarchy of needs proposed by abraham maslow of the main character in the movie "500 days of summer". this research is descriptive qualitative and the original data from the movie “500 days of summer” by scott neustadter and michael h. weber, published in 2009. the researcher used non-participatory observation as a method of collecting data. moreover, categorization was used to analyze data. the researcher found data on the hierarchy of needs of the main character. the researcher found the data divided into three aspects love and belonging needs, 41 data from intimacy, 35 data from friendship, and that there were no scenes in which the main character interacted with his or her parents, siblings, or biological relatives. based on the conclusion, the hierarchy of needs was unsatisfied love and belongingness, and the researcher found 76 data of unsatisfied love and belonging needs. keywords: abraham maslow; hierarchy of needs; 500 days of summer introduction according to thalberg & maslow, (1964), psychology is founded on the experiences of individuals who have had negative encounters with their unsatisfied desires. the critical approach to literature investigates the relationship between particular works and society and culture. discovering the critical perspective will assist the researcher in seeing literary works as multi-layered compressions of meaning. the author's works allow us to comprehend the psychological condition of the writer's film. everyone wants to meet their life's requirements effectively. the http://u.lipi.go.id/1457703302 mailto:pb171210064@upbatam.ac.id ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2089 term 'need' defines a scenario in which an individual desire something. there are many topics of interest in studying psychology and literature about people. psychology is concerned with actual conditions, whereas literature is concerned with human expectations. by evaluating the author's work, individuals can gain insight into the author's psychological state and the problem or condition of the main character. additionally, the researcher discovered that one of the stories addresses unfulfilled love and a sense of belonging. this tale is from the leo tolstoy film anna karenina (2012). the film depicts the lives of anna and alexei karenin. anna karenina eventually felt love and belongingness in someone she had just met, count vronsky, a military man who managed to capture anna karenina's heart. the trouble had begun because of unfulfilled love and belongingness. they were involved in a covert romance, which alexei eventually discovered. anna karenina persevered, though, in maintaining her friendship with vronsky. they tied the knot and had a daughter. anna thought that, as time passed, vronsky's affection for her diminished in comparison to when they initially met. it was when anna believed vronsky no longer loved her, leading to self-destruction and frustration. anna karenina committed suicide in the end. pastorino & portoillo, (2006), instead of internal or external influences, the humanistic psychology approach stresses free will in personality, personal choice, and personality configuration. in the literature, the researcher employs a humanistic psychology method, according to this publication. abraham maslow was a wellknown psychologist who made substantial contributions to the evolution and development of human psychology. abraham maslow demonstrated this by analyzing contemporary human aspirations and motivations. therefore, abraham maslow is one of the most well-known researchers of the humanistic cause in modern society. the researcher utilized the hierarchy of needs to evaluate the psychology of human needs in 500 days of summer's main character. abraham maslow is the psychologist who categorized the psychology of human needs into five levels of hierarchy, with individuals needing to meet each level from the first to the fifth in order to achieve life satisfaction. there are physical and psychological requirements for human survival. psychological requirements include safety, enjoyment, attention, affection, and self-esteem. physical needs include food, drink, shelter, clothes, air, and water. consequently, people must satisfy both bodily and psychological needs to exist and continue living. nonetheless, this phenomenon may also be observed in literary works. according to pastorino & portoillo, (2006), psychology is the study of human mental activity and the comprehension of the human mind, making it a discipline well-suited for assessing the personality of literary characters. the researcher is interested in investigating the film "500 days of summer" to identify the psychology roy fernandus hutauruk, drs. gaguk rudianto, m.pd love and belonging needs of the main character in the movie "500 days of summer": psychological approach 2090 of the film's main character. the hierarchy of needs by maslow's theory has regulated human conditions in the scale form. according to hjelle & zielger (1976), as soon as people are pleased with their current needs, new desires arise, and they must fulfill themselves again. long-term denial and neglect motivate individuals to satisfy their needs. they also get more driven as time passes without their needs being addressed. mcleod, (2020). according to hjelle & zielger (1976), it is a characteristic of the human condition to want something continually. humans have a tendency to satisfy their needs. therefore, any criterion may be met if the preceding levels have been mostly met. human needs are arranged in tiers, beginning with the most fundamental and progressing to the more complex ones. human requirements are categorized into five levels: 1. physiological needs stoyanov, (2017) says that needs start the first step of motivation, called physiological drives, which talks about homeostasis, finding what tastes good or the food they like. the first level consists of physiological needs: the first lower need in the id-driven maslow hierarchy is the physiological need. this urge is an effective indicator of bodily existence. food, water, oxygen, activity, rest, temperature regulation, sex, and stimulant sensory are examples of physiological demands. physiological needs are essential for life and include oxygen, exercise, rest, temperature regulation, sex, and stimulation. these fundamental human requirements include food and drink, sufficient rest, clothes and shelter, general health, and reproduction. feist & feist, (2006) maslow believes that these basic physiological needs must have met before humans reach the next level of fulfilment. 2. safety needs safety requirements are a secondary concern. safety criteria include avoiding violence and theft, maintaining mental stability and well-being, protecting one's health and safety, and protecting one's finances. a replacement set may categorize safety requirements when physiological needs are mainly addressed. stoyanov, (2017) states that physiological and safety needs are basic human needs to protect life. security requirements include physical security, stability, dependence, protection, and freedom. however, law, order, and structure are also security needs. 3. love and belongingness maslow's third stage involves social interaction. they want friends and family. each biological relationship (parents, siblings, and offspring) determined their circle of kin (spouses and partners). physical and emotional closeness, from sexual to emotional bonding, is key to kinship. a social club adds to this requirement, f rom belonging to a group of employees to developing an identity in an organization, club, or hobbyist institution. they desire to give and receive love and have close ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2091 relationships. these wants include belonging and affection (from family), fantastic friends, neighbors, and soulmates. maslow's concept of belonging combines the competing needs to give and receive affection. according to hasol, (2019), showing love is seeking to prevent feeling empty by trying to understand and accept the choices made by other people. the aches of loneliness and rejection may be alleviated by being loved and accepted. the requirements of love and belonging needs may be acquired through three different scopes, according to maslow's classification of love and belonging needs hierarchy. these scopes are one's circle of family, friendships, and intimate relationships. 4. self-esteem esteem is the fourth need, which follows self-respect and respect. self-esteem (the belief that one is worthwhile and deserving of dignity) and self-esteem (confidence in one's development potential and personal performance) are the fundamental components of respect. self-esteem requirements are the typical human need to be liked and appreciated by others. people must commit to acknowledge and carry out events or acts in exchange for a gift. a feeling of dedication, of being respected and welcomed. feelings of self-worth and others shape self-esteem through status, recognition, pride, self-respect, and social achievement. maslow underlined that there are two sorts of self-esteem: regard based on respect and appreciation for others and self-respect. the culmination of self-respect. after achieving the fourth level, people go to the last level of the pyramid: self-actualization. 5. self-actualization self-actualization is the fulfillment of a person's full potential. selfactualization is the peak of maslow's hierarchy of needs. self-actualization needs include education, skill development, and skills in music, athletics, design, cooking, gardening, and caring for others, as well as bigger aspirations such as learning a new language, traveling to new places, and receiving recognition. maslow brilliantly stated these demands in the following sentences: who is an average person? a dancer must dance, a musician must produce music, an artist must paint, and a poet must compose. after satisfying their fundamental demands for scarcity, individuals will have this mild and enduring need to enhance their potential. they are considered the ultimate objective of human requirements. different academics have written two journal publications on the hierarchy of needs. the first journal publication on maslow's hierarchy of needs was from farlina & khaleda, (2019). this study uses qualitative approaches and descriptive analysis to examine the desire for love and belonging. this investigation aims to determine that rachel watson is the protagonist of the girl on the train and that she seeks to fulfill her desires for love and belongingness by riding the train every day. in addition to the protagonist's membership requirements, according to abraham roy fernandus hutauruk, drs. gaguk rudianto, m.pd love and belonging needs of the main character in the movie "500 days of summer": psychological approach 2092 maslow's notion of the "hierarchy of needs." this study demonstrates that rachel watson is the protagonist, with significant traits like wit, drunkenness, and lying. these obligations compelled rachel to murder her ex-husband. nonetheless, she satisfied her desire for affection and belonging and attempted to attract her ex-husband, tom watson, and scott shipwell, before catching the train daily. finally, rachel recognized that neither her ex-husband nor her friends could provide her with affection and a feeling of belonging. katie, her companion, adored her. rachel fulfilled her needs via the third level of maslow's hierarchy: the desire for love and belonging. in addition, another study was conducted by pangastuti & murtiningrum, (2021). the idea of abraham maslow's hierarchy of needs was explored in the study of the movie "500 days of summer." the study was centered on analyzing summer finn, the primary character in the story, and her hierarchy of requirements. the researcher used a qualitative approach, and the data collection process consisted of reading the screenplay and seeing the film. this study confirmed abraham maslow's idea that there is a hierarchy of wants in character by locating them in a specific order. the researcher demonstrates, by their findings in this study, that the character summer finn has already satisfied all of the levels of demands in the hierarchy of needs, beginning with the first level and going all the way up to the fifth level. there are variances and parallels between the prior research and the current study. the first study used a book as its object and evaluated the main character to determine the need for love and belongingness, but this study utilized a film as its object and investigated the main character to determine the need for self-esteem, according to abraham maslow's hierarchy of needs theory. using qualitative and descriptive analysis to collect data was comparable to the first study. the second study used the same abraham maslow hypothesis. the researcher also used the same film, "500 days of summer." this study also used qualitative methods to collect data. however, the second study analyzed the woman's character hierarchy of requirements, but this study analyzed the man's character hierarchy of needs and found the consequence of being unsatisfied with self-esteem needs. method the investigation uses a qualitative research strategy to analyze the data and explain and describe the findings thoroughly. the qualitative research method is more natural and results in descriptive data that may be written, spoken, or produced in various formats. according to sugiyono, (2012), qualitative research is distinguished by its naturalistic environment and direct data collection from the subject of study. the character is the object's essential tool for the researcher. qualitative research is already descriptive in and of itself. in qualitative research, data are gathered primarily in the form of words, as opposed to numbers. qualitative research focuses on the process, not the findings or products. additionally, qualitative research assesses earlier data and analyzes it inductively until the meaning is saturated. that is the qualitative method used in this study. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2093 results and discussions tom hansen is the most prominent character in 500 days of summer and propels the plot forward. tom hansen is the central character since the film focuses on his life and perspective. tom first recognized love when he met summer. however, summer did not believe in relationships and just let things be. tom and summer transcended the status of mere friends due to their relationship's difficulties. in this discussion, the researcher discovered dialogues, including the reasons for unmet requirements. tom hansen's unsatisfied needs may be attributed to the following quote. 1.1 love and belongingness data 1 tom: i don't know, man. this is official. i'm in love with summer. i love her smile, and i love her hair, i love her knees, i love the heart-shaped birthmark she has on her neck, i love the way she sometimes licks her lips before she talks, i love the sounds of her laugh, i love the way she looks when she is sleeping, i love how i hear this song every time i think of her, i love how she makes me feel like anything is possible or like, i don't know like life is worth. paul: this is not good. (13:38-14:19) this scenario demonstrates that tom is too fond of summer. however, paul is aware that summer views their connection as only platonic, so when summer eventually leaves tom's life, he will experience regret. in addition, this is one of the instances in the dialogue that will lead to selfdestruction due to unmet demands for love and belonging. moreover, paul cares for tom as a friend, which demonstrates that tom's friendship in love and belongingness is satisfied since his friends constantly care for him. according to hasol, (2019), who has so many close friends and is cherished is able to withstand hostility and rejection. data 2 tom: she likes magritte and hopper, and we talked about banana fish for like 20 minutes. we are so compatible. it is insane. she is well, she is not like i thought at all, and she is amazing. rachel: oh, boy tom: what? rachel: just cause some cute girl likes the same bizarro crap you do, that does not make her your soul mate, tom tom: what do you mean? (14:24-14:45) in her initial discussion with summer, rachel expresses her desire that tom's words not be taken too seriously, since her best friend's shattered roy fernandus hutauruk, drs. gaguk rudianto, m.pd love and belonging needs of the main character in the movie "500 days of summer": psychological approach 2094 heart is driving her insane at the time. however, this is one of the events in the film that would cause tom hansen to get disappointed in love and believe he has a blogging partner. in this moment, rachel explains to him that summer's loving the exact item as tom does not necessarily indicate that she loves him. data 3 summer: hey i just want to tell you that, um, i'm not really looking for anything serious is that ok? tom: yeah summer: cause some people kind of freak out when they hear that tom: no, not me summer: you sure? tom: yeah, like casual, right? take it slow summer: right, no pressure (29:39-30:21) summer first indicated that they do not need to take their relationship seriously about this matter. it indicates that there is no link in the relationship. she says it is only a casual acquaintance, so she does not place affection and belongingness. however, tom finds it acceptable. when the time comes, summer will experience affection and a sense of belonging since tom already has a crush on her. this is true so long as she has the opportunity to get closer to summer regularly. summer was aware that this is not the typical way for people to see a relationship, therefore, she said that some people stress out when they hear her affirm it. however, she now finds a guy who can follow her lead. data 4 in this scene, tom is talking to himself through a mirror. tom: ok, settle. she is just a girl, just a girl, she wants to keep it casual which is why she is in my bed right now but that's casual. that's what casual people do. that is fine, that is great. (31:01-31:18) this dialogue is the individual talking to himself in the previous chat. it occurred as summer was lying in her bed just before they engaged in sexual activity together. despite this, tom was taken aback when summer said that they were only friends, and he promptly left the room to use the toilet. even though she was in her bed, he knew that what she meant by the words she said did not mean that summer loved him. he also knew that this was not her first time doing this because she wanted to keep it casual, which is based on the theory of maslow's hierarchy of needs. he knew that even though she was in her bed, what she meant by the words ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2095 she said did not mean that summer loved him. because sex is on the first level of the hierarchy and love is on the third level, the fact that someone has met their first level, which is the sex level, on the hierarchy of needs does not imply that they have met their third level, which is the love level on the hierarchy of needs. according to the findings, this is one of the indications that a person's desire for love is not being met. data 5 mckenzie: so, did you get her back yet, or what? tom: working on it mckenzie: hey, maybe you should write a book tom: what? mckenzie: well, you know, herry miller said the best way to get over a woman is to turn her into literature (33:46-34:04) the conversation demonstrates that tom no longer has her in his life. when summer finally gets in touch with tom again after some time has passed, you'll see tom acting cheerful; this is the moment when he displays his sadness. because tom's life is dependent on summer at this point, the rapidity with which she alters tom's feelings poses a potential risk to tom's safety. this particular instance demonstrates that summer is the root of tom's misery. data 7 tom: so, what should i do? rachel: you should ask her tom: (exhale) rachel: what? tom: well, why rock the boat is what i'm thinking i mean, things are going well, you start putting labels on it. that is like the kiss of death. it's like saying i love you. rachel: yeah, i know what you mean. that's what happened between me and sean. tom: who the hell is sean? rachel: my boyfriend before mark tom: never mind, so, what you are saying? rachel: i'm saying you do want to ask her. obviously, you are just afraid you will get an answer you don't want, which will shatter all the illusions of how great these past few months have been. now look, if you were me, i would find out now before you show up at her place and, well, she is in bed with lars from norway tom: who is lars from norway? rachel: just some guy she met at the gym with brad pitt's face and jesus abs (at this moment, unfortunately, rachel get called by her coach, and roy fernandus hutauruk, drs. gaguk rudianto, m.pd love and belonging needs of the main character in the movie "500 days of summer": psychological approach 2096 she must get into the football field) tom: wait, we are not done yet rachel: look, it's easy, tom, don't be stupid (41:24-42:21) tom expresses his frustration at what he has gone through with summer during their conversation. in addition to this, tom does not want there to be a rift in their connection with summer. despite the fact that tom is not certain that all she has done to him is because summer loves him, summer has been exceedingly affectionate toward him. rachel was reliable in every other respect, despite this one flaw. this is essential information in the event that tom chooses to stay with her despite the lack of status or to maintain the status despite the danger. it's possible that she may escape his life. it is clear to all of us today that tom never really appreciated his life until he met summer. data 08 in this scene, tom and summer are on their way to the movie theater (tom is daydreaming and exhaling while he is driving) summer: you ok? tom: yeah summer: you sure? tom: summer, i have got to ask you something. summer: what? tom: what are we umm… what are we doing? summer: i thought, we are going to the movies tom: yeah, no, i mean, like, what are we like, what is going on here, with us? summer: i don't know, who cares? i'm happy, aren't you happy? tom: yeah summer: good (42:41-43:14) now that he is in a relationship with summer, tom never stops feeling awkward about the situation and continually doubts everything. the relationship is not progressing as smoothly as it did in the beginning. everything shifts when tom realizes that his desire for love and belongingness is not being met, and this realization causes him to alter. data 9 tom: hey, what's the matter? summer: i just can't believe you tom: you can't believe me? summer: you are so completely, completely uncool in there tom: wait, are you mad at me? i just get my ass kicked for you ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2097 summer: oh really? was that for my benefit? tom: yes, it was summer: ok, well, next time don't, because i don't need your help you know what? i'm really tired, can we talk about this tomorrow? (45:42-46:12) tom's attempts to shield summer from an unknown patron who is interested in approving her presence at the pub are met with disapproval from summer. the first time they argue, it's because they have opposing points of view about the situation. the fact that summer has a character that suggests no one should help her with her problem and that she should be allowed to solve it on her own is, however, a trigger that causes tom to believe that he is not a man who can help her, that tom is not the man she loves, and that he is not the relationship he desired. tom believes this because summer has a character that suggests no one should help her with her problem and that she should be allowed to solve it on her own. data 10 tom: no, you know what? i'm not going anywhere till you tell me what is going on summer: nothing is going on, we are just… tom: what? we are just what? summer: we are just friends tom: no! don't pull that with me! don't even try to. this is not how treat your friend, kissing in the copy room? holding hands in the ikea? shower sex? come on…! summer: i like you, tom, i just don't want a relationship tom: well, you are not the only one that gets a say in this! (talk laud) i do too!, and i say we are a couple, goddamn it! (46:26-47:11) the point at which tom questions everything that he has previously questioned. when he has the opinion that this partnership functions without love, he expresses it in a manner that is both loud and impolite. tom is unable to comprehend summer's attitude on relationships, which is that they should not be taken too seriously by either party. this causes tom to feel upset. however, tom requires a confession that he is the priority in order to demonstrate love and belongingness. when his needs are not satisfied, tom becomes frustrated and begins to believe that summer does not even love him and that tom does not belong to summer. tom also believes that he does not belong to summer. data 11 manager: has something happened to you recently? roy fernandus hutauruk, drs. gaguk rudianto, m.pd love and belonging needs of the main character in the movie "500 days of summer": psychological approach 2098 tom: what do you mean? manager: a death in the family, someone is taken ill, anything like that? tom: no manager: look, i don't mean to pry but does this something to do with summer leaving? tom: who? manager: my assistant, tom, everyone knows, never mind, the reason i'm asking is likely your work performance has been a little off the moment that demonstrates the influence that it has on one's life when their basic needs of love and belongingness are met. tom received a phone call from the manager who informed him that his performance had declined. tom overreacted, spoke in a loud and rude manner, and then made a poor choice because he started overthinking that his manager hated him because the manager knew and understood that tom was suffering from a broken heart. the manager wanted to offer some advice to tom but tom acted out, spoke in a loud and rude manner, and then made the poor choice. at some point, he reveals that he intends to quit from his position. conclusion based on the examination of the collected data. using abraham maslow's psychological hierarchy of wants, the researcher uncovered some evidence about love and belongingness. the researcher analyzes the film 500 days of summer's main character. (2009). love and belonging are associated with the main character in the film "tom hansen." tom worked so hard to satisfy his desire for affection and connection. the researcher deduced from the data that tom hansen desired the third level of maslow's hierarchy of needs. tom tried to fulfil the love and belonging needs and approached summer, the new employee in the company where they work together. the way tom tries to approach summer, who does not believe in relationships, means too profoundly. it shows that their character and needs are different, and their characters are opposite. in the hierarchy of needs theory. love and belonging need to be divided into parenting, friendship, and intimacy. the researcher found the data that tom does not fulfil the love and belonging needs of his parents because no scene shows that his parents were involved in tom's life in the movie, but besides that, tom has so many deep friends, and all his friends always help tom in every bed situations even in his sorrow moment and broken heart with summer. tom hansen's life is tough to get to the third level of the hierarchy of needs. moreover, until the end, tom hansen still tries to fulfil the love and belonging needs of the new girl he met. furthermore, the last intimacy is the focus of this research. in order to solve the psychological conundrum that can be seen in this film, the researcher suggested that future researchers who are interested in analyzing the same item study could utilize a different theory and point of view to do so. because ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2099 the researcher discovered some more things that can be found in the characters or anything in this movie, and because the researcher uncovered these things. everyone is interested in psychology since this object is so interesting to use. references farlina, n., & khaleda, n. (2019). the love and belonging needs character in the girl on the trains novel. buletin al-turas, 25(1), 113–128. https://doi.org/10.15408/bat.v25i1.10071 feist, j., & feist, g. j. (2006). theories of personality (sixth, p. 632). mcgraw-hill. hasol, d. (2019). mimarlık denince. yem yayın. http://psychclassics.yorku.ca/maslow/motivation.htm hjelle, l. a., & zielger, d. j. (1976). personality theories: basic assumptions, research, and applications (1st ed.). mcgraw-hill. mcleod, d. s. (2020). maslow’s hierarchy of needs. simply psychology. https://www.simplypsychology.org/maslow.html pangastuti, s., & murtiningrum, a. (2021). hierarchy of needs portrayed by the main character in 500 days of summer movie. englisia journal, 1–6. file:///c:/users/lenovo/downloads/17606-40072-1-sm.pdf pastorino, e., & portoillo, s. d. (2006). what is psychology? (j. lee (ed.)). thomson learning, inc. stoyanov, s. (2017). a theory of human motivation. in a theory of human motivation. https://doi.org/10.4324/9781912282517 thalberg, i., & maslow, a. h. (1964). toward a psychology of being. in philosophy and phenomenological research (vol. 25, issue 2). https://doi.org/10.2307/2105414 the particular dialect or language that a person chooses to use on any occasion is called a code 2055 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2055 2064 improving english reading comprehension ability through directed activities related to texts (darts) learning nurul kamaliah1, triananda putri2, nurul_kamaliah90@yahoo.com 1 ilmu pendidikan, universitas bumi persada, aceh 2 ilmu pendidikan, universitas bumi persada, aceh received: 2022-12-13 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3301 abstract the present research aimed to increase reading comprehension using directed activities related to texts (darts) to the students of secondary school. this research was based on preliminary findings indicating students have difficulty reading english text due to a lack of comprehension skill. this research was conducted on class x students of senior high school of ummulqura indonesia, aceh with the number 25 students. this research was designed in the form of classroom action research. this research was done in two cycles. then the instruments of this research were test field notes, observation check list and interview script. the data analysis used both qualitative and quantitative descriptive approaches. the results showed that students' reading comprehension had significantly increased from an average value of 70.32 in the first cycle and 85 in the second cycle. completeness of classical study in the first cycle is 52% and at the end of the second cycle was 80%. it showed that there was an improvement on the students' reading comprehension after applying the directed activities related to texts (darts) strategy during teaching learning activity. keywords: directed activities related to texts (darts); reading comprehension; action research http://u.lipi.go.id/1457703302 mailto:nurul_kamaliah90@yahoo.com nurul kamaliah, triananda putri improving english reading comprehension ability through directed activities related to texts (darts) learning 2056 introduction reading is enviably one of the skills that are required for language learners. reading skills are needed by students to obtain ideas, information and knowledge. meanwhile, brown (2007:185) said that reading is a significant skill to be a reference for assessing students' general language skills. especially in studying the english learning, the students get most of the information in the form of written sources or text. as stated by marpaung et al., (2019), most think reading is the most effective way of obtaining information from the text. thus, in achieving the goal of reading, every student is required to master the reading skill. reading comprehension is one of the primary aspects to improve students' reading skills. to be able to interpret and absorb information from reading material, students must have good comprehension skills. klingner et al., (2015) states that reading comprehension is the process of constructing meaning by coordinating several complex processes that include word reading, word, and word knowledge and fluency. reading activities not only train students in pronouncing word for word in a text, but also make students understand and get information from what they have read. therefore, having good understanding in reading should help the students get the point or meaning from the text. seeing the reality, there are many obstacles to learn reading comprehension. it can be proven based on the observation and experience teaching which was done by the researcher at ummulqura indonesia. it may be caused by some factors, including of the strategies of teacher used are still monotone, the motivation of student has low, the media that the students learn are not various, as well as the vocabularies that the students known are lack. these problems are connected to each other in learning reading process and will further influence the students' proficiency in reading skills. based on the problems above, a very visible impact on student learning outcomes is that most students are able to read the text well and even fluently, but then they are not able to know the meaning of the text optimally so that all information in the text is not delivered properly to students. the results of learning showed that almost half of the students in the class scored low in reading comprehension. it was known that the minimum completeness criteria for english subjects specified is 75. meanwhile, out of the 25 students in the class, almost more than half of them had not reached the minimum criteria. in line with this condition, the researcher analyzed that the spearhead of problems could be affect the reading learning was the using strategy of teacher in the classroom where the teacher chooses more conventional strategy to teach the reading comprehension. learning strategies are considered as one of the determinants for achieving learning objectives. even in terms of learning reading comprehension. the method or strategy used must be able to improve students' reading comprehension. in choosing learning strategies, teachers must pay attention to several aspects such as the suitability of themes, indicators and learning objectives and the most important ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2057 thing is the role and character of students. so that students can be actively involved and able to improve students' reading comprehension skills optimally. according to the above view, it is needed to find out the learning strategy that is effectively improved the students' ability in reading comprehension. in this context, the researchers offer directed activities related to texts (darts) as a solution that is expected to make good progress and increase student achievement in reading comprehension. directed activity related to texts (darts) defined as a strategy in processing a text which comprises a wide range of text-based activities that enable students to actively engage with the text (hammed, 2017). furthermore, silitonga (2016) claimed that learning by using directed activities related to text (dart) had a significant effect to develop the students’ reading comprehension. the students are encourages to get the meaning of text. the specified activities are designed to play the students' role in the text. it emphasizes the students to interact themselves with the text in order to make the students easier to get the information from the text. in addition, ulfianda, f. (2018) could prove this strategy is concerned to help the students to be a critical reader. so that they not only get the information from that text but also they are able to connect their prior knowledge or even they would be able to provide the related text for further information. the issue of the students’ difficulty in reading comprehension is important to be inspected and must be resolved. it deals with the english learning goal in which the students are required to be a good reader in obtaining the information. at school, this issue is challenging for teacher to produce the students with good reading skill by considering its reading strategy. in line with this issue, directed activities related to texts (darts) could be applied in reading activity. it is aimed to give the alternative solution for teacher in creating fun learning and then to help the students in improving their reading comprehension. method classroom action research (car) is used in this research to improve the teaching learning process in the classroom. this research design is about taking action research based on the problems in the place. there are four activities in conducting the classroom action research for each cycle (kemmis & mctaggart as cited supardi and suharjo, 2012). they are planning the action, implementing the action, observing to observe the teaching-learning process, analyzing the results and doing the reflection. they all of that an integral part of implementation integration. for this occasion, the researchers conducted two cycles. in addition, in knowing the improvement of students' scores for reading, the tests were held for sometimes, they nurul kamaliah, triananda putri improving english reading comprehension ability through directed activities related to texts (darts) learning 2058 are pre-test and test at the end of each cycle of car. then, observation of teaching and learning activities is tried to obtain a reflection, universal or unique, regarding aspects of the approach process developed. the aspects seen include student activities in learning and teacher activities in planning and applying to learn, the last is the documentation of activities. furthermore, the obtained data were analyzed in both qualitative and quantitative descriptive approaches. the data of test were analyzed by quantitative whereas the data from field notes, observation check list and interview script were analyzed by qualitative. the data of test was analyzed by using descriptive statistic, whereas the data of observation and interview were noted, interpreted and concluded dealing the result of the research. previously, before the cycles were carried out, the researchers conducted a preliminary study to the subjects. the subjects of this research were 25 students of one class at first grade of ummulqura indonesia. it has selected based on nonrandom sampling, including both male and female with multilevel of reading proficiency. this class was taken as one of the characteristics of action research that it is carried out by practitioners (for our purpose, classroom teacher) rather than outside researcher. it means the researchers conducted the research in their own classroom teaching (nunan, 2003, p.17). results the focus of the conducted the research was, among other things, to investigate the impact of the directed activities related to texts (darts) on the reading subject as well as to explore their learning on reading skills. in this section, the data gathered by the researchers from students in the 10th grade of the ummulqura senior high school with most of them have low level in reading comprehension. they consist of 25 students with 9 males and 16 females. regarding the obtained data, the researcher described the data analysis in examining whether the directed activities related to texts (darts) could improve the students' reading comprehension. the data were taken from the test before conducting car, cycle 1 and cycle 2 which are involved in the car process. the results are presented in the following description. prior to the implementation of the action, students were given a pre-test as an effort to determine the students' initial abilities. the initial ability of students before the action is carried out can be seen in the following table. table 1. the result of pre-test on student’s reading comprehension. the total of students complete incomplete 25 students 8 students 17 students total score 1470 613 857 mean score 58,8 percentage 32 % 68 % ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2059 as stated in the introduction, the student's learning completeness score in english lessons at this school is 75. the table shows that there are 8 students who scored more than 75, while 17 students had scored less than 70, this means only 32% students who are declared complete while 68% of other students are still incomplete. thus in pre-test the mean score from the total numbers of students was 58.8 points. it means the students' result of reading comprehension low and it is needed to improve by implementing darts to their learning. table 2. the result of cycle 1 the total of students complete incomplete 25 students 13 students 12 students total score 1758 932 826 mean score 70.32 percentage 52 % 48 % from the result of cycle 1 test, there was an improvement on the average or mean score of the total numbers of students. the mean score in the cycle 1 was at 70.32. there were 13 students or around 52% who completed the kkm score whereas 12 students or about 48% still failed. these results are still unsatisfactory yet to complete the kkm. furthermore, the next cycle might be conducted to overcome the difficulties on the students' reading learning in cycle 1. table 3. the result of cycle 2 the total of students complete incomplete 25 students 20 students 5 students total score 2005 1643 362 mean score 85 percentage 80 % 20 % the table shows that the average score of student learning outcomes in cycle 2 is 85 with complete criteria. it was known that the students who had failed had decreased from 12 students in the cycle 1 to 5 students in the cycle 2. this shows that there was an increase in students' ability to understand reading using the darts strategy. nurul kamaliah, triananda putri improving english reading comprehension ability through directed activities related to texts (darts) learning 2060 the following graph is provided to see the result of students’ comprehension after implementing classroom action research that involved three types of categories are pre-test, cycle 1 and cycle 2. graph 1. the improvement of students’ reading comprehension the graph 1 illustrates obviously the mean score 58.8 in pre-test, 70.32 in cycle 1 and 85 in cycle 2. this illustration shows there is continuous improvement on students' reading comprehension after they were teaching by using darts. then, the results indicate that darts could improve and passed the minimum score of the curriculum (kkm). it can be concluded that there is a significant effect on students' reading comprehension after they were taught by using darts. discussion according to the analysis result, it was revealed that the strategy of directed activities related to texts (darts) had a positive influence in order to overcome the students' problems to comprehend the text. this progress is couldn’t separate from the effectiveness and benefits offered by the strategy implemented in the teaching and learning process in the classroom. a characteristic of this strategy is creating the material with the unique and dynamic form. as stated by harrison (2004:15), the way to understand the text easier is when the students can interact and involve with the text. the activities in darts provide many visual activities and it is interesting for the students to follow the learning activity. it can be seen when the students got the reading text, they quickly looked at the text, and tried to find the topic as well as some famous vocabulary to know what the text is talking about. students interacted with the text by connecting the information in the text with their prior knowledge or their previous knowledge (mikulecky and jeffries (2004:74). it is because the text mostly provided with the form of visual and the following worksheet would be presented by using reconstruction activities and analysis activities (davies and green, 1984). table completion, sequencing the sentences or paragraphs, underlining the key words and labeling the key pictures were some favorite activities to be done by the students. these activities helped the students to know the text, get ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2061 some main points, and find the specific term inside the text and finally the students would understand the whole meaning in the text. one of the advantages of darts is enhancing the students’ motivation in learning reading. as mentioned by tambunan & siregar (2016), motivation is claimed as a valuable part for the students which can be reflected through their learning achievements. motivation is important for needs in the formation of behavior whose influence will be seen in relationship between academic achievement and performance. in other words, motivation is a basic component to succeed an action. most students will begin something when they had to be motivated about it. efficiency in designing the learning process is very likely to create many conducive, fun learning conditions so that learning activities (instructional activities) can take place effectively and efficiently (syamsuar and reflianto, 2018). based on the observation finding, darts activities could motivate the students to learn reading and then it can fulfill the students' need that comprehends the text. through some activities in the cycle 1 and cycle 2, the students' revealed that they could improve their learning result in the test score. the strategy stimulated the students to be aware with the meaning of each sentence in the text. they should have deeply concentration to comprehend the text which aims to pass every given worksheet. then, another benefit of this strategy is engaging the students as the main player of learning. piaget through the theory of cognitive development which argues that knowledge should not be acquired passively but must be actively through action (trianto, 2009:29). overall student activity shows that the darts learning model is student-centered; students were actively involved in the learning. the goal of student-centered learning (scl) is the input to create the active students with aims of producing outputs to improve the quality of students in learning (wahyuni and abdillah, 2019). this can be seen from the percentage of student activity during the learning process. students learned actively to find the concept of a text and gain experience in studying text in the form of paragraph or visually. in scl, jacobs, & power (2016) adds that the students were assisted to be autonomous student. within a structure set by the teacher, the students were facilitated to explore the teaching materials and discuss the obtained various information, while the teacher actively accompanied them during the process, including encouraging them to carry out the process of searching, discussing, and inferring the results of their discussions. thus learning by using darts provides the widest possible opportunity for students to be actively involved and provides more opportunities for confidence in individual nurul kamaliah, triananda putri improving english reading comprehension ability through directed activities related to texts (darts) learning 2062 or group learning. there were two weaknesses having by the students which were influence the result of research. it is known that vocabulary is the key component to master a language. according to rouhani & purgharib (2013) vocabulary plays a crucial role in mastering english as foreign language; one of them in the learning of reading skill. in fact, the students had low stock of vocabulary in reading activities. it could be seen, more students seemed confused when reading the passage or the simple text provided in visual form. they were not familiar with most provided vocabularies comprehensively even the simple word. all vocabularies in the text are connected each other so as to produce one sentence or text that has meaning. this condition affected the students' improvement in reading comprehension. additionally, the second weakness is getting limited sources of learning material. indeed, the material could serve the following functions, namely: (1) as a source of language, (2) as a learning support, (3) for motivation and stimulation, and (4) for reference (dudley-evans & st. john in richards (2010). the students could not seek various types of reading material which aims to enrich their reading sources except the provided source from the teacher and around their living. it is because the students are living in a boarding school in which the students had dependent interaction that only limited area around the boarding environment. however there is a library which contains some kinds of book, it could not give opportunities for them to get more material as fun as getting by outside's students while considering the digital era. thus, it would make the students have less interested and concentration in the learning activities. conclusion based on the findings and discussion on previous section, the researchers drew the conclusion. learning to read comprehension by applying the directed activities related to texts (darts) learning model in the second cycle got better results than the initial conditions and the first cycle. in the second cycle there were 20 students or 80% who finished the learning and increased from the first cycle of 15% with the average score of 85. the development of the students’ average score in learning outcomes from the initial data to the second cycle is 26% which belongs to the increasing category. by looking at the explanation above, the researchers can conclude that the improvement of students' reading comprehension skills had been quite optimal. the application of the directed related to texts (darts) learning strategy is proven to improve students' reading comprehension skills. it is suggested that the language teachers should considered the strategy of directed activities related to texts (darts) to be conducted in their teaching learning process, especially to develop students’ comprehension of text in reading skill. it is also suggested the language learners in using the worksheet of directed activities related to texts (darts) in order to enrich the knowledge in comprehending the text. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2063 acknowledgement doing research is an obligation for me as a lecturer. i am very grateful to have been selected as a recipient of a research grant as a government program. as a result, i have completed this research as a mandatory output that i promised to achieve towards this program. i am very grateful to the ministry of education, culture, research and technology of indonesia for providing financial support for the larger project from which this paper grew. i would also like to thank the chancellor and chairman of the institute of research and community service of universitas bumi persada, as my home base college, who assisted in preparing some of the necessary documentation and reminded me to keep the project progress on schedule. nothing is more important to me in pursuing this research than my family members. i am especially indebted to my parents, whose love and guidance was with me in whatever i pursued. most importantly, i wish to thank my loving and supportive husband, mukhlis, and my beautiful daughter, jinan, who provide endless inspiration. references brown, h. d, (2007), teaching by principles, new jersey: prentice hall marpaung, a. p., yanti, i., & marzuki, y. (2019). developing students’ reading comprehension using stad strategy: a classroom action research at sma negeri 7 pekanbaru. reila: journal of research and innovation in language, 1(1), 10-16 https://doi.org/10.31849/reila.v1i1.2775 klingner, j. k., vaughn, s., & boardman, a. (2015). teaching reading comprehension to students with learning difficulties, 2/e. guilford publications. hameed, s. (2017). effect of intervention of directed activities related to text (darts) on undergraduates’ writing skill. pakistan journal of educational research and evaluation, 2(1), 77-103. silitonga, s.a.r.y, (2016). “the effect of applying directed activities related to text (dart) to improve students’ reading comprehension. undergraduate thesis. medan. umsu. ulfianda, f. (2018). the effect of directed activities related to text (dart) method in improving students’ reading comprehension. undergraduate thesis. english education departement, faculty of teacher training and education. medan: umsu. supardi & suharjo. (2012). strategi menyusun penelitian tindakan kelas. yogyakarta: andi offset. nunan, d. (2003). practical english language teaching mcgraw hill/contemporary. harrison, c. (2004). understanding reading development. london: sage nurul kamaliah, triananda putri improving english reading comprehension ability through directed activities related to texts (darts) learning 2064 mikulecky, b. & jeffries, l (2004). more reading power. pearson esl. davies, r. and green, f. (1984). reading for learning in the sciences. edinburg: oliver and boyd. tambunan, a. r. s., & siregar, t. m. s. (2016). students’ motivation in learning english language (a case study of electrical engineering department students). universitas negeri medan: medan. syamsuar and reflianto. (2018) ‘pendidikan dan tantangan pembelajaran berbasis teknologi informasi di era industri 4.0’, jurnal ilmiah teknologi pendidikan, 2(2). doi: https://doi.org/10.24036/et.v2i2.101343. trianto. (2009). mendesain model pembelajaran inovatif progresif, jakarta: kencana prenada media group wahyuni, d. and abdillah, d. (2019) ‘analisa pembelajaran dan penilaian di perguruan tinggi dengan metode student centered learning berbasis teknologi informasi’, in prosiding seminar nasional era industri (snei) 4.0, pp. 136–141. jacobs, g., & power, m. a. (2016). students centered learning, an approach to fostering democracy in schools. beyond words, 4 (2), 79-87 http://journal.wima.ac.id/index.php/bw rouhani, m & pourgharib. b (2013). the effect of games on learning vocabulary. international research journal of applied and basic sciences vol, 4 (11):3540-3543 science explorer publications. richards, j. c. (2010). curriculum development in language teaching. cambridge: cambridge university press. online publication. https://doi.org/10.1017/cbo9780511667220 http://journal.wima.ac.id/index.php/bw the particular dialect or language that a person chooses to use on any occasion is called a code 1445 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1445 1455 improve vocabulary by using media animated the folklore of malin kundang ahmad sofwan sabily1, suryadi2 ahmad.sofwan.sabily@stkipsitusbanten.ac.id 1,2stkip situs banten received: 2022-11-24 accepted: 2022-12-29 doi: 10.24256/ideas.v10i2.3407 abstract we also have folklore and other forms of local knowledge that we should keep alive, and the rapid advancement of technology in education has enabled use of tools like audio-visual animation media to make education more accessible. the malin kundang is just one example of the wide range of folklore that already exists. the goals of this research are threefold: (1) to determine whether or not students can benefit from learning about malin kundang folklore; (2) to determine whether or not malin kundang folklore can be used to expand vocabulary; and (3) to determine whether or not the use of malin kundang folklore can be used to improve learning outcomes. we employ a quantitative methodology in this work by polling the respondents with a set of 20 questions. quantitative research uses numerical data collecting and analysis to describe occurrences, create links, and test ideas. such a tool could be a student survey. the researcher uses spps to run the necessary calculations, and because the calculated r value is greater than the r table value, the data processed with spss is considered valid; similarly, a cronbach alpha reliability test with a value of more than 0.90 is considered perfect; and finally, a case processing summary demonstrates that the number of respondents is accurate and not lost during the filling out of the questionnaire. according to a review of the literature, showing animation media based on the malin kundang folklore dramatically increased students' english comprehension. keywords: animation media; folklore; malin kundang http://u.lipi.go.id/1457703302 ahmad sofwan sabily, suryadi improve vocabulary by using media animated the folklore of malin kundang 1446 introduction when it comes to communicating with people all around the world, nothing beats the efficiency and convenience of using english. as we move towards the era of the fourth industrial revolution and society version 5.0, english has become the world's most important language of communication. therefore, people from all areas of life in indonesia are studying the english language. nonetheless, even among indonesia's young people currently in their "golden age," english is viewed as a difficult language to learn (amelia, 2021). vocabulary is one of the keys to acquiring a language, both speaking, listening, and writing skills (hidayati, 2017). vocabulary is the collection of words that people use to express themselves in a given language. although vocabulary development should be a priority for any english language course, it is often overlooked. if students don't have a solid grasp of the language's lexicon, learning english will be challenging (fitriyani & nulanda, 2017). vocabulary is the collection of words that people use to express themselves in a given language. although vocabulary development should be a priority for any english language course, it is often overlooked. if students don't have a solid grasp of the language's lexicon, learning english will be challenging (ilhami et al., 2019). for us social creatures, language is essential for sharing information. the ability to communicate in a language depends on the use of good and relevant vocabulary. therefore, the more a child's vocabulary, the greater the breadth and depth of their communication options. one's fluency in a language is proportionate to the amount of information he or she knows about that language (qoyyimah & adi, 2017). there are two primary contexts that contribute to successful language learning: the classroom and the wider world. the mindset that students bring to the study of a foreign language is crucial to the success of such efforts. using learning tools effectively has a significant impact on students' linguistic abilities (holidazia & rodliyah, 2020). a child's language skills can also be evaluated by asking them questions about pictures or real-world objects. with the right kind of media and an eye on kids' characteristics, we can get there. colors, shapes, objects, and instructional models are only few of the many considerations that go into media choice. therefore, teachers must always enhance their capacity to design learning models so that the classroom learning experience becomes more dynamic (uloli, 2021). since english is the focus of study, it is also known as a "second language," which describes a language that is learned for reasons other than communication. the language you study for a specific goal, such as a promotion at work or fluency in a new language, is called the target language (fitriyani & nulanda, 2017). having the ability to utilize language to communicate is innate to the human species. a child can get a head start on learning a new language by picking up on the language spoken at home. language is a system of arbitrary sound symbols that allows people of different social groups to communicate, cooperate, and establish their identities with one another (suardi et al., 2019). in light of the foregoing, educators are obligated to select a mode of instruction ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1447 that is most likely to resonate with their students. it is hoped that students will learn as much as possible with the help of the most suitable media, leading to the successful completion of educational goals. teachers should also have the ability to identify and comprehend individual student learning styles. teachers can better select learning media that engages their students' preferred learning styles if they have a thorough understanding of how their students learn (suryadi et al., 2022). animated media can be useful for situations like this one because they allow viewers to picture an otherwise intangible idea. it is hoped that the media can provide an accessible explanation of theoretical concepts. according to these authorities, lessons presented in the form of animated images are more engaging, relevant, accessible, understandable, and motivational because of these factors (kim et al., 2004). at the beginning and end of a course sequence, incorporating animation and special effects to capture students' attention is a brilliant and efficient idea. although computers have made it easier for teachers to develop educational materials like animations, their particular characteristics mean that they have only a limited amount of utility in the learning process (sukiyasa & sukoco, 2013). the media have a crucial role in facilitating the attainment of learning goals through listening. teachers' ability to select effective instructional materials is so essential. students lose interest in classes when their teacher makes poor selections of learning materials. because of their teachers' monotony and boredom, pupils have trouble paying attention in class and learning from lectures. therefore, it is the responsibility of the educator to select, combine, and put into practice appropriate teaching materials and media. the effectiveness of audio for teaching and learning is crucial (ahmad et al., 2018). animated media allows the expression of ideas that would be difficult to convey using just words and pictures. in order to teach something that cannot be seen by the naked eye, animation can be used to create a visual representation of the subject being explained (shofiyyah et al., 2020). legend, folk music, oral history, proverbs, jokes, superstitions, fairy tales, and habits that become traditions within a community, subculture, or group are all examples of what we mean when we talk about "folklore." in common parlance, "fairy tales" is the term most people use when referring to folklore. it's unclear who wrote this fable. that time and location are fixed in stone. students and the communities that value folklore's oral tradition can reap many rewards. there is moral and pedagogical significance to it. as a collection of cultural concepts, folklore is rich in diversity and contains many lessons that might help a country advance. folklore is a form of oral tradition that transmits a society's values and beliefs to ahmad sofwan sabily, suryadi improve vocabulary by using media animated the folklore of malin kundang 1448 future generations. folklore was orally transmitted from one generation to the next by regular people. as such, folklore describes the cultural and moral milieu in which a community operates (sumayana, 2017). folklore has it that a man named "malin kundang," whose mother turned him into a stone, formerly resided in padang, west sumatra. parents may use the aforementioned tales as a deterrent against their children's misbehavior. storytellers are welcome to adapt these legends for use in their own performances. typically, malin kundang's ship sinks at the end of the story. just like that, malin kundang found herself in that situation (ronidin, 2011). a study like this one was carried out by (marlianingsih, 2016) two studies, one titled "introducing english to paud students through audiovisual media (animation)" and the other "the use of audiovisual media cartoon film in learning mandarin vocabulary in sd lkia students" (rindawati, t., thamrin, l., & lusi, 2022). therefore, i agree with the author that the use of audio-visual media or films in the classroom can have a good effect on students' learning capacity, this research needs to be done to find out whether the animated film "malin kundang" media can help students in developing students' mastery of english vocabulary. formulation of the problem; (1) can employing malin kundang folklore improve students speaking skills? (2) can pupils boost their english vocabulary by using malin kundang folklore?. from all the problem formulations above, the researcher has a purpose, namely to; (1) to see if malin kundang folklore may assist children enhance their english speaking skills. (2) learning new words through exposure to the folklore of malin kundang. method the quantitative research approach was used for this investigation. for the sake of this article, we will define quantitative research as any study of a statistically significant population or sample (sugiyono, 2005). each member of the population has an equal chance of being selected as a sample when using a random sampling technique (arieska & herdiani, 2018). when information was gathered via questionnaires, quantitative data analysis was performed. students at smpit arraudhah albantani were used as the study's representative sample. the computations were performed using data from 150 seventh graders, of which 40 were surveyed and asked to answer 20 questions (dewi & sudaryanto, 2020). results a. validity test the content validity that will be carried out in this study is the content validity given to the expert. content validity indicates that the instruments are prepared in accordance with the curriculum, materials and expected learning objectives. items in the instrument can be used to measure the expected knowledge. the content validity indicators that are weighed are: 1) the suitability of the indicators with the items, 2) the suitability of the items with the aspects studied, 3) the clarity of ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1449 language or images in the questions, 4) the feasibility of the items for the sample, and 5) the suitability of the material or concept being tested. validity testing can be done using the spss application (janna & herianto, 2021). validity checks can be carried out by several validators who are competent in their fields. considerations for choosing a validator because they know the realm, content, and objectives of the research study. for example, in educational research, expert validators/lecturers are selected who know the truth of the concepts, pedagogy, and teaching paradigms that will be carried out (novikasari, 2017). b. reability test for instruments with multiple answers, reliability is evaluated using the cronbach's alpha test.(syamsuryadin & wahyuniati, 2017). essays, surveys, and questionnaires are all examples of this type of instrument. the following equation describes how to calculate the cronbach alpha coefficient of dependability. description: 𝑟11 : reability value ∑ si : total variance score for each item st : varians total k : number of items table 1. validity test no r count r table criteria p1 0,422 0,304 valid p2 0,486 0,304 valid p3 0,539 0,304 valid p4 0,607 0,304 valid p5 0,609 0,304 valid p6 0,439 0,304 valid p7 0,365 0,304 valid ahmad sofwan sabily, suryadi improve vocabulary by using media animated the folklore of malin kundang 1450 p8 0,377 0,304 valid p9 0,389 0,304 valid p10 0,336 0,304 valid p11 0,387 0,304 valid p12 0,447 0,304 valid p13 0,436 0,304 valid p14 0,313 0,304 valid p15 0,305 0,304 valid p16 0,349 0,304 valid p17 0,36 0,304 valid p18 0,368 0,304 valid p19 0,491 0,304 valid p20 0,446 0,304 valid table 2. reliability test table 3. total responden (table 1) at the 0.05 level of significance, pearson correlation is used to examine the association between the two variables. a response is valid if its significance value is less than 0.05, and it is not valid if it is larger than 0.05. and so it goes, if (ghozali & imam, 2016) when a hypothesis is supported by the data, the alternative, or null, hypothesis is accepted. this table shows that the animated media of the malin reliability statistics cronbach's alpha n of items 0,760 20 case processing summary n % cases valid 40 100,0 excludeda 0 ,0 total 40 100,0 a. listwise deletion based on all variables in the procedure. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1451 kundang folklore can boost the vocabulary of smpit ar-raudhah albantani students. average r count is 0.377 and average r table of 0.304. we made sure of the authenticity and trustworthiness of our results by using pearson correlation. in other words, pupils benefit from learning new words through the use of malin kundang folklore animations. the second purpose of this study is to quantify the extent to which students' vocabulary expands thanks to exposure to malin kundang folklore in animated form. the results of respondents' statements about increasing vocabulary using animated media of malin kundang folklore show that each answer shows that animated media of malin kundang folklore has an effect on increasing students' english vocabulary. ( table 2) the cronbach alpha reliability formula provides evidence for this claim. the value of 0.760 for reliability may be seen in table 2. this scale appears to be trustworthy. the reliability coefficient is a numeric value between 0 and 0.05 that describes how reliable something is. if the coefficient of dependability is more than 0.05, the claim is more credible. on the other hand, a coefficient around 0 indicates low reliability (sodiq et al., 2020) in this study, the researchers calculated a cronbach's alpha of 0.760. (table 3) the findings above show that "n" or respondents are 40 students from smpit ar-raudhah albantani, with a percentage level (percent) of 100%, indicating that all data was collected and processed without any gaps or errors. using malin kundang folklore animations is a great way to help kids expand their english vocabulary. these indicators include 1) students' capacity to respond to questionnaire statements and 2) students' proficiency in utilizing technology to enhance their educational experiences. 3). the concept of teaching vocabulary through the animated medium of malin kundang folklore is well received by the students, although they require additional time to get started. every single one of my kids grasped the idea immediately and joyfully put it to use. the study's findings also demonstrated the method's success in helping students increase their vocabulary and use of english in a variety of contexts. even after being disillusioned, some pupils persist in applying the lesson. to become more fluent in a language, it is crucial to expand one's vocabulary. discussion this research supported by some previous literature such a statement that the effectiveness of audio for teaching and learning is crucial (ahmad et al., 2018). then, animated media allows the expression of ideas that would be difficult to convey using just words and pictures. in order to teach something that cannot be seen by the naked eye, animation can be used to create a visual representation of the subject ahmad sofwan sabily, suryadi improve vocabulary by using media animated the folklore of malin kundang 1452 being explained (shofiyyah et al., 2020). the result of the study in line with the previous researchers namely by (marlianingsih, 2016) two studies, one titled "introducing english to paud students through audiovisual media (animation)" and the other "the use of audiovisual media cartoon film in learning mandarin vocabulary in sd lkia students" (rindawati, t., thamrin, l., & lusi, 2022). therefore, i agree with the author that the use of audio-visual media or films in the classroom can have a good effect on students' learning capacity, this research needs to be done to find out whether the animated film "malin kundang" media can help students in developing students' mastery of english vocabulary. conclusion a study on the impact of malin kundang folklore animation on students' vocabulary growth at smpit ar-raudhah albantani (1), pupils' vocabularies change more quickly than those of students who study vocabulary in the conventional fashion. compared to their non-animated counterparts, students who learn a new language through media based on malin kundang mythology are more likely to become fluent speakers. animation material based on malin kundang mythology has a substantial impact on pupils' capacity to learn new vocabulary in english when utilized as a strategy to help them do so. numerous suggestions were offered once this investigation was completed. the first piece of advice the researcher has for english teachers is to locate and choose the correct technique or strategy for teaching english to junior high school students in order to increase students' writing skills and make the teaching and learning process more pleasant and easier to understand. the vocabulary learnt through malin kundang folklore animation is well welcomed because of its approachability. each student has to have a private conversation on the new vocabulary words they heard in the film malin kundang. children's interest in learning new words is crucial if they are to successfully increase their english vocabulary without becoming disinterested. the animated version of the folktale malin kundang is a great tool for expanding pupils' vocabularies and giving them more practice speaking english. the challenges faced by researchers are significant, especially during times of academic inactivity such as during breaks between semesters or over the summer. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1453 acknowledgement honor and thanks god, the almighty, in his kindness and mercy, help me complete this scientific thesis. in addition, i'd like to extend my gratitude to the smpit arraudhah albantani faculty and staff for their assistance and advice; without them, i doubt i would have been able to complete my research report. references ahmad, a., hajar, s., & almu, f. f. 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(2022). the use of banten folklore and vocabulary mastery on the students’ narrative text writing skill corresponding email article’s history. ethical lingua, 9(1), 2022. https://doi.org/10.30605/25409190.381 syamsuryadin, s., & wahyuniati, c. f. s. (2017). tingkat pengetahuan pelatih bola ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1455 voli tentang program latihan mental di kabupaten sleman yogyakarta. jorpres (jurnal olahraga prestasi), 13(1), 53–59. https://doi.org/10.21831/jorpres.v13i1.12884 uloli, r. (2021). peningkatan kemampuan berbicara anak usia 3-4 tahun menggunakan pendekatan think, pair, and share. jurnal obsesi : jurnal pendidikan anak usia dini, 5(2), 1688–1695. https://doi.org/10.31004/obsesi.v5i2.997 the particular dialect or language that a person chooses to use on any occasion is called a code 2187 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2187 2200 a retrospective study on english teachers' strategies to improve students' speaking fluency bunga yolandita siahaan1, cindi rajagukguk2, erikson saragih3 1bungasiahaan09@gmail.com, 2cindirajagukguk35@gmail.com, 3eriksonsaragih@usu.ac.id 1,2,3english department, faculty of teacher training and education, universitas prima indonesia, medan received: 2022-11-21 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3492 abstract a retrospective study on english teachers' strategies to improve student fluency describes strategies implemented by teachers to enhance student fluency. it is also the most effective strategy for improving the speaking ability of students. whereas there are many studies on teachers' speaking skills in indonesia, there are still few studies argue teachers' speaking strategies to improve students' speaking skills. the purpose of this study is to find strategies that teachers can apply to enhance their students' fluency in english and effective strategies that can be used in learning to improve their students' fluency. this research method uses the qualitative research method and survey design. as a research tool, researcher used a questionnaire that was distributed to 10 english teachers who were used as respondents or research subjects by the researchers. the researchers then collected responses from the questionnaire, and from the results of the data collected, the researchers found that the strategies used by teachers had a significant impact on improving students' fluency. the methods used by teachers should be effective and understandable to students. similar to, use of media to support achievement of learning indicators. furthermore, teachers must be able to invite students to take an active role in learning by motivating them. based on this research, we can conclude that speaking is one of the basic skills that language learners must master. strategies employed by teachers have a significant impact on student fluency development. keywords: fluency; retrospective; speaking; teachers’ strategies http://u.lipi.go.id/1457703302 mailto:bungasiahaan09@gmail.com mailto:cindirajagukguk35@gmail.com mailto:eriksonsaragih@usu.ac.id bunga yolandita siahaan, cindi rajagukguk, erikson saragih a retrospective study on english teachers' strategies to improve students' speaking fluency 2188 introduction speaking is the ability to pronounce clear sounds and words to express, express, and convey thoughts, ideas, and emotions. simply put, speaking can be defined as the ability to convey a message to others through spoken language. speaking fluency is also an important component of communication competence, because the ability of speaking fluently can help the speaker to produce continuous speech without comprehension difficulties for the listener and to maintain the communicative ideas more effectively (yang, y. i., 2014:226). speaking is one of skill in english which is used to communicate with the other people from the other countries. english learners have to practice to speak with the native speakers of english to make their ability in speaking increase. to speak with the native speakers they have to master expression commonly used in their daily life (areski, w. p., 2018: 17). speaking ability is generally important in human life. good speaking skills can support all existing activities. speaking has been considered as an important language skill for foreign learning. the importance of speaking skills is not only useful for teachers, but also useful for students as subjects and objects of learning. during school learning activities, teachers need to create experiences in different disciplines so that students can acquire speaking skills. asrori (2007) researched the development of arabic speaking skills by indonesian speaking students in the perspective of foreign language learning. the results of this study show that there are types of language learning strategies in the development of arabic, the form of language in speaking skills (complexity and fluency) and the function of illocution in speaking arabic. furthermore, naimie (2007) with the title field dependent students language learning strategies preference found that students have their own preferences in choosing language learning strategies. students choose learning strategies that make learning easier in order to become better language learners. given the lack of a relationship between tied learning and language learning strategies in the sample of students, then independent language learning strategies have been used by iranian students. this study is different because it uses a questionnaire system that will be sent to 10 english teachers from several institutions. the questionnaire will contain 10 questions prepared by the researcher to be filled out by the teachers. the questions that will be compiled by researchers include speaking topics, and teachers’ strategies based on an explanation of the phenomenon and supported by several research results related to the problem, researchers are interested in raising issues related to the strategy of developing speaking skills. therefore, the researcher raised the title "a retrospective study of english teacher's strategies to improve student's speaking fluency". in order to achieve this quality, teachers should be encouraged to use their energy, knowledge along with motivation. n the classroom, teachers play a central ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2189 role. their wishes, styles and instructions control everything that happens in the classroom, and they typically speak most of the time (alharbi, h. a., 2015: 106-107). thus, teachers should play various roles according to the skills and needs of the learners (selcuk koran, 2015: 407). this topic is important to research because basically speaking is one of the basic components in english which is very important. in this study, researchers can solve problems in the form of what teaching strategies are good to support the learning process in improving english speaking skills by teachers, so that the learning process can be carried out actively and fun for students. if a person is good at speaking, he or she will be able to stand in front of others and speak effectively (huon & em:13). and how do teachers overcome learning difficulties in students so that learning objectives are achieved and run well. this research contributes to helping parties in learning english, especially on the topic of speaking. this research is expected to be a material and reference for teachers, researchers, and readers to pay more attention to teachers’ strategies in improve speaking fluency. based on the background, writers formulated problems or research such: what strategies have been carried out by teachers in improving students’ englishspeaking fluency? what strategies are most effective in improving students’ speaking fluency? objective of this study is to find out about the teachers’ strategies in improving students' english-speaking skills based on a retrospective perspective. significance of the study theoretically (1) providing benefits for the development of science, improving the quality of education. (2) to increase knowledge related to improving students' english-speaking skills through teacher-implemented strategies. practically for teachers: (1) this research is expected to be used as material for information knowledge and guidance on teacher strategies in improving students' english-speaking skills. (2) this research is expected to be a material for consideration and reference for teachers or educators in improving students’ english-speaking skills. for students: this research is expected to be used as information material that can increase students' knowledge about strategies that can be used in improving their english-speaking skills. bunga yolandita siahaan, cindi rajagukguk, erikson saragih a retrospective study on english teachers' strategies to improve students' speaking fluency 2190 method researchers used qualitative research methods with survey design. qualitative research was a type of research where researchers collected data systematically naturally, or directly, and produced descriptive data in the form of written or spoken words, also through observing the behavior of people or groups, natural data and valid and verifiable data. researchers conducted qualitative research methods through questionnaires and documentation. what strategies the teachers had implemented and whether the teachers were satisfied with the strategies they had applied. in this study, the research subjects were 10 teachers of english subjects from several institutions, and usually raise the topic of speaking to students, the subjects was selected by researchers to find out what strategies have been applied in achieving the learning process of speaking english, the extent to which teachers could overcome obstacles to students who have difficulties in speaking english, what activities could help in improving students' speaking english skills , so that all learning materials could run well. this research was conducted by researchers from march until september 2022 and the data collection process was conducted through a survey on google form media. researchers used google forms to make it easier for researchers to perform the data collection process and it could be carried out easily. the research instrument was the method used to obtain information, so that information could be more easily processed. research instruments were tools or facilities used by researchers in collecting data to facilitate their work and produced better, more accurate, complete, and 4 systematic results so that data was obtained that was easier to process. in this study, researchers collected data through a questionnaire. the questionnaire consists of four parts containing 10 questions, part 1: respondent's identity (email, name, education, institution, and study period). part 2: teacher preparation in class (3 questions); part 3: classroom teaching practice (4 questions); part 4: teacher evaluation / evaluation (3 questions). researchers chose the google-form with the reason to make it easier for researchers to collect data, also because the google-form could be more easily accessed wherever and whenever. google-form is part of the google-docs service which is very suitable for everyone to create online quizzes, forms, and surveys, which aim to collect certain information. the data collection methods used by researchers in this study were questionnaires and documents. below explained the meaning of each technique used by the researcher: (1) questionnaire, this survey used a questionnaire in the form of open questions, and researchers chose to collect data based on the perceptions of each respondent. (2) documentation, this research document was in the form of answers from respondents who participated in google forms. the data analysis method used by the researchers in this study was the process of data collection from start to finish. similar to the survey process, researchers ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2191 prepare 10 questions that participants answered via google forms and analyze their answers. if a participants’ responses are unsatisfactory for the researcher, researchers chose what was important and what they should learn, and drew conclusions that are easy for themselves and others to understand. based on the explanation above, the data analysis in this study was divided into several components, namely as follows: (1) data reduction, as a material to clarify data reduction in this study, researchers selected each data obtained through questionnaires and documentation and held discussions with other researchers to obtain accurate results. (2) data display, after the data was selected by the researcher, the researcher arranged the selection results systematically, making it easier for researchers to conclude the data obtained. (3) conclusions, findings could be in the form of a description or description of an object sothat after research it became clear. it could be in the form of casual or interactive relationships, hypotheses, or theories. in the end, researchers used data that selected and organized systematically to draw solid, clear, and accurate conclusions. results 3.1 data table 3.1.1 how often do you prepare your learning indicators? no question 1 answer 1 how often do you prepare your learning indicators? always table 3.1.1 shows that every teacher always prepares learning indicators before the teacher starts learning, of course, the teacher must prepare the learning indicators to be achieved in learning. table 3.1.2 where are your learning indicators of teaching speaking from? no question 2 answer 1 where are your learning indicators of teaching speaking from? syllabus, from curriculum given by government, english text books, and students' ability in bunga yolandita siahaan, cindi rajagukguk, erikson saragih a retrospective study on english teachers' strategies to improve students' speaking fluency 2192 speaking table 3.1.2 shows that learning indicators used by teachers to improve students' speaking skills are from the curriculum provided by the government, from the syllabus, and from speaking books which can be a benchmark or indicator for teachers in teaching. 3.1.3 mention 3 sources of your learning materials to improve speaking skill! no question 3 answer 1 mention 3 sources of your learning materials to improve speaking skill english text books, video movie and song /media online. table 3.1.3 shows that the sources of teaching materials used by teachers so far are english textbooks, video movies and songs/online media so that students do not get bored. table 3.1.4 mention 3 useful activities that student should do to improve speaking skill no question 4 answer 1 mention 3 useful activities that student should do to improve speaking skill! 1. answer or respond me as their english teacher in english in the class activities. 2. practice among students in the english class and if possible and allowed practice in the time of other subjects in the class or outside the class. 3. be active to perform some presentations in the class suggested by me as their english teacher such as in dialogue, class presentation in groups, some dramas directed by me, and other activities table 3.1.4 shows that activities that students can do to improve fluency in speaking are practicing by answering or responding teachers in english in the class and discussing with friends and teachers, and be active to perform some presentations, dialogue, and some dramas in the class to build their confidence by practicing ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2193 regularly and having many vocabularies. 3.1.5 mention 3 useful activities that teacher should do to improve speaking fluency no question 5 answer 1 mention 3 useful activities that teacher should do to improve speaking fluency 1. teacher should always speak in english in front of the students to make them accustomed to listen to english 2. teacher should ask students to respond her in english in simple or complete without blaming them if some mistakes 3. teacher should prepare some materials such as pictures, captions, slogan, videos, etc. to support the lesson planning. table 3.1.5 shows that activities that can be used by teachers to improve students' speaking fluency are by teachers using english in class, inviting students to speak by asking students’ responds in english, teacher should prepare some materials such as pictures, captions, slogan, videos, etc. to support the lesson planning. 3.1.6 what do you do to help students having difficulties in speaking english? no question 6 answer 1 what do you do to help students having difficulties in speaking english? motivate the students and give them easy, forget the errors, just be happy that they're speaking, create groups to practice, provide visual support. table 3.1.6 shows that when students have difficulties in speaking, the teachers bunga yolandita siahaan, cindi rajagukguk, erikson saragih a retrospective study on english teachers' strategies to improve students' speaking fluency 2194 motivate students, forget the errors, just be happy that they're speaking, create groups to practice, provide visual support to increase students' enthusiasm to keep trying. table 3.1.7 do you always do the strategies suggested by the experts to improve speaking skill to your students? why? no question 7 answer 1 do you always do the strategies suggested by the experts to improve speaking skill to your students? why? yes, of course. because: 1. the experts have applied the strategies to their students before and the result is satisfactory by reading the advantages and disadvantages the strategies 2. the experts are successful teachers to improve students speaking so i do the same for my students 3. we as a teacher, we should always try to see and apply some strategies by the experts to be the best teacher for students table 3.1.7 shows that teachers apply strategies suggested by the experts, because the teachers realize that strategies suggested by the experts is effective because it has been proven to help students improve their speaking fluency. table 3.1.8 which type of tests do you usually provide to assess your students speaking skill? no question 8 answer 1 which type of tests do you usually provide to assess your students speaking skill? conversation test, retelling a story, and ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2195 describing pictures. table 3.1.8 shows that in assessing students' speaking fluency, the teachers give conversations to students, re-telling a story, describing pictures to find out the extent to which students' speaking fluency is. table 3.1.9 are you satisfied with your teaching strategies that you have practice previously? no question 9 answer 1 are you satisfied with your teaching strategies that you have practice previously? satisfied table 3.1.9 shows that the teachers are satisfied with their teaching strategies which they have practiced previously. table 3.1.10 what are your suggestions for teachers and students to improve speaking skills? no question 10 answer 1 what are your suggestions for teachers and students to improve speaking skills? for teachers: 1. have an energic way to teach 2. make the material as simple as the they can understand 3. give appreciation to the students for their efforts on learning for students: 1. be always active and try to be able to speak in english because practice bunga yolandita siahaan, cindi rajagukguk, erikson saragih a retrospective study on english teachers' strategies to improve students' speaking fluency 2196 makes us better and better 2. don’t be ashamed and lazy to practice 3. don’t stop learning by watching some videos, films, etc. to improve our vocabulary and speaking table 3.1.10 shows that the teachers suggested that the strategies used should be simple and easily understood by students, and students should also be able to focus on learning so that there was a good reciprocal relationship between teachers and students. 1. strategies implemented by teachers to improve student fluency based on research, researchers discovered strategies implemented by teachers to improve student fluency. such as: a. always use english during class (responding or answering in english) b. prepare materials such as photos, captions, slogans, videos. to support lesson design c. practice conversational strategies individually or in groups d. apply strategies suggested by experts to improve speaking skills e. motivate students to speak with confidence 2. strategies are most effective for improving student fluency based on this analysis, researchers found a number of strategies that were most dominantly or most frequently used by the english teachers who responded to this survey: a. using english in class (answering in english or the teacher answering) b. practicing everyday conversation strategies both individually and in groups c. motivating students to speak confidently discussion researchers have found that the strategies teachers employ are important and influential in improving students' speaking skills. researchers found that the most effective strategies for improving speaking skills were practicing everyday conversation strategies both individually or in groups, apply english in class respond or replying to the teacher in english), and learning that students. in fact, research results by sakarkaya (2013) are similar. when students are arranged to work in pairs or groups, they have the opportunity to improve their speaking skills, and they usually feel more confident and comfortable and can express their opinions freely. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2197 the teachers have to think more positively towards learner-centered methods to involve the learners by concentrating more on the activities related to speaking skills. when learners work in pairs or groups, they work independently and try to speak more and produce many sentences (rao, p. s., 2019:14). ideas without fear of mistakes in pair work and group work. corrections are usually made between students in a group. most of the students do active participation in applying group work activities because it can develop the students’ speaking accuracy, and fluency (rospinah et al., 2021:3). to attract students’ interest and to increase their motivation to learn the target language, english teachers can be starting using youtube videos because this media has been proven to help teachers in teaching and to help providing a fun and motivating atmosphere for students in learning (hussin et al., 2020:30). the use of youtube videos in learning speaking increases students' learning motivation in speaking class in the way that youtube videos provide images and audio thus it can help students practice pronunciation, enrich their vocabulary and make it easier for them to find ideas in producing sentences while speaking (syafiq et al., 2021:54). researchers found that teachers also used learning strategies that involved the use of media such as songs, images, and videos that could influence students' fluency development. teachers use government-provided syllabus and curriculum learning indicators. teachers must encourage students to speak daily and ask students to react to all the teacher's actions in order to improve students' speaking skills. strategy implementation results showed that teachers were satisfied with the strategies they implemented. as devised by long and crookes (1992) and ellis (2009), it is based on situations in which learners use language as they would use it outside the classroom. during classroom interactions, learners focus 'mainly on meaning', convey 'information', rely on 'verbal and non-verbal resources', and use language to achieve communicative goals. practice speaking by using it. by teachers to improve students' speaking skills. where teachers can compare strategies that are more effective than previous strategies. it is clear from the collected results that this strategy has had a tremendous impact on helping teachers instill confidence in speaking to their students. it involves the motivation of teachers so that goals or indicators for improving students' speech fluency are achieved. this study differs from previous studies in that this study used a retrospective study with qualitative methods with a survey design. this research also uses a bunga yolandita siahaan, cindi rajagukguk, erikson saragih a retrospective study on english teachers' strategies to improve students' speaking fluency 2198 google forms-style survey tool. this google forms tool is more effective and efficient in data collection. through this research, researchers hope to expand our knowledge related to improving students' speaking mastery through strategies that will benefit scientific development, improve the quality of teaching, and be used by english teachers as a reference when teaching speaking. conclusion based on the results and discussion of the "retrospective study on english teachers' strategies to improve students’ speaking fluency", researchers found a number of strategies implemented by teachers to improve student speaking fluency. the strategies a teacher uses are very important and have a great impact on the improvement of a student's speaking skills. the teacher uses daily conversation strategies and teacher-student interactions to improve her students' speaking skills. teachers must motivate students so that they have the confidence and courage to speak. teachers should encourage students to speak every day and respond to all actions of teachers so that students' speaking skills improve. simply put, speaking can be defined as the ability to convey messages to others through spoken language. the ability to speak is important in human life in general. good speaking skills can support all existing activities. this research makes a significant contribution to the world of education as it provides information on strategies that teachers can employ to improve the speaking ability of their students. acknowledgement all our praise and thanksgiving are directed to the presence of almighty god. god bless the author to successfully complete this diary. the authors express their deep gratitude for the help, support, prayers and guidance from all concerned. therefore, the author would like to thank for the support and assistance to: 1. mrs. prof. dr. chrismis novalinda ginting, m.kes., as the head of university prima indonesia medan; 2. mrs. dian syahfitri, s.s., m.hum., as the head of faculty of teacher training and education; 3. mrs. yenita br sembiring, s.s., m.hum., as the head of the english education department s1 study program; 4. the head master and deputy principal of the smp swasta talitakum who have given us the space to carry out research; 5. all respondents who have contributed to answering the questionnaire in this study; 6. our parents mr. tongap siahaan and mrs. besty panggabean; mr. paider ruken rajagukguk and mrs. neny siregar; and our siblings roma siahaan, samson siahaan, maruhum rajagukguk, anisa rajagukguk, diego rajagukguk, isabela rajagukguk, for their endless love, prayers, and financially and morally support. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2199 7. agave family, megawati sihombing, relatives, and friends for their endless love, prayers, and moral support. references albino, g. (2017). improving speaking fluency in a task-based language teaching approach: the case of efl learners at puniv-cazenga. sage open, 7(2), 2158244017691077. alharbi, h. a. (2015). improving students' english speaking proficiency in saudi public schools. international journal of instruction, 8(1), 105-116. areski, w. p. (2018). using expression card media to improve the students’ speaking skill at the second grade of sma negeri 1 parepare (doctoral dissertation, iain parepare). basyori, a., asrori, i., sutaman, s., & ahmed, b. m. b. (2021). the interactional features of billingual teacher talk in the classroom of arabic as a foreign language. tadris: jurnal keguruan dan ilmu tarbiyah, 6(2), 363-375. farooqui, s. (2007). developing speaking skills of adult learners in private universities in bangladesh: problems and solutions. australian journal of adult learning, 47(1), 95-110. goh, c. c. m. (2007). teaching speaking in the language classroom. singapore: seameo regional language centre. harmer, j. (2001). the practice of english language teaching (3rd ed). london: longman. houn, t., & em, s. (2022). common factors affecting grade-12 students’ speaking fluency: a survey of cambodian high school students. jurnal as-salam, 6(1), 11-24. hussin, r. a., gani, s. a., & muslem, a. (2020). the use of youtube media through group discussion in teaching speaking. english education journal , 11(1), 1933. koran, s. (2015, april). the role of teachers in developing learners' speaking skill. in 6th international visible conference on educational studies and applied linguistics, april (pp. 400-4016). muslem, a., mustafa, f., & rahman, a. (2017). the application of video clips with small group and individual activities to improve young learners' speaking performance. teaching english with technology, 17, 25-37. naimie, z., & naimie, a. (2007). field dependent students language learning bunga yolandita siahaan, cindi rajagukguk, erikson saragih a retrospective study on english teachers' strategies to improve students' speaking fluency 2200 strategies preference. in international conference on education, universiti brunei, darussalam oradee, th. (2012). developing speaking skills using three communicative activities (discussion, problem-solving, and roleplay). international journal of social science and humanity , 2(6), 532533. rao, p. s. (2019). the importance of speaking skills in english classrooms. alford council of international english & literature journal (acielj ), 2(2), 6-18. rospinah, r., ampa, a. t., & nappu, s. (2021). the effect of group work activities to improve students’ speaking skill. ideas: journal on english language teaching and learning, linguistics and literature, 9(1). salaberry, r. (2001). the use of technology for second language learning and teaching: a retrospective. modern language journal, 85(1), 39-56. https://doi.org/10.1111/00267902.00096 syafiq, a. n., rahmawati, a., anwari, a., & oktaviana, t. (2021). increasing speaking skill through youtube video as english learning material during online learning in pandemic covid-19. elsya: journal of english language studies, 3(1), 50-55. toro, v., camacho-minuche, g., pinza-tapia, e., & paredes, f. (2019). the use of the communicative language teaching approach to improve students' oral skills. english language teaching, 12(1), 110-118. wang, z. (2014). developing accuracy and fluency in spoken english of chinese efl learners. english language teaching, 7(2), 110-118. http://dx.doi.org/10.5539/elt.v7n2p110. yang, y. i. (2014). is speaking fluency strand necessary for the college students to develop in the efl class?. theory and practice in language studies , 4(2), 225231. https://doi.org/10.1111/0026-%207902.00096 http://dx.doi.org/10.5539/elt.v7n2p110 526 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 526 531 a study on the vocabulary knowledge of the second grade students of senior high school sukma indriani1, supriusman2, m. syarfi3 indrianisukma90@gmail.com universitas riau, indonesia received: 2023-07-8 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3370 abstract this research second year students of sman 1 kuantan mudik. the sample of this research is class xi mipa 3 of the second year students of sman 1 kuantan mudik which were chosen by using cluster random sampling technique. the number of the students is 32 students. the students were given the updated vocabulary test (uvlt) that is adopted by webb, et.al (2017). the result used descriptive-quantitative design which aims to find out the vocabulary knowledge level of the shows that the level of vocabulary knowledge of the second-grade students of sman 1 kuantan mudik is still below the threshold needed for reading or daily conversation. there were only 2 students who reached the mastery score at the 1000 level, and none of them at the 2000-5000 level. high frequency vocabulary will have a greater influence on students, according to webb (2017). teachers are recommended to increase students’ vocabulary knowledge through reading activities and additional vocabulary tasks. key words: vocabulary, knowledge, vocabulary knowledge. introduction vocabulary is one of the important elements of english language skills. masyhur, et.al (2019) stated in indonesian schools, authentic reading materials which are frequently used including articles, novels, and newspapers that include a variety of vocabulary. knowing students' vocabulary size not only enables students to make better themselves, but also enables lecturers or teachers to inspire and teach students in a way that will raise their vocabulary sizes. meaning will be conveyed well if it has the right and correct vocabulary. it helps students do communication which affects the basic language skills: speaking, listening, reading, and writing. vocabulary knowledge is considered important for foreign language learners, where a limited vocabulary will hinder the success of communication. the student’s vocabulary http://u.lipi.go.id/1457703302 mailto:indrianisukma90@gmail.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 527 knowledge will help them to learn english. the importance of vocabulary is not only used in the classroom but also outside the classroom, where students who have good achievements usually have an adequate vocabulary (alqahtani, 2015). several previous studies stated some of the results of the research on students' vocabulary skills and also the difficulties of students in mastering vocabulary. aristya (2018) investigated that there are some difficulties that students face in vocabulary mastery such as; the students are not able to use vocabulary references correctly, remembering vocabulary, and writing or pronouncing the words. nation (2006) specified if unassisted comprehension of a text requires 98% coverage, then spoken text comprehension requires a vocabulary of 6,000–7,000 words and written text comprehension requires 8,000–9,000 words from word families. when students read, listen, write or speak they sometimes have difficulty with vocabulary. they cannot interpret what is heard or read, even what will be said, they do not know because of the limited vocabulary. there are still many students at school with unsatisfactory mastery. the researcher assumes that vocabulary affects the student’s ability in learning english. as stated by nation (2001) vocabulary level test measures how well testtakers could identify the relationships between word forms and meanings at the wordfrequency level therefore, the researcher is interested in conducting a study entitled: a study on the vocabulary knowledge of the second grade students of sman 1 kuantan mudik. method descriptive quantitative design was used by the researcher in this research. the aim of this research is to find out the vocabulary knowledge of the second grade students of sman 1 kuantan mudik. the population of this research is all of the second grade students of sman 1 kuantan mudik. the researcher used the cluster random sampling technique and xi mipa 3 was chosen as the sample which consists of 32 students. to collect the data, the researcher used the updated vocabulary level test which is adopted from webb, et.al (2017). the kind of test was a matching format vocabulary test, which aims to know knowledge of the word’s meaning by matching the things with the right meaning. the researcher asked students toanswer the test in 60 minutes. to know the level of students’ vocabulary knowledge, the data were analyzed by using microsoft excel and spss. results data presentation table 1.mastery score for each level based on vlt mastery score vocabulary level number of students 1000 level 2 2000 level 0 3000 level 0 4000 level 0 5000 level 0 . based on table 1, it was found that there were only 2 students who mastered nizma&irene nany kusumawardani the implementation of 15-minute extensive reading approach as school literacy movement activity: students' perceptions 528 vocabulary at level 1000. meanwhile, there were no students who mastered vocabulary at levels 2000-5000 table 2. vocabulary level of xi mipa 3 students vocabulary level of students score 1000 level 2000 level 3000 level 4000 level 5000 level 100-1000 (1-10) 18 students 24 students 24 students 25 students 30 students 1100-2000 (1120) 10 students 8 students 8 students 7 students 2 students 2100-3000 (2130) 4 students 0 student 0 student 0 student 0 student total 32 students 32 students 32 students 32 students 32 students figure 1. percentage of students’ vocabulary level based on table 2 and figure 1, it can be seen that at the 1000 level, there are 18 students (56.25%) who achieved a score of 1-10 or 100-1000 word families, and there were 10 students (31.25%) who achieved a score of 1120 or 1100-2000 word families, and only 4 students (12.5%) achieved a score of 21-30 or 2100-3000 word families. discussion based on the test on the vocabulary level of the second-year students of sman 1 kuantan mudik, it shows different results for each level. according to schmitt, et.al. (2001) a test taker is considered to master a particular level of vocabulary level test (vlt) if he or she can answer correctly at least twenty-six (26) or higher out of thirty (30) items in that level. in this study, table 4.1 shows that there are only 2 students (6,25%) who achieve 0 10 20 30 40 50 60 70 80 90 100 100-1000 (110) 1100-2000 (11-20) 2100-3000 (21-30) 1000 level 2000 level 3000 level 4000 level 5000 level ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 529 mastery scores at the 1000 level, while at the 2000-5000 level, none of them achieve the mastery score. this indicates a low vocabulary knowledge level compared to previous research by sinaga, et.al (2020) which found that high school students have reached the requirements for 1000 and 2000 levels. on the other hand, this result is in line with research conducted by susanto (2017) where only 1% of participants master level 2000 which is a high-frequency word. the results of this study are no different from other studies in the same field conducted by nurweni and read (1999), nurhemida (2007), and sudarman and chinokul (2018). nurweni and read (1999) revealed that on average, the students only knew 1226 english words, which is significantly less than the 3000–5000 word range. nurhemida (2007) revealed that there were only about 1240-word families among senior high school students. almost the same findings were shown by sudarman and chinokul (2018). the result of their study showed that the students had a very low mastery level, they weren't even proficient in the 2,000 or 3,000 high-frequency word level, nor the academic vocabulary level. based on these findings, it can be said that indonesian students, regardless of their educational levels and backgrounds, continue to struggle with a limited vocabulary. based on the mean score of the findings, the study shows that the students have not reached the requirement for the 1000-5000 vocabulary level of depdiknas ri (2004). it involves the categories of middle-level readers (high school) must reach 1500-3000 family words. it indicates that the result of students’ vocabulary knowledge level is still below the threshold needed for reading or daily conversation. according to webb, et.al (2017), high-frequency vocabulary will have a greater influence on students. since a major portion of english is made up of high frequency words, it contributes to the students' foundation for further lexical and language development. the students who haven't mastered the 1000 vocabulary level need to receive further focus. it is important to know that the vocabulary level test is a tool for assessing students' receptive vocabulary knowledge, which reveals how well they can comprehend the meanings of words they come across in written material. the limitation of the research is that it doesn't assess productive vocabulary, which means the set of words that are utilized to create messages in speaking and writing (dakhi & fitria, 2019). the findings do not reveal how well children can use words with various frequency levels. conclusions from the results and discussion earlier, it can be concluded that the level of vocabulary knowledge of the second-grade students of sman 1 kuantan mudik is still below the threshold needed for reading or daily conversation. there were only 2 students who reached the mastery score at the 1000 level, and none of them at the 2000-5000 level. it also has been proven from the results of the mean score at each level. the mean score of vocabulary knowledge at the 1000 level is 11.84 or 1184-word families, at the 2000 level the mean score is 8.91 or 891-word families, the mean score at the 3000 level is 8.28 or 828word families, the mean score at the 4000 level is 7.03 or 703-word families, and the mean score at the 5000 level is 6.34 or 634-word families. it indicates that they do not reach the standard requirements of vocabulary mastery for the high school level where the standard of vocabulary mastery according to depdiknas (2004) is 1500-3000 vocabulary for the high school level. finally, the researcher would like to give some recommedations. firstly, students are recommended to improve their vocabulary knowledge through reading activities, for instance reading articles, novels, journals, or magazines that can be found online. secondly, teachers are recommended to increase students’ vocabulary knowledge by encouraging them to increase their vocabulary knowledge and providing additional nizma&irene nany kusumawardani the implementation of 15-minute extensive reading approach as school literacy movement activity: students' perceptions 530 vocabulary tasks. thirdly, further researchers are recommended to use a larger sample size, not only the natural science section (mipa) but also the social science section (ips), and the result of this research is expected to be a reference for other researchers in the same field. references alqahtani, m. (2015). the importance of vocabulary in language learning and how to be taught. international journal of teaching and education, iii(3),21–34. https://doi.org/10.20472/te.2015.3.3.002 aristya, k. (2018). case study on student’s difficulties in vocabulary mastery at smpn 1 kebon sari madiun. (a thesis, state institute of islamic studies of ponorogo, ponorogo, indonesia). retrievedfromhttp://etheses.iainponorogo.ac.id/6259/1/karimatul%20aristya.p df dakhi, s., & fitria, t. n. (2019). the principles and the teaching of english vocabulary: a review. jet (journal of english teaching), 5(1), 15. https://doi.org/10.33541/jet.v5i1.956 depdiknas. (2004). penguasaan vocabulary pembaca tingkat lanjut, jakarta: depdiknas masyhur., marzuki., harfal, z., &yunika, s. (2019). vocabulary size of students of english study program of fkip universitas riau; a cross-sectional study. proceeding of the ss9 & 3rd urices (664 – 670). fkip universitas riau.pekanbaru, indonesia nation, i. s. p. (2001). learning vocabulary in another language. cambridge: cambridge university press nation, i. s. p. (2006). how large a vocabulary is needed for reading and listening? the canadian modern language review, 63(1), 59-82. nurhemida. (2007). the relationship between morphological awareness and english vocabulary knowledge of indonesian senior high school students. (master unpublished master's thesis), the university of queensland, st lucia. nurweni, e., & read, j. (1999). the english vocabulary knowledge of indonesian university students. english for specific purposes, 18(2), 161-175. https://doi.org/10.1016/s0889-4906(98)00005-2 sinaga, r. d., supriusman., & syafrianti, m. (2020). a study on the vocabulary level of the third year natural science and social science students of sman 10 pekanbaru. jurnal online mahasiswa universitas riau, 7(1), 1-8. sudarman & chinokul, s. (2018). the english vocabulary size and level of english department students at kutai kartanegara university. the english vocabulary size and level, 4(1), https://doi.org/10.24252/eternal.v41.2018.a1 susanto, a. (2017). assessing the relationship between the vocabulary level test (vlt) and reading comprehension. studies in english language and education, 4(2), 157-171. https://doi.org/10.24815/siele.v4i2.5118 wardana, k. (2016). designing a vocabulary size test for the second semester students of english language education study program of sanata dharma university. (a thesis, sanata dharma university, yogyakarta, indonesia). retrieved from https://repository.usd.ac.id/6336/2/121214148_full.pdf webb, s., sasao, y., & ballance, o. (2017). the updated vocabulary levels test. itl international journal of applied linguistics, 168(1), 33–69. https://doi.org/10.1075/itl.168.1.02web webb, s., & nation, p. (2017). how vocabulary is learned. oxford: oxford university press https://doi.org/10.20472/te.2015.3.3.002 https://doi.org/10.33541/jet.v5i1.956 https://doi.org/10.1016/s0889-4906(98)00005-2 https://doi.org/10.24815/siele.v4i2.5118 https://repository.usd.ac.id/6336/2/121214148_full.pdf https://doi.org/10.1075/itl.168.1.02web ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 531 854 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 854 863 types of impoliteness discovered in "karen's dinner" australia sonia rahman1, mhd. johan2 pb191210025@upbatam.ac.id mhd.johan@puterabatam.ac.id english literature department, universitas putera batam, batam, kepulauan riau1 english literature department, universitas putera batam, batam, kepulauan riau2 received: 2023-04-11 accepted: 2023-07-05 doi: 10.24256/ideas. v 11i1.3555 abstract in this study, some forms of abusive behavior in australia are analyzed through the lens of a pragmatic study based on "karen's dinner." the purpose of this study was to find out the various forms of rude behavior depicted in the australian version of "karen's dinner" and how this behavior is commonly used. speakers and listeners at the restaurant known as "karen's dinner" in australia eventually became the source of the data collected there. researchers use a study strategy that includes both descriptive and qualitative analysis so that they can offer the results of their investigations. bousfield (2008) is a source of research designs used by researchers. the observation method described by sudaryanto (2015) was used by researchers to collect data. the researcher is responsible for carrying out the procedures involved in data collection, which begins with the researcher watching videos on youtube and examining the settings to be evaluated. third, the researcher finally succeeded in identifying various types of impoliteness that can be found among utterances that already contain various types of impoliteness. in the australian restaurant known as "karen's dinner," both speakers and listeners engage in the use of speech that contains various forms of impoliteness. this includes affective impoliteness, coercive impoliteness, and entertaining impoliteness. keywords: pragmatics, types of impoliteness, karen's dinner introduction language use plays an important role in communication. language is the medium through which humans communicate with each other and convey knowledge. humans can share information and socialize with each other. the information provided can be generated by creating speech. there are some utterances that contain contexts that are different from their actual meanings. the language that people use for creating utterance every day contains hidden connotations. it is difficult to understand the suggested meaning, which causes many people to have a wrong understanding. language serves as a medium of communication, and the http://u.lipi.go.id/1457703302 mailto:pb191210025@upbatam.ac.id mailto:mhd.johan@puterabatam.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 855 development of meaning is carried out through the use of language. as a consequence of this, communication and meaning are closely intertwined. the attitude of speakers can also be influenced by the meaning of the words they use. the attitude of speakers can be displayed through utterances. one of them is impoliteness. impolite behaviour can be reflected through the use of language. this expression is uttered by the speaker in order to mock, attack, assult, or even debate the hearer. this impolite exchange of words results from a lack of consideration for the identities of other individuals in public settings. this expression can be divided into several types. this behavior is bad because it has an emotional effect that can lead to offense. immodesty includes insults, and threats. rudeness is serious. shouting and using language that disturbs others. these rudeness can be devided into several types. there are affective impoliteness, coercive impoliteness, entertaining impoliteness. affective impoliteness is meant to provoke others. culpeper identifies a specific function for emotional incivility in his work. this special function occurs when the producer displays an unpleasant outburst of emotion that aims to express the uncontrollable emotions present in the situation. these feelings are considered abnormal and inappropriate, so it is important to avoid them in these situations. impoliteness that is used to coerce others is the second particular function of impoliteness. according to culpeper (2011), this function takes place whenever the speaker engages in unpleasant behavior, which then causes the value rearrangement to take place. impoliteness occurs when there is a significant difference in social standing between the speaker and the interlocutor. this demonstrates that the speaker (or speakers) receive additional advantages, or that their existing advantages are strengthened or preserved. impoliteness has one last function. this function of impoliteness is to entertain people, even if it harms them or is "impolite." according to culpeper (2011), amusing impoliteness entertains the target. thus, impoliteness entertains. impoliteness, albeit meant to hurt the victim, makes the listener laugh. impoliteness can control the listener-target audience relationship and entertain the listener, unlike other pragmatic research. impoliteness is a branch of pragmatics. some experts claim that there are various definitions of impoliteness. culpeper (2011) describes the functions that the theory of impoliteness performs. when a researcher has an understanding of where impolite behavior comes from, it is easier for them to discover the strategy behind rude behavior and the purpose rude behavior. bousfield (2008) argues that the impolite behavior does not employ the expected politeness strategy, going so far as to the point where the statement can only be fairly regarded as an intentional, negative confrontation. states that the impolite behavior does not use the expected politeness approach. in another book locher and bousfield (2008) discusses the relationship between language and power, particularly with regard to impoliteness. it is assumed that language, in general, is the medium used to express power. culpeper (1996) states that people who hold power have the ability to push power onto others and are free to perform rude acts because of a power disparity. in addition, rude language is frequently heard on daily activity such as people visit a restaurant. australian theme restaurant chain karen's diner. karen, online slang for an unpleasant older white woman, is the restaurant's name. aden levin and james farrell founded the sydney-based chain in 2021. customers pay to be insulted at this theme restaurant. world square had envisioned a six-month pop-up restaurant. the restaurant's premise got mixed reviews, highlighting concerns about customer abuse in a mutual insult setting. an example of a waiter's statement demonstrating the use of impoliteness in the restaurant karen's diner australia. https://www.youtube.com/watch?v=zncn9ixsobw sonia rahman1, mhd. johan2 types of impoliteness discovered in "karen's dinner" australia 856 waiter : she's a jolly good karen and leave a tip and fuck off, hopefully it's your last birthday old bitch, are you fucking leaving?! (4:57 -5:03). customer: i am going now, sorry (5:03 5:04). waiter: get out of our fucking shop (5:04 5:06). the sentence above uses the expression expulsion "fuck off," which is an unpleasant expression that has the function of affective impoliteness attacking the positive face of the interlocutor, incorporates positive impoliteness. another phenomenon has been found from a youtube video where a woman yelled towards employee who gave the wrong order for the woman. it happened in a coffee shop in united states. https://youtu.be/fe7o0cjfnvw customer : shut up, you think it's a joke, but you're uneducated if you think it's a joke. (4:39 – 4:53) this sentence above contained coercive impoliteness. it is because the woman’s utterance gives the meaning that she a attacked the employee by yelling that the employee is un educated. in addition, there are a number of other studies that are comparable to the one being discussed here. the initial investigation was carried out by benkaddour (2022). this study examines youtube comments' conversational incoherence-induced impoliteness. thus, such statements can inspire impoliteness in youtube comment threads. comments on the film can provide conversational coherence or lead to complaints and impoliteness. the second research study was carried out by meydelina et al., (2023) service quality determines client satisfaction. many central java tourists visit dusun semilir. as a tourism facility that showcases community resources, consumer happiness directly affects the brand image of a tourist destination and its tourism service provider. this study examined the relationship between dusun semilir's service quality and visitor satisfaction. a targeted sample utilizing social media flyers or pamphlets is the survey method. the third research rose n (2022) this research provides a glimpse into the frequency and types of rude comments athletes encounter on social media. the conclusions of this study compare and contrast with the findings of other research on immodesty as well as how the sports media landscape contributes to the presence of profanity on social media. the research done in the past and the research being done now are comparable. more specifically, to carry out data analysis, both of them referred to culpeper's idea of several kinds of abusive behavior as a reference. to determine which component is responsible for the hypothesis, the researchers organize all the material they have collected into various categories. on the other hand, researchers who came before us used data sources other than those used in our research. as part of this study effort, the data discussed at the australian restaurant known as "karen's dinner" will be evaluated. review on related literature pragmatics the study of meaning as it is delivered by a speaker (or writer) and perceived by a listener is the focus of the academic discipline known as pragmatics (or reading). as a result, it is more important to conduct an analysis of what individuals mean by the utterances that they make than it is to consider what the individual words or phrases in those utterances might signify on their own. the field of research known as pragmatics examines speaker ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 857 meaning yule (1996). yule (2017) understanding what people mean by what they say depends not only on being able to identify the meaning of individual words within a sentence but also on being able to identify what others mean by what they say in the context in which it is said. birner (2013) explained that pragmatics can be broadly defined as the study of language use in context. if i'm having a rough day, i might tell you that my day has been a nightmare, but of course i don't mean for you to take it literally; the day hasn't in fact been anything about which i've had a nightmare. if i'm having a hard day, i might tell you that my day has been a nightmare. in this instance, the pragmatic meaning of "nightmarehe refers to the meaning i sought to convey in the context of my utterance. because of this distinction, pragmatic meaning is dependent on one's level of performance. impoliteness culpeper (1996) as explained, the idea that certain behaviors are inherently unpleasant regardless of the circumstances in which they are performed only applies to a subset of those behaviors. for instance, behaviors that draw attention to the fact that the target is engaged in some kind of anti-social activity (such as picking one's nose or ears or farting) are likely to be regarded as rude because of their very nature. it is difficult to think of any form of politeness practice or a change in context that might simply erase the impoliteness from an expression such as "do you think you could perhaps not pick your nose?" the following explanation explains why these behaviors can be considered to be inherently unfriendly in nature. being impolite means acting in a way that demonstrates that you do not approve of how other people behave in particular circumstances. this action is seen in a bad light because it has emotional consequences that are thought to be the cause of violations. culpeper (2010) also said impoliteness can be defined as an unpleasant attitude or bias, including insults, dismissals, and threats. the problem of impoliteness is a difficult one. a very extreme example would be yelling and using language that has the potential to upset the parents. the mental attitude possessed by a person is what constitutes impolite behavior. bousfield (2008) "impoliteness is the communication of intentionally gratuitous and conflicting verbal face-threatening acts (ftas) that are purposely delivered unmitigated in contexts where mitigation is required and/or with deliberate aggression, that is, with the face threat exacerbated, "boosted," or maximized in some way to increase the face damage inflicted." culpeper (2011) said that the act of a person acting towards other people in a negative way with certain actions that occur in various scenarios is deemed impoliteness. impoliteness can occur in a variety of situations. therefore, rudeness can be classified as "poor behavior" when the one who delivers it will put the individuals it is targeted at in a worse position than they were already in. culpeper (2011) mentioned three different functions that rude behavior might serve: affective impoliteness, coercive impoliteness, and amusing impolite behavior. it will be discussed in further detail below. 1) affective impoliteness the primary objective of rudeness is to provoke others. culpeper identifies a special function for emotional impoliteness in his work. this function occurs when the producer exhibits an unpleasant outburst that aims to reveal unfettered emotion that has been present in the situation. these feelings are frowned upon as abnormal and improper, hence it is imperative that one steer clear of them in this setting. example : "what the fuck are you talking about, matt?" was one of the intended sonia rahman1, mhd. johan2 types of impoliteness discovered in "karen's dinner" australia 858 uses. while a single-word outpouring of an expletive, such as "fuck" or "damn," is an example of the use of an expletive culpeper, (2011). 2) coercive impoliteness impoliteness that is used to coerce others is the second particular function of impoliteness. culpeper (2011) said that this function is triggered whenever the value rearranges because of the speaker's bad behavior. this unfriendly function occurs in situations in which there is a significant difference in social position between the speaker and the interlocutor. this suggests that the speaker obtains a greater share of the benefit or advantage when it is amplified or shielded. in (culpeper, 2011) the implementation of this role involves the use of coercive action, the purpose of which is to cause harm to others and to compel cooperation. the following are some examples of disrespectful behavior that is induced by force. example : there has only been one other variant, and that is shut the fuck up culpeper, (2011). 3) entertaining impoliteness this particular function of impoliteness is the last specific function of the trait. the purpose of this function of impoliteness is to entertain others, even if it is harmful to the potential victim or is given in manners that are considered "impolite." according to culpeper (2011) entertaining impoliteness is a function of impoliteness in which entertainment value is produced for the possible target. in other words, it is impoliteness that produces entertainment value. impoliteness, despite the fact that it is intended to do harm to the victim, has the unintended effect of making the person who hears it feel more amused. impoliteness, in contrast to other pragmatic studies that involve speakers and listeners, is possible to maintain equality between the listener and the target audience as well as entertain the listener. the following is an illustration of an entertaining example of impolite behavior. example : that's fantastic, hahaha! what a guy! culpeper, (2011). lol, this was a hilarious post; many thanks for making me chuckle, in particular at this point. not a real letter, who cares? method the research data was obtained by watching videos on youtube related to karen's dinner australia, which were then categorized using culpeper's theory. to assess how rude behavior manifests itself in real life, particularly in service settings such as restaurants, a quantitative research approach was used. an approach known as qualitative descriptive research was used for this investigation. since the researcher purports to study impoliteness, the data was collected from the youtube channel "karen's dinner," located in australia. the data collection technique outlined by sudaryanto (2015) was carried out by researchers using the observation method. he emphasized the observational method as a methodology for acquiring knowledge through thorough observation, and he called this process the "observation method." this researcher was not involved in the australian restaurant known as "karen's dinner," so she relied on an approach that did not require her participation to obtain this research material. in the data analysis process, the sudaryanto (2015) methodology was used. for analyzing the data, the researchers used a number of different methods, some of which are described below: ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 859 1. the types of impolite behavior are used to guide the collection and classification of the data. discovered in "karen's dinner" in australia 2. the theory of culpeper is utilized in order to describe impoliteness. 3. the answers to the research questions are given by explaining what was found based on the theory. 4. the findings of the research have been presented in an understandable manner. results after conducting research, researchers found twenty-five facts that provide evidence of rude behavior in the australian restaurant "karen's dinner." according to the findings of this study, one form of impoliteness is anything said with the intention of performing a certain function. the findings of this study reveal that there are 15 types of impoliteness: 7 forms of affective impoliteness, 4 forms of coercive impoliteness, and 4 forms of entertaining impolite behavior. table 1. types of impoliteness discovered in "karen's dinner" australia types of impoliteness frequency affective 7 coercive 4 entertaining 4 total 15 discussion context: affective impoliteness the first round of conflict aims to provoke emotional impoliteness serves a purpose in culpeper (2011). the producer's harsh reaction reveals unrestrained emotion given the circumstances. in this context, one must avoid these unnatural and incorrect feelings. data 1 customer: we have two wagyu patties with cheese, a light sauce, and a regular potato bun with pickles; where are the bites? waiter: "you fucking daddy!" sonia rahman1, mhd. johan2 types of impoliteness discovered in "karen's dinner" australia 860 the word "fucking" and the affective impoliteness, which may be recognized in the way the speaker gave an order, were both present in the phrase. data 2 customer: "yeah, yeah, i joked that bad." waiter : "could you get any fuck closer, piss off santa claus?" https://www.youtube.com/watch?v=pmd5a7xuhl0 words that are considered indicative of affective impoliteness are highlighted in bold. this can be seen from the way the speaker issues clear orders to the listeners to get closer. in addition, the word "fuck" is included. data 3 customer: "faster you order, faster you eat, faster you fuck off !" this sentence is considered to show affective impoliteness. this can be seen from the way the speaker asks the customer for orders. https://youtu.be/igworjkuyb4 data 4 customer: “basic karen please” waiter: "that fucking long," he said, ordering the "basic most fucking order." sentences considered impolite are in bold. this can be seen from the way the speaker says, "that fucking long." this sentence uses affective impoliteness, which contains harsh jokes. https://youtu.be/igworjkuyb4 data 5 waiter: fuck me, i was going to make a joke but you just made it break yourself sit the fuck down. this sentence is considered to show affective impoliteness. this can be seen from the way the speaker says "fuck me" in a high tone. data 6 waiter: just sit right in the fucking. walk away from me, fucking problem. the above sentence is considered impolite. this can be seen from the way the speaker says, "walk away from me, fucking problem." this sentence uses affective impoliteness, which contains the emotion of the speaker. data 7 waiter: hey to all of your fucking 3 followers! the above sentence is considered impolite. this becomes very clear from the way the speaker utters the sentence. hey to all of your fucking 3 followers! this sentence uses affective impoliteness. the speaker uses a high and harsh tone. context: coercive impoliteness https://www.youtube.com/watch?v=pmd5a7xuhl0 https://youtu.be/igworjkuyb4 https://youtu.be/igworjkuyb4 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 861 the second, impoliteness can coerce others. culpeper (2011) said this function is invoked when the speaker's improper behavior rearranges the value. in socially unequal conditions, this unfriendly function occurs. this implies that boosted or insulated speakers benefit more. this role uses coercion to injure others and force cooperation culpeper (2011). forced disrespectful behavior includes the following: data 1 waiter: if you want some powder, you can get some cream instead. how about that, all right? customer: this is normal? waiter: just eat the scoop. say it to the camera, get real nice and close to your friend, you're a dirty bitch, and you like to say it. words that are considered to show impoliteness are in bold. this can be seen from the way the speaker says just eat the scoop. say it on camera, be super nice and close to your friends, you dirty bitch, and you love to say it. additionally, the word "bitch" is included. https://www.youtube.com/watch?v=78axhyq4cxm data 2 waiter: oh my gosh. you have to sit down and shut the fuck up! this sentence contained a coercive impoliteness. it is because the waiter told the customer to wait for the order in a forceful way. data 3 waiter: why the fuck would you choose to get the most fucking shit drink on the menu? are you finished with these? are you finished? i need a yes or no. customer: oh yeah yeah yeah i’m finished 3x. this sentence contains coercive impoliteness. that's because the waiter asked the customer in a high tone and forced the customer to answer it. data 4 customer: "can i get like no alcohol in that?" waiter: "maybe if you didn't spend so much time on your fucking phone, your eye sight would be better." shut up. the above conversation is considered impolite in bold. this can be seen from the way the speaker says "shut up." this sentence contains coercive impoliteness. that's because the sonia rahman1, mhd. johan2 types of impoliteness discovered in "karen's dinner" australia 862 customer asks, "can i not drink alcohol?" and the speaker answers using taboo words. context: entertaining impoliteness impoliteness has one last function. this function of impoliteness is to entertain people, even if it harms them or is "impolite." according to culpeper (2011) amusing impoliteness entertains the target. impoliteness entertains. impoliteness, albeit meant to hurt the victim, makes the listener laugh. impoliteness, unlike other pragmatic studies of speakers and listeners, can entertain and equalize the audience. an amusing example of impoliteness follows. data 1 waiter: "happy birthday, fuck off !" happy birthday, fuck pride off ! happy birthday, crosby! off it is considered to be entertaining impoliteness to say the words above. in this particular speech, the speaker told the hearer in a direct manner that the hearer was a fuckoff. https://www.youtube.com/watch?v=icrvhtiahie data 2 waiter: you're a dirty bastard, so we’ve got bullets, we’ve got fanny. in this sentence, the hearer replied to the speakers words with impolite jokes, which are included in entertaining impoliteness. data 3 waiter: chop chop! put something in there. customer: it’s 2 dollars. waiter: yeah, bitch. we got 2 fucking dollars. the sentence made above that is in bold contains some entertaining impoliteness. this is due to the fact that the statement gives the impression that the speaker made a joking command to the consumers to offer tips. data 4 customer: hi can we order please? waiter: how about fucking wait? bossy bitch. this sentence contains coercive impoliteness, because the waiter uses high-pitched language to the customer. conclusion within the scope of this study, fifteen different pieces of information about rudeness were collected. after gathering the data, the researchers applied culpeper's theory to evaluate and categorize each piece of data based on the purpose it served. culpeper (2011) said that there are various types of rude behavior, such as seven types of affective impoliteness, four types of coercive impoliteness, and four types of entertaining ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 863 impoliteness. based on research findings, one type of offensive language that can often be heard in an australian restaurant known as karen's dinner is an impolite verb that expresses a change in condition. there are three types of rudeness: affective rudeness, coercive rudeness, and entertaining rudeness. each of these forms of impoliteness serves a different purpose. references benkaddour, c. (2022). impoliteness and incoherence on two algerian youtube channels of cooking. 7(2), 134–154. https://doi.org/10.5281/zenodo.7474571 birner, b. j. (2013). introduction to pragmatics. john wiley & sons. https://books.google.com/books?hl=id&lr=&id=9pq3kpky1hkc&oi=fnd&pg=pt1 2&dq=birner,+b.+j.+(2013).+introduction+to+pragmatics.&ots=gil2xv37fc&sig=a wwxemyzkviylkvafte1b5vywqu bousfield, d. (2008). impoliteness in interaction. (vol. 167). john benjamins pub.. https://doi.org/https://doi.org/10.1075/pbns.182 culpeper. (2011). impoliteness using language to cause offence. https://doi.org/http://dx.doi.org/10.1017/cbo9780511975752 culpeper, j. (1996). towards an anatomy of impoliteness. journal of pragmatics, 25(3), 349367., 25(april 1994), 349–367. https://doi.org/10.1016/0378-2166(95)00014-3 culpeper, j. (2010). conventionalised impoliteness formulae. 42, 3232–3245. https://doi.org/10.1016/j.pragma.2010.05.007 locher and bousfield. (2008). impoliteness in language ≥. https://books.google.com/books?hl=id&lr=&id=nefwup5ucoc&oi=fnd&pg=pa1&dq=locher+and+bousfield.+(2008).+impoliteness+in+lan guage+≥.&ots=tf7sjsazkw&sig=vqg7rwt6elfqevrrww3dp2ytxli meydelina, g., febryani, i., putri, v., & wijono, s. (2023). quality of service with the satisfaction of visitors to breezy hamlet. journal of social research, 2(2), 562-572., 562–572. https://ijsr.internationaljournallabs.com/index.php/ijsr/article/view/645 masruddin, m., & nasriandi, n. (2022). lexical and syntactical errors performed by junior high school student in writing descriptive text. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024 rose n, j. (2023). “ not my mvp !” analysing impoliteness in twitter comments towards award-winning basketballers in the nba and wnba leagues.". https://www.divaportal.org/smash/record.jsf?pid=diva2:1725408 sudaryanto. (2015). metode dan aneka teknik analisis bahasa. sanata dharma university perss. sari, e., & agustina, m. (2022). thematic development in students’ argumentative essay. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 166-174. doi:https://doi.org/10.24256/ideas.v10i1.2563 yule. (2017). the study of language (sixth edition). cambridge university press yule, g. (1996). (oxford introductions to language study) george yule pragmatics-oxford university press, usa (1996).pdf. https://doi.org/10.24256/ideas.v10i1.3024 https://doi.org/10.24256/ideas.v10i1.2563 designing multimedia for lecturers’ need in teaching english pronunciation sri damayanti cokroaminoto palopo university abstract the objectives of this research are to find out the students’ error in pronunciang some selected english words and to design multimedia based on the students’ need in teaching pronunciation. the researcher took 8 students as sample randomly of 300 students at english education study program of cokroaminoto palopo university. this research tries to develop of some theories in phonology and create or design the media (multimedia) in teaching pronunciation. the result of this research shows the students’ error in pronouncing vowel, diphthong, and consonant when they find the word which is not familiar with them and when they find the word which consists of sound that is not exist in indonesian sound. so, the design of media in teaching english pronunciation is multimedia which consists of some materials in vowel, consonant, and diphthong. this media also provides sounds in pronouncing some english words. keyword: design, multimedia, pronunciation. a. introduction pronunciation practice is one of subject in english education study program cokroaminoto palopo university. the aim of this subject is to prepare the students to be able to pronounce english words well. unfortunately, due to the fact that the english sound system is different from indonesia language, it is reasonable if the students particularly the students at english education study program cokroaminoto palopo university do some error in pronuncing english words. based on the researcher experience in teaching pronunciation, the students did some errors because of the influence of their mother tongue. also, actually they know how to produce the sound well, but in practice they cannot say it well. the researcher cope this problem by showing the video of english pronunciation downloaded from internet, but, as a result, the students still cannot concern with the words. the researcher assumes, that the students need media to learn pronunciation based on their need. it means, they need to improve their pronunciation based on the errors they have made. so, in line with his phenomenon, the researcher will conduct the research entitled “designing multimedia for lecturers’ need in teaching english pronunciation”. b. pronunciation richard and renandya (2002:175) stated pronunciation includes the role of individual sounds and sounds segment, that is, the features at the segmental level as well as suprasegmental features such as stress, rythm, and intonation. according to fromkin and rodman (1983: 72) sounds are phonemes. a phoneme is a group or unit of sounds that distinguish meaning. for that reason, phonemes are significant sounds unit. both definitions imply that phonemes have no meaning but they can differentiate meaning. the phonemes are combined to form higher-level meaningful unit, that is, words. ramelan (1985:101) illustated the chart of english consonant as follow: manner of articulation point of articulation bilabia l labiod ental dental alveola r palato alveol ar palata l velar glotta l vl vd vl vd vl vd vl vd vl vd vl vd vl vd vl vd plosive p b t d k g fricative f v ө ð s z r ʃ ʒ h affricate ʧ ʤ nasal m n ŋ lateral l rolled /r/ flapped /r/ semi vowel w y figure 2.1: the chart of english consonant c. multimedia according to sausikaran (2013), multimedia is the exciting combination of computer hardware and software that allows you to integrate video, animation, audio, graphic, and test resources to develop effective presentations on an affordable desktop computer. erin schreiner suggests some tips to design teaching material: 1. establish an objective. start by deciding what you want the students to know at the end of the lesson; this is referred to as the cognitive objective. also consider what you want the students to be able to do at lesson's end, otherwise known as the behavioral objective. establishing objectives prior to creating the material will provide you with a better understanding of what you are trying to accomplish. with this knowledge, you will be more successful in creating material that achieves the lesson's goals. 2. analyze the audience. take the characteristics of the group into account when creating materials. consider their race, socio-economic status and age. tailor the material to the students through the use of ethnic names or terms, making reference to places or objects the group of students will be familiar with, and selecting topics they have some experience with. these small things will increase student interest in the lesson and allow the lesson to speak to students at their level. (http://www.ehow.com/how_5762889_design-teaching-material.html) d. research method this research is descriptive qualitative. the researcher described the students’ error in pronunciang some selected english words. moreover, the researcher designed the multimedia to cope the students’ error in pronunciation. this research used several instruments such as: 1. pronunciation test: to find out the students’ error in pronunciang some english text. 2. macromedia flash : to design the multimedia in teaching pronunciation. the researcher gave take-home task to samples. this task consisted of some selected english words. the samples read the list of words and recorded their pronunciation by using camera. after that, the researcher transcribed the students’ pronunciation and tabulated the students’ pronunciation. last, the researcher tabulated the students’ error in pronouncing some selected english words. after knowing the students’ error in pronunciation, the researcher design the media in teaching pronunciation by using macromedia flash. in designing this media, the researcher http://www.ehow.com/how_5762889_design-teaching-material.html assisted by someone who is in computer field. the researcher formulated the materials in teaching pronunciation and he design the media by using macromedia flash. e. findings 1. the students’ error in pronouncing english words a. vowel 1. sound i and i: the researcher found the interchange of vowel sound /i/ and /i:/. the table below shows us 100% of the samples interchanged sound /i:/ become /i/ if the they found /i:/ in ‘three’. in some english words such as ‘build’, ‘guitar’, and ‘guilty’ letters ‘ui’ are pronounced /i/, but the indonesia learners have variety pronunciations in pronouncing /i/ such as / i/, /ə/ and /e/.ʊ 2. sound u the researcher found some wrong pronunciation of sound /u/ in some english words. especially for the words which consist of phonemes ‘oul’ are pronounced /u/, the indonesia learners have varies pronunciations such as: ‘ol’, / l/, /au/, /oul/, /ul/, /aul/. here, the indonesian learnersʊ pronounced words could, would, and should based on the phonemes which exist in those words. in other case, the student pronounced word truth /tru: /ɵ become /tr /ʌʧ , /tret/, and /tr t/ʌ . they interchanged the sound /u:/ become / /, and /e/. it seems they did not familiar with this word, so they triedʌ to find the other english words that have the same phonemes such as ‘cut ‘. 3. sound / /ʌ the english vowel sound / / which appears in some english phonemes such as oo were ʌ pronounced /o/ and /u/ by the indonesia learners. phonemes ou and o+ consonant were pronounced /o/. 4. sound /ə/ the sound /ə/ were pronounced /i/, /e/, n /o/. these wrong pronunciation happened in several patterns. if the word consists of phoneme i and pronounced /ə/, the students pronounced it /i/. if the word consists of phoneme e and pronounced /ə/, the students pronounced it /e/ and /i/. if the word consists of phoneme /e/ and pronounced /ə/, the students pronounced it /e/ or they eliminated the sound. if the word consist of phoneme a and pronounced /ə/ the students pronounced it /a/. if the word consists of phoneme o and pronounced /ə/ the students pronounced it /o/. so, based on the findings from the pattern of students wrong pronunciation, it can be said that their wrong pronunciation were influenced by the way they pronounced the indonesian phoneme. 5. sound /a:/ the researcher found that sound /a:/ in some english words were pronounced in vary pronunciation. if the words consist of phoneme a, the student were pronounced it / /. if theʌ students found phoneme o, they pronounced it /o/. 6. sound :ɜ the researcher found that sound / / were pronounced /o/ by the students. it happened because theɜ words consist of phoneme o . 7. sound /æ/ the researcher found that sound /æ/ were pronounced /e/ by the students. it happened because the closest sound of /æ/ is /e/. in other words, the word ‘jacket’ similar with ‘jaket’ or ‘jeket’ in indonesia language. b. consonants 1. sound ɵ this sound / / is not exist in bahasa indonesia. the researcher found that the studentsɵ pronounced / / in some sounds such as : /t/, and / / in initial position, /t/ and /đ/ in medialɵ ʧ position, and /t/ and / / in final positionʧ 2. sound / /ʃ this sound / / is not exist in bahasa indonesia. the researcher found that the studentsʃ pronounced / / as /s/. sound /s / is the closest sound of / /.ʃ ʃ 3. sound ʤ this sound / / is not exist in bahasa indonesia. the researcher found that the studentsʤ pronounced /k/ as / /. ʤ 5. sound đ this sound /đ/ is not exist in bahasa indonesia. the researcher found that the students pronounced /t/ as /đ/.5. sound đ this sound /đ/ is not exist in bahasa indonesia. the researcher found that the students pronounced /t/ as /đ/. 2. design of media in teaching pronunciation a. starting in starting the program, the layout will appear as in figure 5.1 below. this layout shows us the title of this program. when the users want to begin the lesson, they have to click button b. main menu the layout of main menu can be seen at figure 5.2 below. this main menu consists of three main menu such as material of pronunciation, exercise, vocabulary, and author. the users may choose those menu based on their need. figure 5.2: the layout of main menu c. material pronunciation if the user click the next layout as we can see at figure 5.4 below. this layout consists of material of pronunciation such as vocal, consonant, diphthong, and video. figure 5.4: the layout of material of pronunciation d. vocal if the user click the layout of material pronunciation for vocal can be seen as figure 5.4 below. there are four material for vocal such as (e,ee,ea,ie), (a dan o), (y,ui, dan i) and (a, ea + consonant, dan e + consonant). figure 5.4: the layout of vowel material 1. /i:/ and /i/ if the user click they will find the material of vocal about how to pronounce /i:/ in some english words which have some pattern. if the user clicks the word, the phonetic transcription will appear. the user also will hear the sound of pronouncing that word. figure 5.5: the layout of vowel material sound /i:/ the pattern of sound /i:/ in some english words if the user click the screen will show the next material as can be seen at figure 5.6 below. in this screen, there are four patterns in some english words which pronounced /i:/. every column has button . if the users click this button, they will hear the sound of those words pronunciation. figure 5.6: the layout of vowel material sound /i:/ in some patterns if the users click they will find the next material about vowel sound /i/. in this screen, there is short explanation about the mistakes in pronouncing it. also, when the users click the word, there will appear the highlighted phonetic transcription and the sound of its pronunciation as we can see at figure 5.7. figure 5.7: the layout of vowel material sound /i/ if the user click the screen will show the next material as can be seen at figure 5.8 below. in this screen, there are three patterns in some english words which pronounced /i/. every column has button . if the users click this button, they will hear the sound of those words pronunciation. figure 5.8: the layout of vowel material sound /i/ in some patterns if the users click they will find the next material about vowel sound /a:/. in this screen, there is short explanation about the mistakes in pronouncing it. also, when the users click the word, there will appear the highlighted phonetic transcription and the sound of its pronunciation as we can see at figure 5.9. figure 5.9: the layout of vowel material sound /a:/ if the user click the screen will show the next material as can be seen at figure 5.10 below. in this screen, there are three patterns in some english words which pronounced /a:/. figure 5.10: the layout of vowel material sound /a:/ in some patterns if the users click they will find the next material about vowel sound / /. in this screen,ɛ there is short explanation about the mistakes in pronouncing it. also, when the users click the word, there will appear the highlighted phonetic transcription and the sound of its pronunciation as we can see at figure 5.11. figure 5.11: the layout of vowel material sound / / ɛ if the user click the screen will show the next material as can be seen at figure 5.12 below. in this screen, there are four patterns in some english words which pronounced / /. everyɛ column has button . if the users click this button, they will hear the sound of those words pronunciation. figure 5.12: the layout of vowel material sound / / in some patternɛ e. consonant if the user click the layout of material pronunciation for consonant can be seen as figure 5.13 below. there are six materials for consonant such as /s/, / /, /z/, /d/, /t/, /j/.ʤ figure 5.13: the layout of consonant material if the users click they will find the next material about consonant sound / /. in thisʤ screen, there is short explanation about the mistakes in pronouncing it. also, when the users click the word, there will appear the highlighted phonetic transcription and the sound of its pronunciation as we can see at figure 5.14. figure 5.14: the layout of consonant material sound /ʤ f. diphthong if the user click the layout of material pronunciation that can be seen as figure 5.15 below. there are six materials for consonant such as /ei/, /au/, /ae/, /ou/, /ai/, / i/ɔ figure 5.15: the layout of diphthong material if the users click they will find the next material about diphthong sound /ei/. in this screen, there is short explanation about the mistakes in pronouncing it. also, when the users click the word, there will appear the highlighted phonetic transcription and the sound of its pronunciation as we can see at figure 5.16. figure 5.16: the layout of diphthong material sound /ei/ if the user click the screen will show the next material as can be seen at figure 5.17 below. in this screen, there are four patterns in some english words which pronounced /ei/. every column has button . if the users click this button, they will hear the sound of those words pronunciation. figure 5.17: the layout of diphthong material sound /ei/ in some patterns g. video if the user click the layout of material pronunciation for video can be seen as figure 5.18 below. there are three video available on this screen. figure 5.18: the layout of video h. video 1 if the user click the layout of reading material pronunciation for video pronunciation can be seen as figure 5.19 below. there are ten sessions for this reading passage. the users can read the text while they hear the pronunciation. figure 5.19: the layout of video 1 session 1 d. exercise if the users click the layout will appear as we can see at figure 5.20. in this screen, the exercise consists of three exercises. those are vocal, consonant, and diphthong. figure 5.20: the layout of exercise if the users click , there will appear four exercises. every exercises has button to hear the right pronunciation. it can be seen at figure 5.21 below. figure 5.21: the layout of vowel exercise if the users click , there will appear six exercises. every exercises has button to hear the right pronunciation. it can be seen at figure 5.22 below. figure 5.22: the layout of consonant exercise if the users click , there will appear five exercises. every exercises has button to hear the right pronunciation. it can be seen at figure 5.23 below. figure 5.23: the layout of diphthong exercise e. vocabulary if the users click the layout will appear as we can see at figure 5.24. in this screen, the vocabulary consists of several vocabulary listed in alphabetical order. those vocabularies have phonetic transcription. the sound will appear if the users click the highlighted words. figure 5.24: the layout of vocabulary f. author if the users click the layout will appear as we can see at figure 5.25. in this screen, the curriculum vitae of the author will appear. figure 5.25: the layout author f. conclusions and suggestions 1. conclusions based on the findings in this research, the researcher concludes: 1. students made some error in pronouncing english words if : a. they find the word which is not familiar with them. b. they find the word which consists of sound that is not exist in indonesian sound. 2. the design of media in teaching english pronunciation is multimedia which consists of some materials in vowel, consonant, and diphthong. this media also provides sounds in pronouncing some english words. 2. suggestions 1. the researcher suggests to the english lecturer to assist their students in learning pronunciation. 2. the researcher suggests to the next researcher to design media in learning english based on the students need. reference erinschreiner.(http://www.ehow.com/how_5762889_design-teaching material.html) fromkin and rodman. 1983. an introduction to language. wadsworth: cengage learning. muhammad yusdi.2010. mahir mengucapkan kata dalam bahasa inggris. tangerang:inspirata publishing ramelan. 1985. english phonetics. semarang: ikip semarang press richard and renandya. 2002. methodology and language teaching. cambridge: cambridge university press susikaran. 2013. the use of multimedia in english language teaching. journal of technology for elt . oct-des 2013. vol. iii no.4 2013. http://www.ehow.com/how_5762889_design-teaching%20material.html the particular dialect or language that a person chooses to use on any occasion is called a code 2261 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2261 2267 a brief semantic analysis on the form and function of biak’s article ’ma’ alfons arsai1, suardi sahid2 1alfonsarsai27@gmail.com, 2suardisahidadi@gmail.com 1,2fkip, pendidikan bahasa inggris, universitas papua received: 2022-11-05 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3478 abstract biak language, spoken by 50.000 to 70.000 native speakers, belongs to the west new guinea subgroup of the austronesian language family and is spoken in west papua (formerly known as irian jaya), indonesia, which is found in the northern part of the geelvink bay. the typology of this language is svo and has an agglutinative pattern in which the nouns are simple. this article aims to discuss the semantic function of particle ma in biak language and to describe its form. the technique used to analyze the data is descriptive approach namely describing the data based on what people actually say by applying the morphological paradigm to see potential morpheme by morpheme in order to determine form, function, and meaning. by doing so, this approach helps to classify which morpheme in the morphological process that the particle ma is inflected or not inflected to in the verbs or other word categories. the finding of this study shows that there are eight semantic functions which are indicated by the particle ma which has different meanings such as to show desire or volition, conjunction, reveal future condition, state reflexive pronoun, to derive verb into noun in morphological process of word formation, tense and mood, adverbial conjunction and phrasal verbs. morphologically, there are two types of the morphemes in which the particle ma is attached to and is not attached namely as bound and free morphemes. keywords: semantic function, particle ma, form, biak language http://u.lipi.go.id/1457703302 mailto:alfonsarsai27@gmail.com mailto:2suardisahidadi@gmail.com alfons arsai & suardi sahid a brief semantic analysis on the form and function of biak’s article ’ma’ 2262 introduction the biak language belongs to the west new guinea subgroup of the austronesian language family and is spoken in west papua (formerly known as irian jaya), indonesia, in the northern part of the geelvink bay. it has around 50,000 to 70,000 speakers (lewis, 2009), that makes the language has the largest number of speakers in west papua (mofu, 2005). the speakers of biak spread from the papuan island up to mollucan islands, particularly ternate and tobelo (mampioper, 1976 & 1986). although biak is the language that has the largest number of speakers in west papua, there has not been much research done on the biak language. three recent works; fautngil and rumbrawer (2003), mofu (2005 and 2008) and van den heuvel (2006) have provided descriptions of the biak language. the former documentations on biak language have been done in the form of manuscripts such as biak dictionary(soeparno, 1976); number in biak (hein steinhauer, 1985); biak phonology(fautngil & rumbrawer, 1989), biak morphology in 1991, syntax of biak in 1994 by fautngil and rumbrawer and they also described the grammar of biak in 2003. other studies on biak also have been carried-out such as songger ve rok by kapissa in 1975, wawosro rasras (muharam syah, 1975), ungkapan tradisional bahasa biak dan bahasa tehit daerah irian jaya (depdikbud, 1963), kabar ro wos byak (rri biak, 1980) and eksistensi wor biak dan upaya pelestariannya (kapissa, 1994). from the previous reports on biak language, there is no specific information provided in lines with biak semantic function of the article ‘ma’ in particular in terms of linguistic aspect in general. therefore, the aspect of semantic function encourages me to do the investigation of biak in terms of linguistics point of view by focusing on this language. ‘particle’ is a term used of small words (occasionally affixes) which do not easily fit into any clear word-class such as common noun, auxiliary, modal, article or preposition (hurford, 2008) in english, the little words which form the second part of such two-word verb as take out, hand in, give up and so forth often called ‘particles as sometimes they are known as phrasal verbs as illustrated in the following sentences: a. i give up. i can’t solve this problem b. she hands in the paper late, so the professor refuses her assignment. from these two examples, it is seen that the verbs give up in (a) and hand in (b) consist of two words that form one verb which has specific meaning. on the other hand, from the word formation process of the morphology aspect, certain affixes such as-er can change the word classes from noun to verb, verb to adjective or vice versa and give comparative form to the adjectives as follows: c. he teaches at senior high school d. he is a teacher from these sentences (c) and (d), it is clear that the verb teaches as the root in (c) ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2263 can be added suffix–er that forms the noun teacher in (d). to state comparative form of adjectives in english using affixation –er, the following illustrations are provided: e. you speak loud f. you speak louder in (e) and (f ) loud as an adjective does not change the meaning but when the suffixer is given to the adjectival root the meaning has changed from speak loud as usual to speak more loud than unusual. comparing to english particles, the biak particle ma indicates the same linguistic phenomena as in section 3. the biak particles are sometimes used to address the time, two word verb, aspect, word formation in terms of derivational process, tense and aspect as in english. method this is a descriptive research on the biak language. the data in corpus form of semantic functions which are indicated by the particle “ma” which has different meanings. the technique used to analyze the data is descriptive approach namely describing the data based on what people actually say by applying the morphological paradigm to see potential morpheme by morpheme in order to determine form, function, and meaning. by doing so, this approach helps to classify which morpheme in the morphological process that the particle ma is inflected or not inflected to in the verbs or other word categories. results the function of article main biak literally, the lexical meaning of article ma reveals preposition ‘and’ or ‘togetherness’ as in (3). the use of article ma in biak language presents different notions on the speakers and the hearers’ intentions due to semantic aspects of the article as follows: a. to show the goal, desire or volition of the speaker. mostly, biak people use article ma to show goal, desire or will if they plan to go somewhere. (1). ya-ra ma ya-kobes japan igo plan ibuy taro ‘i want to buy some taros’. example (1) shows how the speaker’s desire or he/she is going to buy some taros. however, the use of article ma can show permission of if the speakers want to leave alfons arsai & suardi sahid a brief semantic analysis on the form and function of biak’s article ’ma’ 2264 the hearer as in (2). (2). ya-ra ma nari i-go permit then ‘i am going’( to stress that speaker is asking for permission or he/she is going to leave). b..to indicate conjunction ‘and’ (3).karlos ma john su bur epon karlos and john 2pl go first ‘karlos and john went home earlier’ ma is applied as a conjunction in order to join two nouns while in sentence (4), it functions to join the two clauses. (4). john imbrif ma mary kyanes john laugh and mary cry ‘john laughs and mary cries’ c. ma reveals ‘future condition or wish’ biak speaker often uses ma in asking something really happens in the future as his wish or estimation as in (5). (5). na sko-ra ma ke? then 3pl-come here indeed ‘do they really come?’ the use of ma in (4) with the adverbial ke shows his wish will happen in the future or he wishes that the people might come. d. to state reflexive pronoun ma in biak daily conversation among societies is used to show reflexive pronoun in which the speakers stresses that he does something by himself or he is the only one as in (6). (6). aya ma yak fawi-ba ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2265 1sg myself 1sg know-neg ‘i myself really don’t know’ the use of ma in (6) states that i myself don’t really know something happens in responding to some questions such as who takes my bag? or the speaker accuses the hearer of stealing/taking his belongings as in (7) (7) au eyun in yeja? 2sg take fish possessive do you take my fish? if the instance (7) is used to accuse someone of taking something then the response in (6) is applied in revealing that the accused person really does not take such belongings to defend himself. e. to state derivational process from verb to noun in affixation process . ma in biak language can happen in morphological word formation in terms of derivational process as in (8) in form of affixation in prefix and it also functions as a suffix as in (9). (8). ma-mun bero sup perwomi ifnai ya-bur sup yedi aff-kill at village perwomi cause 1sg-go village possessive ‘the war in the perwomi village caused me i left my village’ the use of ma in (8) derives the verb mun ‘kill’ into the noun mamun ‘war’ the article ma can function to change the verb into the noun by joining it in the root as illustrated in (9) in which the people use such greeting to address the visitors. (9). ra ra ma bebye come redup here good ‘welcome’ f. to state the realis ‘something really happened’ in terms of the tense and mood (potential). (10). yara ma ro mandobdi 1sg-come on yesterday ‘i came yesterday’ ma in (10) states that speaker already came or already did something. this instance is applied if a speaker wishes to know the time that someone came by asking a question as in (11), then he applies to such question as a response in (10) (11) ras sa w ra ma ni? day when 2sg come realis question ‘when did you come? the same phenomenon is applied in the following example (12) in which article ma is used in negative expression. (12). ya-frur wa ine ma jadi ba 1sg-make boat canoe realis able negative alfons arsai & suardi sahid a brief semantic analysis on the form and function of biak’s article ’ma’ 2266 ‘i am not able to make this canoe’ the sentence (11) in using article ma expresses the aspect of ability as realis marker in such instance. in addition, the article ma also reveals the mood to describe the speaker’s attitude toward a certain situation in the speaker’s belief in its reality to show his ability in potential situation as in (13). (13).aya ma ya-pau in ro ras-ras 1sg mood 1sg-catch fish prep day.redup ‘i am able to catch fish everyday’ g. to state adverbial conjunction ma functions as an adverbial conjunction in biak language as in (14) in progressive situation. (14)ma, rosa wa frur inja wa-syakm ri? then, what 2sg-make thing so 2sg-noisy ‘then, what are you doing you make so much noisy?’ ma in (14) is used as adverbial conjunction to question what a person is doing in the progressive circumstance and as an answer in (15) to the response in (14) is possibly applied as the time of speaking. (15). ya-frur ro yoba 1sg-make thing negative ‘i am doing nothing’ h.. to state phrasal verb contains two word verbs as one verb ‘come’. the verb ra ma contains two words ra ‘go’ as a root that brings the entire meaning and ma to show an adverbial place. sometimes, such instance in (16) is applied in imperatives by asking someone to approach the speaker. (16) w ra ma nari 2sg go here then ‘you come here’ the form of article ma the form of particle ma in biak is categorized into two types such as bound morpheme and free morpheme in which the bound cannot show the meaning when it stands alone, therefore it should attach to the root as in (8) as a prefix and in (9) as a suffix to form the noun. in contrast, the particle ma can stand alone as a word when it shows location as in (17) or presents reflexive pronoun as in (18). (17). ya-ra ma ya-kobes japan igo plan ibuy taro ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2267 ‘i want to buy some taros’. (18). aya ma yak fawi-ba 1sg myself 1sg know-neg ‘i myself really don’t know’ conclusion from the discussion point of view, it is concluded that (1) there are eight semantic functions which are indicated by the particle ma which has different meanings such as to show desire or volition, conjunction, reveal future condition, state reflexive pronoun, to derive verb into noun in morphological process of word formation, tense and mood, adverbial conjunction and phrasal verbs. (2) morphologically, there are two types of the morphemes in which the particle ma is attached to and is not attached namely as bound and free morphemes. references depdikbud. (1986). ungkapan tradisional bahasa biak –numfor dan tehit daerah irian jaya . jayapura: kanwil propinsi papua fautngil, christ., et.al. (1989). fonology bahasa biak. jayapura: depdikbud fautngil, christ., et.al. (1991). morfologi bahasa biak. jayapura: depdikbud fautngil, christ., et.al. (1992). sintaksis bahasa biak. jayapura: depdikbud fautngil, christ., & rumbrawer, frans (2003). tata bahasa biak. biak: yayasan servas mario. kapissa, sam. (1975). songger be rok . jayapura: manyowri group ___________ (1994). eksistensi wor biak dan upaya pelestariannya. jayapura: antropologi fisip lewis, m. paul . (2009). ethnologue: languages of the world. sixteenth edition. dallas, tex.: sil international. online version: http://www.ethnologue.com/. mofu, suriel.s. (2005). biak morphosyntax. (m.phil thesis). oxford: oxford university press. __________(2008). biak morphosyntax. (ph.d. dissertation). oxford: oxford university press. muharamsyah. (1975). wawos ro ras-ras biak. biak: kowilhan biak rri biak. (1980). kabar ro wos byak. biak: rri pers. steinhauer, hein. (1985). number in biak counterevidence to two alleged language. bijdragen tot de tall-land-volkenkunde.series 141holland/usa: foris publications. suparno. (1975). kamus bahasa biak-indonesia. jayapura : fkip, universitas cenderawasih van den heuvel, wilco. (2006). biak: description of an austronesian language of papua. the netherlands: lot janskerkhof 13 3512 bl utrecht. http://www.ethnologue.com/ the particular dialect or language that a person chooses to use on any occasion is called a code 13 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 13 25 speaking skills of efl student teachers of uin raden fatah palembang: problems and strategies meshy berliana fathonah1, annisa astrid 2, deta desvitasari3 annisaasstrid_uin@radenfatah.ac.id 1,2,3 faculty of tarbiyah and teaching training, universitas islam negeri raden fatah, palembang, sumatera selatan received: 2022-01-05 accepted: 2023-04-08 doi: 10.24256/ideas.v11i1.3469 abstract the purposes of this study were to find out the problems faced by the student teachers of uin raden fatah palembang in speaking english and to find out the strategies used by the lecturer of uin raden fatah palembang to cope with the problems. a case study was used and purposeful sampling was utilized. the interview was used to find out the student teachers’ problems in speaking english. interviews and documentation were used to find out the lecturer’s strategies to cope with the problems. the problems and the strategies were: 1) lack of vocabulary mastery, to cope with the problem, the lecturer kept the student teachers on speaking the target language; 2) lack of grammar mastery and the strategy was the lecturer provided oral feedback to the student teachers’ grammar used; 3) lack of pronunciation, in order to cope with the problem, the lecturer provided some speaking activities and oral feedback; 4) anxiety-provoking situation, to deal with the problem, the lecturer used small groups, promoted equal participation after giving preparation time, and gave positive feedback; 5) lack of self-confidence, to deal with the problems, the lecturer applied small groups discussion, gave them the equal opportunity to speak after giving preparation time, and enforced repetition; 6) the interference of the mother tongue, in order to cope with the problem, the lecturer applied some speaking activities and encouraged them to speak the target language. by knowing the efl student teachers’ problems and the strategies to cope with them, the lecturer could prepare herself in case she encounters the aforementioned problems again and find out more appropriate strategies. keywords: speaking problems; speaking skills; strategies http://u.lipi.go.id/1457703302 meshy berliana fathonah, annisa astrid, deta desvitasari speaking skills of efl student teachers of uin raden fatah palembang: problems and strategies 14 introduction english as a foreign language of indonesian learners has an increasingly notable role in many scopes. for example, in aes (asian economic society), english is used as a communication means among people in running business activities. alonso (2011) mentioned that on the global stage, english as a second language becomes a language that has a progressively vital part in business, industry, science, and career expansion. in learning english as a foreign language, speaking is the primary skill that should be mastered by the learners than the other three skills. in line with this, ramadhan (2017) argued that speaking is an important skill to master when people learn a foreign language and when they want to convey something to interact. moreover, speaking is a skill used as an evaluation to know how far students have mastered the language they are learning. speaking is a productive skill that significantly contributes to the communication relationship between the speaker and the interlocutor. samhudi (2015) asserted that the critical element of communication is speaking. it means that by speaking, someone’s feelings, emotions, and thoughts can be expressed to others. in speaking english mastery, which is known as a complex skill, students face several problems, and strategies are required. then, brown (2007) uttered that clustering; redundancy; reduced forms; performance variables; colloquial language; rate of delivery; interaction; stress, rhythm, and intonation are difficulties for the foreign language learner in speaking english. in brief, speaking english is not easy for efl students due to several problems. concerning the problems, several strategies need to be implemented by the teacher. ur (1996) revealed some strategies that can be used by teachers to solve problems in speaking, are using group work, basing the activity on easy language, making a careful choice of topic and task to stimulate interest, giving some instruction or training in discussion skills, and keeping students on speaking the target language. hence, the ways teacher deal with students' speaking problems are known as teachers’ strategies. furthermore, several prior studies found several students’ problems in mastering speaking skills and several strategies to overcome those problems. first , prasetyanigrum et al. (2020) mentioned that restlessness of speaking, lack of vocabulary mastery, limited grammar mastery, poor pronunciation, lack of motivation, inadequate listening facilities, unsupportive environment, lack of teaching speaking strategy, and inexact curriculum are the problems of efl students in practice speaking english. second, widyasworo (2019) showed that students’ problems in speaking english could come from linguistic and non-linguistic areas. several problems of linguistic regions are lack of vocabulary, pronunciation, and grammar. in comparison, the problems of non-linguistic areas are inhibition, nothing to say, uneven participation, mother tongue, anxiety, shyness, lack of self-confidence, and low motivation. subsequently, teachers’ strategies in overcoming those ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 15 problems are role-playing, drilling, brainstorming, and encouraging students. last but not least, sari and zainil (2020) pointed out that using group works, basing the activities on easy language, giving some instructions or training in discussion activities, and keeping students speaking the target language are the strategies used by the teacher to overcome students’ problems. the researcher conducted the research with several differences and similarities from the previous studies. most studies investigated the general students’ problems in speaking english, and the strategies in teaching speaking english. however, this study provided more specific student teachers’ problems in speaking english and the strategies to cope with the problems. the study was conducted in uin raden fatah palembang with the student teachers of the 2019 class and a lecturer from the english education study program. some of the problems in speaking english encountered by the student teachers and the lecturer’s strategies to cope with the problems were the topics that concerned the researcher. as a result, the researcher conducted the following investigation to determine: (1) the problems faced by efl student teachers of uin raden fatah palembang in speaking english; (2) the strategies used by the lecturer of uin raden fatah palembang to cope with the problems. method the goals of this study were to look into the efl student teachers' problems in speaking english and their lecturer's strategies for resolving those problems. this study was designed as a qualitative study. according to creswell (2012), qualitative research is a method of determining an issue based on the experiences of the participants themselves. the case study research design was used in this qualitative study. lucas et al. (2018) mentioned that a study with more than one case to investigate a population, phenomenon, or general condition is a case study. it would be used to identify the efl student teachers’ speaking problems and the strategies to deal with the problems in uin raden fatah palembang the data was collected at uin raden fatah palembang. purposive sampling was used for selecting the participants in this study. five student teachers from the classes of 2019 and one lecturer who has taught the subject of academic speaking for the four classes of 2019 were chosen as the participants. to gain detailed information from the study samples, the sample size in the case study of qualitative research should not be more than 4 or 5 individuals (creswell, 2013). hence, one lecturer and five student teachers were the researcher’s participants. interviews and documentation were used to collect data in this case. the interview was an effective tool for gathering data from participants. the interview would be conducted in a semi-structured format. mclntosh and morse (2015) stated that semi-structured interviews are used to get peoples’ subjective opinions about a specific situation or phenomenon that they have faced. next, documentation is the source of information needed to support and develop an in-depth understanding of the interview data. according to creswell (2012) newspaper, minutes of meshy berliana fathonah, annisa astrid, deta desvitasari speaking skills of efl student teachers of uin raden fatah palembang: problems and strategies 16 meetings, personal journals, and letters are examples of documents. thematic analysis was used to analyze the data. thematic analysis is thought to be the best fit for any research that seeks to explore through interpretations. it offers a systematic approach to data analysis. it assists the researcher in associating a theme's frequency analysis with one of the contents. this will increase t h e accuracy and complexity, as well as the value of the study. there are six steps of thematic analysis in data analysis based on maguire and delahunt (2017). the first step is to become acquainted with the data. the second step is to generate initial codes. the third step is to look for themes. the fourth step is to go over the themes. the fifth step is to define and name themes. sixth is in charge of producing the report. results in this chapter, there were two findings presented. first, the problems faced by the efl student teachers of uin raden fatah palembang in speaking english. second, the strategies used by the lecturer of uin raden fatah palembang to cope with the problems. problems faced by student teachers of uin raden fatah palembang in speaking english based on the data received from the research, there were seven problems faced by the lecturer in teaching essay writing to the pre-service teachers. table 1: themes and codes of problems faced by the efl student teachers of uin raden fatah palembang in speaking english. no themes codes 1 lack of vocabulary mastery a. the student teachers claimed that it was difficult to express what they wanted to convey or they could not speak fluently because of limited vocabulary. b. the student teachers stated that they chose to stop speaking for a while to think the suitable words/expression or combined english and indonesian when they did not know what vocabulary to use. c. the student teachers revealed that the lecturer rarely exposed them to new vocabulary related to their current discussion, so they got confused in determining the proper vocabulary. d. most of the student teachers believed that they did not upgrade their vocabulary ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 17 constantly, because even after they watched the western films and listened to english songs, they still had the lack of vocabulary mastery. 2 lack of grammar mastery a. most of the student teachers claimed that grammar became their stumbling block in speaking english, especially in formal situations. b. some of the student teachers revealed that they relied on their feeling when speaking english, and they did not pay too much attention to their grammar used, which caused them having a problem in grammar mastery. 3 lack of pronunciation mastery a. the student teachers stated that their lack of pronunciation mastery made them afraid of making mistakes in pronouncing the words, so the feeling hindering them to participate in speaking activities. b. the student teachers confessed that they did not put so much exposure on their pronunciation practice. 4. anxiety-provoking situation a. the student teachers revealed that in speaking english, they had communication apprehension which caused them to tremble, be nervous, lose focus, be silent and be confused b. the student teachers said that they were anxious when they had to be tested in speaking english. c. most of the student teachers claimed that when they spoke, they were afraid of getting negative criticism such as being scolded, ridiculed, vilified, and laughed at by the lecturer and the audience. 5. lack of self-confidence a. the student teachers confessed that their lack of ability to speak english made them felt not confident when they had to speak in front of people or the lecturer. b. the student teachers believed that they got lack of self-confidence when the audience could not catch the point of their meshy berliana fathonah, annisa astrid, deta desvitasari speaking skills of efl student teachers of uin raden fatah palembang: problems and strategies 18 utterances which caused them to be nervous and confused. 6. the interference of the mother tongue the student teachers believed that the dominant use of the mother tongue in the environment made them heard it more frequently than english, so the interference of the mother tongue made the student teachers not familiar with using english. the strategies used by the lecturer of uin raden fatah palembang to cope with the problems based on the research findings, there were numerous strategies were used by the lecturer of uin raden fatah to cope with the student teachers’ problems in speaking. table 2: themes and codes for strategies used by the lecturer of uin raden fatah palembang to cope with the problems no them e code 1 using paraphrasing and preparation time to cope with the student teachers’ lack of vocabulary. a. the lecturer claimed that she kept student teachers on speaking the target language by asking them to paraphrase the words which they could not remember immediately. b. the lecturer said that she gave preparation time to the student teachers to make them state their opinions based on the valid sources by reading and finding out from the books or the research journals. 2 providing oral feedback to deal with the student teachers’ lack of grammar mastery the lecturer claimed that to cope with the student teachers’ lack of grammar mastery, she corrected or revised the student teachers’ grammar mistake at ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 19 the end of the meeting and it did not specify to some certain of student teachers. 3. providing some speaking activities and oral feedback to cope with the lack of pronunciation mastery a. the lecturer revealed that she gave some speaking activities to help the student teachers pronunciation mastery get better. b. the lecturer said that she corrected the student teachers’ pronunciation when they had pronunciation mistake but not all the time 4. using small group, equal participation after giving preparation time, and positive feedback to reduce anxiety a. the lecturer stated that she used small group in speaking activity consisting of two of three student teachers, only. if the group consisted of too many people, they would feel anxious. b. the lecturer said that she promoted equal participation, she appointed the student teachers randomly to speak, in order to train the student teachers were ready or were not fear to speak in front of the public or the classmate, and did not get the fear of making mistake. c. the lecturer claimed that she did not give her feedback in every meeting or did not give feedback directly, neither did she give negative comments, and mention the name of student teachers, to avoid the student teachers’ fear of being a judged. 5 applying small groups, equal participation after giving preparation time, and some speaking activities followed by repetition to solve the lack of self-confidence a. the lecturer stated that because there are only two or three people in a group, the student teachers could develop their speaking skills more easily. b. the lecturer believed that the student teachers were afraid to speak voluntarily because they got lack of self-confidence, so the lecturer made the student teachers had the same opportunity to speak and trained their self-confidence by appointing them meshy berliana fathonah, annisa astrid, deta desvitasari speaking skills of efl student teachers of uin raden fatah palembang: problems and strategies 20 randomly to speak in a speaking activity c. the lecturer stated that by maximizing the student teachers’ exposure to english through plenty of speaking activities and giving the student teachers a chance to analyze and repeat their daily speaking activity, their speaking could be better and their lack of self-confidence would decrease 6 applying some speaking activities and encouraging students to speak the target language to cope with the interference of mother tongue a. the lecturer claimed that she provided some speaking activities such as discussion, asking and answering questions, brainstorming, and concept mapping to make the student teachers stayed focus on the use of english and decreased the interference of mother tongue. b. the lecturer said that she always reminded the student teachers to speak the target language when they did code switching, code-mixing or used their mother tongue. discussion based on the results of data analysis using thematic analysis, a researcher has provided an analysis of the problems faced by efl student teachers of uin raden fatah palembang in speaking english. the strategies used by the lecturer of uin raden fatah palembang to cope with the are also provided here. the first problem was lack of vocabulary mastery. student teachers got confused when translating sentences from their first language into english because their necessary vocabulary was lack. wahyuningsih and afandi (2020) revealed that lack of vocabulary mastery was the problem that caused students’ ideas cannot convey exactly in english and make their speaking not fluent. in order to cope with the student teachers’ lack of vocabulary, the lecturer kept the student teachers on speaking the target language by using paraphrase and used preparation time. stevanie (2021) revealed that when student was difficult to remember vocabulary immediately, they paraphrased their ideas using lexical item that is a near-synonym from the required word. in line with this, students would perform considerably better if they could think about what they were going to say and how to say it. allowing them to think about how they would speak by giving the preparation time to them was one way that can be used (harmer, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 21 2007). second, most of the student teachers said grammar became their speaking english problem. before making an utterance, some efl students would consider the specific grammar item concerned. it makes them hesitate to speak up. this is in line with gan (2012) revealed that grammar is cited by students as a stumbling block in their spoken english. to deal with the problem, the lecturer provided oral feedback as her strategies. tesnim (2019) on the result of his research stated that the teachers’ oriented corrective feedback and explicit correction could help the students to deal with their grammatical deficiencies. third, lack of pronunciation mastery was the student teachers’ problem in speaking english. student teachers as non-native english speakers were afraid of making mistake when pronouncing the words (especially the word that less common), they believed that mispronunciation could cause errors in the meaning of the words spoken. both gan (2012) and tokoz-goktepe (2014) revealed that lack of students’ mastery in pronouncing english words is one of the obstacles faced by efl students in speaking english. to cope with the student teachers’ lack of pronunciation mastery, the lecturer provided some speaking activities and feedback. achmad and yusuf (2014) on the result of their study mentioned that the implementation of several speaking activities gave the opportunities to the students to practice their english pronunciation directly. then, rahman, kahfi, and dalimunthe (2018) revealed that when correcting the students’ pronunciation errors, the teacher did five types of corrective feedback, including recast, explicit correction, clarification, request, metalinguistic feedback, and elicitation. the strategies helped the student teachers to improve their pronunciation and made them realized their mistakes and could make the students’ pronunciation in speaking english improved. fourth, there's anxiety-provoking situation. rumiyati and seftika (2018) revealed that three main factors of student’s speaking anxiety were communication apprehension, test anxiety, and fear of negative evaluation. those factors caused student became silent, anxious, heart pounding, and confused while speaking english. to cope with the student teachers’ anxiety, the lecturer used small group, promoted equal participation after preparation time and gave feedback. based on aulia, lengkanawati, and rodliyah (2019), the implementation of pair work or small group activity in speaking class made the students’ anxiety decreased. hayati and kaniadewi (2022) stated that having more exposure to oral english and getting prepared for oral english lessons would help the students in decreasing their speaking anxiety. also, al-nakhalah (2016) mentioned that by encouraging the students to speak fluently even if they made some mistakes or errors in their speaking and not criticizing them cruelly, student would not feel the anxiety and the fearful of criticism. fifth, student teachers’ speaking problems in speaking was lack of selfconfidence. the student teachers felt lack of their confidence when they had to speak in front of the lecturer or many people, when talked to people who speak english meshy berliana fathonah, annisa astrid, deta desvitasari speaking skills of efl student teachers of uin raden fatah palembang: problems and strategies 22 fluently and when the interlocutor cannot catch the point of their words. nunan (as cited in januariza, 2016) stated that students who lack self-confidence about their abilities and mastery of the english language will inevitably experience communication apprehension. to cope with the problems, the lecturer applied small groups, promoted equal participation after giving preparation time, some speaking activities and repetition. alfares (2017) showed that students were happy to work in group works, they got the opportunity to share and exchange their ideas. based on hayati and kaniadewi (2022), the students would feel more confident to speak english when they had more exposure to oral english and when they had good preparation. in line with this, batang (2016) stated that brainstorming was effective in generating students’ ideas freely and quickly, and it was good to increase students’ self-confidence. the last student teachers’ problem in speaking english was the interference of mother tongue. having an environment where people used their mother tongue dominantly made student teachers listened and spoke english less than their mother tongue. similar to this, bilal et al. (2013) argued in their study that the use of the mother tongue in the school and home environment is more dominant than the use of english. to deal with the problems, the lecturer applied some speaking activities and encouraged them to speak the target language. sriprabha (2015), the ways to overcome the interference of the mother tongue in the students’ speaking english were practicing english speaking regularly and performing as much communication in english as possible. also, ur (as cited in leong and ahmadi, 2017) stated that in keeping the students speaking the target language, the teacher could always remind the students as much as possible to always practice and use the target language. conclusion based on the result of this study, it can be concluded that there were several speaking problems faced by the efl student teacher of uin raden fatah palembang. not only the student teachers’ problems but also the strategies used by the lecturer to cope with the problems were revealed here. first, the efl student teachers’ problems was lack of vocabulary problems, and the lecturer’s strategies to cope with the problem were the lecturer using paraphrasing and used preparation time. second, the efl student teachers faced lack of grammar mastery in speaking english, then the strategy used by the lecturer to cope with the problem was providing oral feedback to the student teachers’ grammar used. third, lack of pronunciation was the speaking problem faced by the efl student teacher. to cope with the problem, the lecturer provided some speaking activities and oral feedback. next, anxiety-provoking situation became another problem faced by the efl student teachers in speaking english. to deal with the problem, the lecture used small groups, promoted equal participation after giving preparation time, and gave positive feedback. fifth, the efl student teachers had lack of self-confidence. to deal with the problems, the lecturer applied small groups discussion, gave them the equal ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 23 opportunity to speak after giving preparation time, and enforced repetition. last but not least, the interference of the mother tongue was the efl student teachers’ problem in speaking english. in order to cope with the problem, the lecturer applied some speaking activities and encouraged them to speak the target language. based on the above-revealed finding, the researcher would like to make some suggestions. for the lecturer, to make the effective teaching and learning process, she has to make the speaking activities as interactive as possible, so that the student teachers would not feel bored. for the grammatical aspect, giving a oneday intensive class to discuss the correct grammatical used in speaking or to discuss the common grammatical mistakes made by the student teachers in speaking english could be applied by the lecturer. next, for the student teachers, the researcher’s advices are the student teachers should practice their speaking english constantly. they can do it with their partner or they can practice by themselves. the student teachers can also improve their speaking english skills outside of the classroom by enrolling in an english course or joining an english club. last but not least, the advice is for the next researcher who wants to conduct the research with the same issue. the future researcher should look for and get the further information or identify the new problems that may be faced by the student teacher in speaking english. not only the problems, but also the further information about the strategies used by the lecturer to cope with the problems should be mentioned. references achmad, d., & yusuf, y. q., (2014). activities to overcome efl learners’ pronunciation problems. romanian association of teachers of english. https://www.researchgate.net/publication/262732706_activities_to_overco me_efl_learners'_pronunciation_problems alfares, n. 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(2018). teacher’s strategies in teaching speaking skill for eleventh grade students at sma bopkri 2 yogyakarta. journal of english language and language teaching (jellt), 2(1), 46-58. http://dx.doi.org/10.36597/jellt.v2i1.2714 http://dx.doi.org/10.30829/tar.v24i1.132 https://ojs.stkippgri-lubiklinggau.ac.id/index.php/jell/article/view/37 https://ojs.stkippgri-lubiklinggau.ac.id/index.php/jell/article/view/37 https://doi.org/10.46244/geej.v2i1.685 https://doi.org/10.24036/jelt.v9i4.110335 https://ojs.uniwara.ac.id/index.php/epj/article/view/247 https://doi.org/10.12973/eu-jer.9.3.967 http://dx.doi.org/10.36597/jellt.v2i1.2714 the particular dialect or language that a person chooses to use on any occasion is called a code 2268 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2268 2276 senior high school students' perceptions about the use of smartphones as english learning media sri damayanti1, irwan2 1yanthie_uncok@ymail.com, 2iwaalfarabi@gmail.com 1cokroaminoto palopo university 2sman 6 palopo received: 2022-11-05 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3564 abstract this research focused on the students’ perception on the use of smartphone as an english learning media especially for indonesian secondary high school (sma) students. this research applied mixed method which qualitative method is more highly used than its quantitative method. data collecting techniques in this research are survey study with likert-scaled questionnaire, direct observation, and interview. the survey results then classified and ranked statistically to know the frequency level of the smartphone use in learning english as well as to encounter students’ perception on it. to present more comprehensive data and information, the research result then quantitatively illustrated in an appropriate chart or diagram, and qualitatively described in narrative form. the result show that high school students in certain areas in sman 6 palopo still have very little insight regarding the use of smart phone technology as a medium for learning english. most of them use their smartphones for entertainment purposes. the implication about the use of smart phone is presented as well to give more insightful view for the students or teachers about how to maximize the advantages of smart phone media in learning english. keywords: english learning; media; perception; smartphone introduction as has been widely experienced in today's life, the use of the internet and social media which are so easily accessed via smart phones is not only done by adults, but also by children of elementary school age. the phenomenon of the increasingly widespread use of gadgets and increasingly sophisticated technological and information innovations are some of the main factors causing the low reading interest of the indonesian people (desfourina, 2019). in other words, now books are far less interesting than smart phones. even though reading activities can be done http://u.lipi.go.id/1457703302 mailto:2iwaalfarabi@gmail.com ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2269 using a smart phone, of course the nuances felt will be different from reading an actual book. this is caused by the many distractions that may be encountered when reading via a smart phone, such as the emergence of many incoming message notifications to message inboxes and to various users' social media accounts, and so on. whereas when reading a book in its real form, the reader's attention will be focused on the book being read so that the level of understanding obtained is deeper. in this regard, the coordinating minister for human development and culture (pmk) puan maharani once stated that based on the results of research that had been conducted, the average indonesian only reads books 3-4 times per week with a reading duration of around 30-59 minutes per hour. day (nadlir, 2018). this condition is the background for researchers to raise this problem as a research theme in the context of learning english for high school (sma) students. as far as the researchers have observed, the use of gadgets, especially smart phones, among the millennial generation for specific purposes as learning media, especially english, is still very minimal. this can be seen from the many features of social media applications, online chatting, and online games which dominate the contents of the smart phones of high school students and the equivalent. in addition, based on observations that have been made by researchers in previous research, it was found that the english language learning model with digital media, especially smart phones, still sounds foreign to students at the high school level and equivalent. in fact, most high school students are currently using smart phones (wahyuni, 2017). this means that the use of smart phones in educational contexts such as learning english still sounds foreign to students in indonesia, especially senior high school students. therefore, this study aims to determine the perceptions of high school students about the use of smartphones as a medium for learning english, and to find out the level of utilization of smartphones as a medium for learning english for high school students. in addition, this research is also expected to educate high school students about how to use smart phones as a medium for learning english. research questions the research questions to be studied in this study are as follows: a). what is the level of smartphone utilization as a medium for learning english among high school students? b). how do students perceive the use of smartphones as a medium for learning english? perception is broadly interpreted as a form of thinking about something that forms a certain attitude pattern. according to robbins & judge (2008: 175) perception is defined as a process in which individuals interpret and organize their sensory impressions to give meaning or impression to the environment. perception is also a process of entering information or messages into the human brain (slameto, 2010). perception regulates patterns of attitudes and human interactions that are carried out continuously with their environment. this is because perception results from a series of experiences about an object, event or relationship that a person obtains by interpreting messages and synthesizing information (rakhmat, 2005). in other words, a human's experiences will be interpreted by his brain to give rise to certain impressions and assumptions, and this process differs from one human to sri damayanti & irwan senior high school students' perceptions about the use of smartphones as english learning media 2270 another. according to walgito (2004), there are several factors that influence a person's perception, namely; a. objects that are perceived objects cause stimuli that affect the senses or receptors. stimulus can come mostly from outside the perceiving individual or from within the individual concerned. b. sense organs, nerves, and central nervous system sensory organs or receptors are tools for receiving stimuli. the stimulus is transmitted by sensory nerves to the central nervous system, namely the brain as the center of consciousness. c. attention to be aware of or in holding perceptions, attention is needed which is the main step as a preparation in order to hold perceptions. attention is the concentration or concentration of all individual activities aimed at something or a group of objects. method this research is a mixed-method research using a concurrent embedded strategy. the statistical theoretical basis that the researcher uses is cresswell's theory (2009) which states, "concurrent embedded: a strategy of mixed methods research can be identified by its use data collection phase, during which both quantitative and qualitative data are collected simultaneously. unlike the triangulation model, a concurrent embedded has primary methods that guide the project and a secondary method that provides a supporting role in the procedure. in other words, research with this concurrent embedded model is carried out in combination research where qualitative and quantitative methods are carried out together, but the levels of use are different. in this case, the method used is divided into two, namely the primary and secondary methods. the primary method is used to analyze and obtain primary (main) data, and the secondary method is used to strengthen the data generated from the primary method. in this study, the researcher intends to conduct a qualitative survey study on the perceptions of high school students in using smartphones as a medium for learning english, then the results are analyzed qualitatively to produce qualitative descriptive data. the survey results are then calculated and classified quantitatively to support the qualitative data that has been produced. because the main data that the researcher wants to obtain is qualitative, the weight of the qualitative method is used as the primary method in this study. while the quantitative method is used as a secondary method to support the data generated from the qualitative analysis. in terms of the use of qualitative methods which are higher than the use of quantitative methods, the research model that best fits the scope and objectives of this study is the concurrent embedded strategy. subjects and objects of research. the research subjects in this study were high school (sma) students in sman 6 palopo, south sulawesi, indonesia. while the object of research is the use of smartphones as a medium for learning english. the population is a generalization area consisting of objects/subjects that have special characteristics and qualities determined by researchers to study and draw conclusions (sugiyono, 2017). the population in this study were 200 high ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2271 school students from sman 6 palopo. the researcher used purposive sampling as a sampling technique, and chose 50 respondents as the research sample. purposive sampling is a sampling technique with certain considerations in accordance with the researchers' objectives (sugiyono, 2017) in this study, data collection and analysis techniques were carried out interactively and simultaneously with the stages of data collection, data reduction, data presentation, and drawing conclusions. to obtain quantitative and qualitative data about the level of use of smartphones as a medium for learning english, observations, interviews, and questionnaires with a likert scale were carried out. meanwhile, to find out how students perceive the use of smartphones as a medium for learning english, interviews will be carried out. one thing that is no less important in data collection is the observation technique. prior to the process of compiling the instrument, the researcher made observations first to find out the conditions and general attitudes of the respondents in using smartphones. observation is a form of observation of a human behavior under certain conditions. observation becomes an important thing because in real life, what a human being says may not necessarily match what he does (cristensen, 2008). observations were made to see and understand the extent to which the level of use of smartphones as a medium for learning english was carried out by high school students in the area around the researcher's residence in the west bogor area. in this process, researchers communicate and conduct unstructured interviews to find out how they use smartphones. apart from that, the researchers also noted important things related to their opinions and knowledge about smartphone features. in the process of making the instrument, the researcher took the following steps: 1. make a statement of willingness to fill out a questionnaire. a statement of willingness was made in order to get the respondent's consent to participate in filling out the questionnaire voluntarily and was willing if the data was used for research purposes. 2. make a guide for filling out the questionnaire. a guide for filling out the questionnaire was created to provide respondents with a good understanding of the questions presented to make it easier for them to fill out the questionnaire. in addition, the researcher also asked the respondents to answer the questions as they were in accordance with the actual conditions. 3. make a list of questions question items are prepared based on the condition description obtained during observation and taking into account indicators of perception in accordance with the theoretical framework used. 4. test the validity and reliability of the instrument the method of testing the validity and reliability of the instruments in this study is content validity, namely by consulting the contents of the questionnaire to experts who are experts in the field of educational psychology and language learning. sri damayanti & irwan senior high school students' perceptions about the use of smartphones as english learning media 2272 results after testing the validity and reliability of the instrument, the questionnaire was distributed to the respondents. from a survey conducted on 50 high school students in sman 6 palopo regarding their perceptions of using smartphones as a medium for learning english, it was found that the level of use of smartphones among high school students for learning media for english was still relatively low. based on the results of filling out the questionnaire from the respondents, a recapitulation of the level/amount of smartphone use as a medium for learning english with a likert scale is obtained as below; table 1. questionnaire’ results of students perception on the use of smartphone in learning english no questions very often often sometimes ever never 1 i use smartphone to read english news or english text 6 16 24 4 2 i use digital/online dictionary to increase my english vocabulary 5 15 8 12 10 3 i use my smartphone to increase my listening skills by watching english videos 4 16 24 6 4 i use some learning application to learn english in my smartphone 5 14 16 15 5 i use my smartphone in 8 18 24 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2273 writing english for my blogs or my social medias 6 i use recording facilities in my smartphone to record my english speaking 40 10 7 i use my smartphone to increase my general knowledge included in english learning 8 12 26 4 the data shows that most of the students do not use their smartphone for learning english. only 5 out of 50 students who used it for learning vocabulary. the highest frequency chosen were in sometimes and ever for each question given. no one choose very often, often and sometimes for the recording their speaking as learning process. the data shows that the students at sman 6 palopo are still in low level of using smartphone for learning english. discussion the questionnaires prepared by the researchers represented various indicators of skills in english, namely speaking, listening, writing and reading. from the analysis of the questionnaire distribution that was conducted on 50 respondents, it was found that the use of smartphones as a medium for learning english among high school students in sman 6 palopo is still very low, especially in terms of speaking and writing skills. from the graph above it is also known that all respondents have never used the simple voice recording feature to practice learning to speak, and 18 out of 20 respondents have never practiced writing blogs in english. in fact, speaking and writing are types of productive skills in english in the context of a foreign language (efl) which should be interesting and motivating (harmer, 2001). one way to make it more interesting is to take advantage of the simple recording feature on a smartphone. for example, efl learners can record their own voice using english for a certain duration and then listen to and review it by colleagues or by themselves so that the person concerned can find out what shortcomings and mistakes were produced during the speaking process in the recording (wahyuni, 2017). this is where the important role of educators is to be more creative in motivating students to make better use of their smartphones for the process of learning english, especially in the context of speaking and writing sri damayanti & irwan senior high school students' perceptions about the use of smartphones as english learning media 2274 skills. even so, the use of smart phones to access english videos as a listening learning medium is somewhat familiar even though the number only reaches 6 people, and the number of respondents who have never accessed them is still much higher than those who do to learn english. the simplest thing in terms of using a smartphone to increase vocabulary is the use of a digital dictionary, which in fact is still very minimal in frequency. however, apart from being a medium for learning english, as many as 13 respondents have used their smartphones for learni ng in other fields to corroborate the data obtained, the researcher used the interview method to find out how respondents perceive the use of smartphones as a medium for learning english among high school students. from the results of structured interviews that have been conducted, information is obtained that 10 out of 20 respondents use their smartphone to play online games, and 4 respondents use it more for social media, and 6 respondents use it to learn english through online videos. the diagram below illustrates the percentage of smart phone use based on the purpose of use by the 20 respondents studied. thus, it is known that 70% of the respondents studied use smart phones for entertainment purposes. while those who use it as a learning medium, especially english, are only 30%. in other words, the use of smart phones as a medium for learning english among high school students in certain areas in west bogor is still minimal and rarely used. meanwhile, the cause of their lack of creativity and awareness in utilizing smartphones as a medium for learning english is due to low motivation and lack of insight into using smart phones as english learning technology. conclusion from the discussion about the low level of smartphone use as a medium for learning english that has been described qualitatively and quantitatively above, it can be concluded that high school students in certain areas in the sman 6 palopo still have very little insight regarding the use of smart phone technology as a medium for learning english. most of them use their smartphones for entertainment purposes. researchers hope that this research can open their insights about exploring the use of smartphones in a more positive and creative context, especially in terms of learning english. learners, especially high school students, should be introduced to websites that are useful for improving english language skills such as the guardian, new york times, bbc learning english, voa learning english, hello talk, and many more. the implication of this research is that english teachers should prioritize technology literacy for themselves and also for their students, especially in using smartphones. this is an effort to build an indonesian nation that is more creative and innovative in terms of learning technology. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2275 references brown, h. d. 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(2017). model pembelajaran bahasa inggris berbasis digital untuk meningkatkan keterampilan speaking dan listening pada peserta didik. prosiding seminar nasional manajemen pendidikan; universitas negeri jakarta tafani, v. (2009). teaching english through mass media. acta didactica napocensia, 2(1), 81–95. tugrul, t. o. (2012). student perceptions of an educational technology tool: video recordings of project presentations. procedia-social and behavioral sciences, 64, 133–140. https://ssrn.com/abstract=3258815 https://dx.doi.org/10.2139/ssrn.3258815 the particular dialect or language that a person chooses to use on any occasion is called a code 2224 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2224 2232 the benefits and drawbacks of kahoot: students’ perspective gartika pandu bhuana gartika@ikipsiliwangi.ac.id program studi pendidikan bahasa inggris, ikip siliwangi, cimahi, jawa barat received: 2022-10-05 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3508 abstract technology and education are inseparable. many schools or universities have integrated the use of technology in the classroom. the purpose is not only to bring the effectiveness of the teaching, but also to enhance students’ motivation and participation in learning. kahoot is one of the online educational games that teachers mainly use. unfortunately, some students think that there are problems with its usage. this study is intended to investigate the benefits and drawbacks of kahoot from students’ perspectives. the descriptive qualitative method was considered suitable to be used. there were 50 students at an institution selected as the participants of the study. the data were collected through questionnaire and interview. overall findings revealed that most of the students had a positive attitude toward the implementation of kahoot. it offered advantages and conditions that conventional methods could not offer. for example, it provided positive competitiveness and a lively atmosphere in the class. however, some drawbacks were found. it dealt with technical problems, such as internet connection, the absence of discussion, and the frequency of its usage. finally, it is suggested that the second language lectures consider some aspects in implementing kahoot. keywords: kahoot; perspective; students introduction in today’s digital era, information and communication technology has been integrated into the classroom teaching and learning. the teachers have shifted their “chalk and talk” method, which induces boredom, to the modern one. they adopt technology in the classroom. they use smartphones or tablets that are very close to the students’ life nowadays. they even apply popular technological trends in education, such as mobile learning, online learning, and educational games. one of the educational games primarily used in the classroom is kahoot. kahoot is an educational online learning platform (bicen & kocakoyun, 2018) with 70 http://u.lipi.go.id/1457703302 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2225 million active users (harrell, 2019). it is mainly used for assessing students, constructing quizzes, or reviewing the concept material learned (lofti et al., 2021). it integrates the graphics, music, points, and leaderboard. plump and larosa (2017) found that kahoot is easily used for both teachers and students and requires no prior training to be implemented. for the teachers, for instance, they can utilize kahoot to project multiple/survey questions to which students respond the question using a web browser on their smartphone. the questions can be added by pictures and videos. the teachers, here, can control the pace of play by setting up the time for the students to answer the question. for the students, they just have to enter the access code or pin to participate in the game. they then determine their nickname. to answer the question prepared by the teacher, the students just have to press the button for the correct answer. students whose nicknames appear on the board indicate active participation. students are also awarded points for answering the questions correctly, and the timelessness of incorrect responses also impacts the points awarded. at the end of the game, there is the recapitulation of students’ scores. the teacher can determine which students dominantly give the correct answer and vice versa. several studies (e.g. prieto et al., 2019; licorish et al., 2018; bicen & kocakoyun, 2018; barrio et al., 2016; yien et al., 2011; wang, 2015) found that kahoot offered several advantages for teaching and learning process. it fosters students’ attention and engagement (licorish et al., 2018 ; barrio et al., 2016; wang, 2015; wang & lieberoth, 2016). it improves classroom dynamics as the students get direct feedback on their performance (plump & larosa, 2017; iwamoto et al., 2017). it also enhances students’ sense of community since they can create, share, and exchange content with others in the class (wang, 2015). moreover, kahoot also can increase students’ motivation because it includes competition in which it displays students’ points on the screen (licorish et al., 2018; bicen & kocakoyun, 2018; wang, 2015; cameron & bizo, 2019; pais et al., 2018). more importantly, it offers fun, engaging and rewarding activities to make students feel positive (iwamoto et al., 2017; yu ru k, 2019; cameron & bizo, 2019; wang & lieberoth, 2016) and learning process to be more effective (bicen & kocakoyun, 2018). a study by wibisono (2019) and zarzycka-piskorz (2016) revealed that kahoot effectively improved students’ language skills, such as reading and grammar. it is also proven to be able to improve the target language effectively (yu ru k, 2019; ares et al., 2018; licorish et al., 2018). apart from the benefits of kahoot, lofti et al. (2021) found that kahoot offers some drawbacks in its implementation. some students feel it is ineffective for teaching and learning as there is no further discussion from the teacher related to the questions asked. thus, they do not get clarification of why their answer is incorrect. moreover, there is also a technical problem when the teacher or students use it. this technical problem is related to the internet connection and quota. thus, its usage in the classroom should be considered. the above studies basically had given a brief description about the benefits and drawbacks of kahots in the classroom. unfortunately, they have not fully examined sokhira linda vinde rambe exploring interaction patterns in efl teaching and learning context 2226 the students’ perspective. the study conducted by amalia et al. (2022), sibatuara (2021), mawarni et al. (2021), and setiawan (2020), for instance, only investigated the effectiveness of kahoot in improving students’ language skills. moreover, the studies piloted by salam et al. (2022), dyanti et al. (2022), and artati (2021) just examined the effect of kahoot on students’ learning outcome and motivation. regarding this, this study intends to fill the gap by investigating further students’ perspective on the implementation of kahoot. it particularly aims to answer the question, what are students’ opinion toward the benefits and the drawback of using kahoot in the language classroom? investigating students’ perspective is required as it can give subjective feedback for the teachers to consider the use of kahoot in the classroom. method a descriptive qualitative method was considered adequate for this study. it allowed to describe the data, facts, and conditions naturally. kim et al. (2017) mention that qualitative descriptive generated the data that describes who and what from a subjective perspective. this statement is in line with the aim of the study, which investigated the benefits and drawbacks of kahoot from the students’ perspective. the participants of the study were 50 undergraduate students (30 females and 20 males) at an institution in cimahi. they have been experienced using kahoot in their classroom. in other words, they have taken the class in which the lectures implemented kahoot as part of the learning process. in collecting the data, the questionnaire and interview were used. the questionnaire consisted of 20 questions developed from the benefits and drawbacks of kahoot proposed by some experts. the questionnaire was a five-point likert scale ranging from strongly disagree to strongly agree. meanwhile, the interview was a semi-structured interview. similar to the questionnaire, the question in the interview was developed from several theories about the drawbacks of kahoot. questionnaire data was processed by calculating the answer from each point and question based on the likert scale formula. the gained score was then categorized into the interval score proposed by pranatawijaya et al. (2019). table 1. the interval score of likert scale calculation meanwhile, the data from the interview were transcribed. it was then analysed and used to support the questionnaire data. 0 % –19.99 % strongly disagree 20 – 39.99 % disagree 40 – 59.99 % neutral 60 – 79.99 % agree 80– 100 % strongly agree ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2227 results the discussion of the findings elaborates on the result of the questionnaire and interview data. the data gained from the questionnaire will be directly related to the interview data. thus, the differences can be obviously revealed. based on the likert scale calculation of the questionnaire related to the benefits of using kahoot as a learning tool, it was found out that 69% of students agreed that kahoot offered advantages. the detail of students’ answers is presented in the following table: table 2. the benefits of using kahoot from students’ perspective table 2 shows that most of the students felt happy about the implementation of kahoot in the classroom. they liked to play it as it was easy to be used. they also thought that kahoot was a fun game. it was not only formed a lively atmosphere for the learning process, but also prompted them to be active and motivated them to get a good score. several students thought that the use of kahoot also helped them to understand the material that had been explained by the teacher better, even though 17 students disagreed with the statement. kahoot also allowed them to collaborate with their friend. they did a discussion with their friend to find the correct answers. it also created positive competition in the classroom. that is why some students believed that kahoot was effectively to be used in the classroom. the above findings corroborated the data gained from the interview. in the interview, most of the students thought that kahoot was definitely a good learning tool. they were happy to use it in the classroom. in their opinion, kahoot could make them to be more active. they also felt that kahoot created a lively learning ambience in the classroom. in the interview, it was also found that kahoot also motivated them to study better. it helped them focus on the material explained by the teacher as they feared getting a bad score when they played kahoot. some of the students’ answers are provided below: no statements sd d n a sa 1 i am happy when the teacher use kahoot in the learning process 0 0 14 22 14 2 i like to play kahoot 0 0 13 14 23 3 kahoot is easy to be used 0 0 15 16 19 4 kahoot offers some advantages for the learning 5 9 10 12 14 5 kahoot is a fun educational games 0 0 13 22 15 6 kahoot creates attractive atmosphere for the learning process 2 6 16 19 7 7 kahoot prompts me to be active in the classroom 0 2 13 26 9 8 kahoot pushes me to get a good score 0 4 12 17 17 9 kahoots increases collaboration with some friends in the classroom 0 3 14 17 16 10 kahoot allows me to understand the learned material better 7 10 13 14 6 11 while the teacher use kahoot in the beginning of the lesson, it can grab my attention 2 5 19 17 7 12 kahoot can foster my engangement to the learning process 2 4 17 20 7 13 kahoot create competitiveness in the classroom 0 3 13 20 14 14 kahoot is effective to be used in the classroom 7 2 18 16 7 sokhira linda vinde rambe exploring interaction patterns in efl teaching and learning context 2228 the likert scale calculation of the questionnaire also found that 67% of students agreed that kahoot had the drawbacks in the learning process. these drawbacks included connection, the absence of discussion, and time allocation. the result of students’ answers to the question is shown in the following table: table 3. the drawbacks of using kahoot from students’ perspective the above data was a little bit different from the interview data. in the interview, it was found that the problems of using kahoot in the classroom dealt not only with connection and the absence of discussion, but also with the frequency of its usage. it was revealed that some students thought that the teacher used kahoot a lot. they were getting bored of it. therefore, they suggested the teacher to find another educational game or limit its usage. in addition, the students also thought that they had not gained a particular competency after playing with kahoot. they only knew that they had played a game. they were not sure if this material was tested, they could answer the no statements sd d n a sa 15 there are a lot of problem in using kahoot 3 0 29 16 2 16 internet connection become a problem in using kahoot 0 0 9 20 21 17 i cannot answer the questions in kahoot as i had poor internet signal 0 7 14 13 16 18 the questions asked in kahoot need further discussion from the teacher 1 4 10 20 15 19 the teacher rarely do discussion after playing kahoot 0 0 11 19 20 20 the time allocation to answer the question in kahoot is too short 6 5 15 15 9 s1 i like to play kahoot. it was fun. i thought kahoot offered several advantages. it helped me to become an active learner. it also motivated me to focus on the learning material, as the question in kahoot was related to it. s2 kahoot is fun. i like it. it created good learning conditions. s3 kahoot created a fun learning atmosphere. i like it. i participated actively in playing kahoot. i also discuss the correct answer with my teammate. s4 kahoot was good. it could melt the situation. when we felt tired of learning, kahoot helped us. s5 kahoot was fun. i felt that kahoot helped me to participate actively in the game. it also motivated me to choose the correct answer as my score was displayed. s6 i thought kahoot helped me a lot. it, for instance, helped me to be active. i always tried to choose the correct answer. i also tried to focus on the teacher’s explanation s7 yes, i agreed with my friend. i always participated in playing kahoot. i also actively discussed the answer with my friend. it helped us to focus on the learned material. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2229 question correctly. all of this information is gained from the following statement: discussion based on the findings, it can be concluded that from the students’ perspective, kahoot offers both advantages and disadvantages. this corroborates with the study conducted by lofti et al. (2021). related to the advantages, it is undeniable that online educational classrooms can create condition that cannot be gained in the conventional method (licorish et al., 2018), such as an enjoyable, lively, and competitive learning atmosphere. this is due to the attractive display of kahoot. as previously discussed in the background of the study that kahoot combines colourful graphics and upbeat music. this can reduce stress and boost the students’ mood (baltazar et al., 2019). moreover, the display of points and leader board of kahoot support the students to be more active and competitive in answering the questions. kahoot also creates a meaningful learning process (prieto et al., 2019) and supports the development of students’ cognitive and motivation (licorish et al., 2018). this is proven by the data from the questionnaire and interview, in which the students can pay attention and focus on the teachers’ explanation while they know the teacher use kahoot in the post activity. besides, as there is a “group” mode in kahoot, it allows the students to collaborate with their classmates in answering the question. they can intensively discuss the correct answer of the questions. as a result, classroom condition become livelier. although there are so many benefits of using kahoot in the classroom, the teachers should pay attention to several things on its implementation. the study finds that there are some drawbacks of using kahoot. internet connection becomes the main obstacle here. as kahoot is an online application and the display is colourful, it requires a large amount of data bandwidth. thus, a good internet connection is really needed. to cope with this problem, the teachers can basically do some strategies. for example, the teachers can group the students who have poor s1 sometimes, i felt bored with it. maybe, the teacher had to use another educational online game platform s2 hmm, i thought the teacher had to find another game because the frequency of using kahoot is too much s3 the teacher had to limit its usage. she used it more than seven times in the semester. she can find another game. s4 the teacher probably could use another game. she was very often to use it. then, i thought it would be better for a teacher to discuss why my answers were wrong. s5 i felt that the time given to answer the question was too short. s6 my internet signal impacted a lot in using kahoot. besides, there was no discussion of the wrong answer. s7 the internet signal. i thought i could answer the question correctly if the material presented in kahoot was officially tested because i felt i had just played a game. sokhira linda vinde rambe exploring interaction patterns in efl teaching and learning context 2230 internet signals with the good ones. thus, every student can participate in the activity. the second problem deals with the absence of discussion. this is in line with lofti et al. (2021) study. in the investigated institution, it is found out that the teachers rarely did any review after playing kahoot. most of them use kahoot as a post-activity as a formative test, quiz, or additional activity to spend the learning time. they do not make it as an integral part of the whilst-activity. thus, at the end of the learning process, the students do not get any clarification of why their answers are wrong, as well as any conclusion of the material learned. regarding this, dadheech (n.d) says that care should be taken while using game learning approach as it can be challenging to align with the learning objective. instead of getting something to learn, the students will gain nothing to learn. the other problems are related to the time allocation and frequency of its usage. it is better for the teacher to limit the use of kahoot although its benefit is quite tempting. or, the teacher can find another educational online game that has the same impact as kahoot in the classroom, such as quizzes or wordwall. conclusion the finding indicates that, in students’ opinion, kahoot offers advantages and disadvantages. the advantages of using kahoot in the classroom include: 1) creating a pleasing ambience for the students to learn; 2) providing a good competition in the classroom; 3) helping the students to be more active, whether in participating in the classroom activity or in doing a discussion; 4) increasing the students’ motivation in learning, and 5) pushing the students to be more focus on the material learned. on the other hand, the drawbacks of using kahoot in the classroom are:1) the internet connection; 2) the absence of discussion session, especially clarification of the wrong answer; 3) time allocation to answer the questions; and 4) the frequency of using kahoot in the classroom. based on the above findings, it is suggested for the teachers to considers some drawbacks that the students’ feel while they are playing kahoot. the teachers, in this case, should be more creative in finding the new online game or method that can be used in the classroom. thus, they do not frequently use kahoot references amalia, i., solihat, d., & darsih, e. 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(2011). a game-based learning approach to improving students’ learning achievements in a nutrition course. turkish online journal of educational technology, 10(2), 1–10. yu ru k, n. (2019). edutainment: using kahoot! as a review activity in foreign language classrooms. journal of educational technology and online learning, 2(2), 89–101. https://doi.org/10.31681/jetol.557518 zarzycka-piskorz, e. (2016). kahoot it or not? can games be motivating in learning grammar? teaching english with technology, 16(3), 17–36. http://www.kahoot.com/company https://doi.org/10.33508/mgs.v1i45.2045 the particular dialect or language that a person chooses to use on any occasion is called a code 1953 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1953 1963 improve students’ listening skill in autonomous learning using mobile assisted language learning (mall) at senior high school syamsir anchysyamsir811@gmail.com muhammadiyah university of makasar, indonesia received: 2022-10-31 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3398 abstract this research aimed to improve the students’ listening in autonomous learning using mobile assisted language learning (mall), this research was conducted in sman 18 bulukumba. the data had been counted by the researcher, then the researcher consider about the implementation of autonomous learning using mall. in conducted this research, the researcher gave the students autonomous learning and the students work. the data were got using the test for the students, then the data counted by researcher by using classroom action research method of data collection technique, and also through documentation with 32 students in the classroom. the results of this research showed that autonomous learning using mobile assisted language learning (mall) can improve the students’ listening, especially in respond and understand of their mobile phone by using several applications podcasts; it proven by the results of the test, where the students’ achievement in listening respond and understand was shown by the students’ scores in d-test (50 and 55.7), cycle i (60.3 and 60), and cycle ii (81.1 and 71.). hopefully, the result of this research is able to be replicated by sman teachers and students in solving similar problems faced in autonomous learning using mobile assisted language learning (mall). keywords: autonomous learning; listening; mobile assisted language learning (mall); podcasts introduction the prevailing atmosphere for indonesian students to learn english before graduation, whether at home, with neighbors, or even in an old school, makes it difficult for students to learn or practice english (hastuti, 2014:122) that the experience of language learning in a neighborhood surrounded by the english language is most effective in providing exposure and opportunities to function with http://u.lipi.go.id/1457703302 mailto:anchysyamsir811@gmail.com syamsir improve students’ listening skill in autonomous learning using mobile assisted language learning (mall) at senior high school 1954 one another. however, it doesn't prevent college students from learning english on their own. instead, learning english is encouraged as part of the higher education curriculum. students who control their english learning themselves are accepted as autonomous learners. the subject of the autonomous learner and the relationship between language learning has long been controversial. student autonomy refers to the ability to take full responsibility for their own learning (benson: 2011, holec: 1981, cited in tsai: 2016). this means that the autonomous learner is active in his learning who clearly understands the purpose of his learning and expressly takes responsibility participate in goal setting for your learning, take initiatives to plan and conduct learning activities, review your learning regularly and evaluate its effectiveness. in addition, hand phone has played a role in helping the self-employed learner. both the internet and technology are becoming important elements to assist the autonomous student in learning. in many previous studies, the technology was examined on the autonomous learner. in this thesis, the researcher takes a research example. on using digital games by the hand phone to analyze the autonomous student through technology carried out by chik (2014). both technology and the internet are used in digital games to aid the autonomous learner. according to prensky (2001:1) states that today’s students represent the first generations to grow up with this new technology. he also states that they have spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. today’s students are also called as a modern student. in this case, a modern student can exploits the product of technology wisely. the example is smartphone. through listening by using mobile assisted language learning (mall) can be a media on teaching learning process. mutahar (2017:1) states that modern media is followed by postmodern media which is related to mass media that enables human beings to cater to their needs at in anytime, anywhere, on any digital devices. especially on language learning, mobile assisted language learning (mall) can be useful. according to reinders (2010:7), there are 20 ideas allow the teacher to offer increased opportunities for language learning by taking advantage of a tool that students are intimately familiar with and carry around at all times. hamdani (2013:674) argues that the students reported mobile phone helped them to manage the course information, to promote more of their thinking skills and to corporate with each other’s. both the teachers and the students use mobile assisted language learning (mall) in the classroom to support their language teaching learning. in this point, english can be clearly if it is learned by using smartphone. even though using mobile assisted language learning (mall) is a flying issue today, there is a field that many researchers fail to address. it is the students’ perception on the usage of such mobile assisted language learning (mall) in the teaching and learning process. based on the explanations above, the researcher is interested to analysis the used of ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1955 mobile assisted language learning (mall) as the supporting media in teaching learning process. thus, the research that carries out by the researcher entitled “improve students’ listening skill in autonomous learning using mobile assisted language learning (mall) at senior high school” method this research was classroom action research (car). the researcher implemented of the autonomous learning using mobile assisted language learning as a way to find solution on the students’ respond and understand in teaching listening. the subject of the researcher was the students of x ipa 1 sman 18 bulukumba which is consist of 32 students. the researcher applied the analytic scoring rubric and there are 32 students as sample. result the findings of this research cover with the description of the students’ improvement in respond and understand and the students listening process. the researcher used mobile assisted language learning (mall) podcasts to improving the students listening ability. it was indicated by the improvement of mean scores in d-test from (50) to (60.3) in cycle i and (81.1) in cycle ii. it was recognized that in d-test, the students in score 50 were failed to create good explanation text. they could not describe the event clearly because the event was explained shortly and the central purpose of their listening was confusing. the results shown are not satisfactory. students cannot make well-organized listening. most of them have difficulty in wide variety of exercise; use written notes, dictation exercise, typing, and vocabulary. transcript john: hi, this is john. thanks for calling. i’m not here at the moment, so please leave a message and i’ll call you back. marina: hi, john, this is marina silva calling from old time toys. your colleague alex gave me your phone number. she said you can help me. i need some information on your new products. could you syamsir improve students’ listening skill in autonomous learning using mobile assisted language learning (mall) at senior high school 1956 please call me when you are back in the office? my phone number is 0-2-0-8, 6-5-5-7-6-2-1. also, can you please email me your new brochure and information about your prices? my email address is marina, that’s m-a-r-i-n-a, dot silva, that’s s-i-l-v-a, at o-l-d-t-i-m-e hyphen toys dot com. thanks a lot. i look forward to hearing from you from the examples above, it can be concluded that students in class x ipa 1 of sman 18 bulukumba were still confused to listening an mobile assisted language learning (mall) podcasts. most of them did not know how to listening by using mobile assisted language learning (mall) podcasts and they were confused to choose appropriate words and tenses in their listening. the students still do not show knowledge of subject. they need to pay attention of how to listen the words correct so that the reader can understand the respond of the text. in cycle i, the students in score 60.3 showed the positive improvement in the students listening. transcript hello, everyone. hello! it’s nice to see you all here. welcome to british life and language. i am your teacher. my name is lindsay black. that’s li-n-d-s-a-y black. before we begin, some information about the class. our class is in room 13, on the first floor. when you go upstairs, turn left to find the room. again, that’s room 13. we have class twice a week, on monday and wednesday. our class begins at 4.30 p.m. and lasts 90 minutes, so we finish at 6 p.m. that’s 4.30 to 6. please arrive on time, ok? also, i have an office hour if you have questions. i’m in office 7b on the second floor. my office hour is friday at 6 p.m. so, if you have any questions or problems or want to talk to me, it’s friday at 6 p.m. in office 7b. we begin next week, on march the 13th. that’s monday, march the 13th. the course ends on may the 20th. may the 20th is the last day. i think that’s all ... oh, one more thing. for this course you need the book. here it is: british life and language level 1 student’s book. so, please get a copy of the book. i don’t want to see any photocopies of the book, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1957 thank you! remember, it’s level 1 student’s book. don’t buy the teacher’s book. i think that’s all, everyone. i look forward to working with you. see you next monday from the example above, it can be concluded that the student in listening autonomous learning still have limited knowledge of subject. the students still need to listen more and make the respond of the text well. they have to pay attention in listen the correct words and make a space in listening because the meaning of the text will unclear so that the respond of text cannot be understood by the reader. however, here it can be seen from the increase in the ability to listen their autonomous learning. therefore, the researcher continues his research to cycle ii to solve problems so that students' listening skills can improve significantly. in cycle ii, the students score 81.1 showed good improvement in some modifications were made to the teaching procedure. several students had complained about the operation of podcasts and the limited types of homework assignment it offered; therefore, the researchers decided to offer more options to the students, especially with regard to how they could practice listening via languagelearning applications. transcript student: excuse me, ms henderson? teacher: yes, diana. how can i help you? student: i’m sorry, but i can’t come to class next wednesday. i have a doctor’s appointment. teacher: ok. thanks for letting me know. student: is there anything to do at home? teacher: let me just check my notebook. ok, first of all … you need to read chapters 17, 19 and 20 in the book. there are also some articles and a video to watch – those are online. i’ll post the links online in the usual place. student: chapters 17 to 20. teacher: yes, except chapter 18. chapters 17, 19 and 20. student: ah, ok. um ... is there a deadline? syamsir improve students’ listening skill in autonomous learning using mobile assisted language learning (mall) at senior high school 1958 teacher: yes, this friday. but there’s something else. i was going to give you all a practice test. student: a practice test? teacher: yes, to help people prepare for the mid-term exam. student: ah. all right. teacher: don’t worry, i can send you the practice test by email on wednesday. can you send it to me before friday? student: sure, no problem. teacher: and don’t forget to bring a certificate from the doc tor to the office. student: thanks, ms henderson! i’ll do that. teacher: you’re welcome, diana. take from the example above, the students make some improvement in listening because the students show some knowledge of subject of the text. the students listen much about the mars’ attitude. the students have less correct words in listening so that the respond of the text deliver clear to the reader. this statement is in line with the research results (aghbar :1992) which states that by listening together the students can share ideas and exchange information to improve the quality of listen respond. 1. the students’ understanding in mobile assisted language learning (mall) podcasts the researcher used mobile assisted language learning (mall) podcasts to improving the students listening ability and the percentage improvement of the students’ score in listening understanding. it was indicated from the improvement of the students’ mean scores in d-test from (55.7) to (60) in cycle i and (70.2) in cycle ii. it was recognized that in pretest, the students in score 50 were failed to create good explanation text because they could not generate ideas effectively, so that the ideas were still confused. it was hard to determine what their listening wanted to tell about and what information that the reader has on it. in the research results‟ table, many students said that mobile phone was flexible since it can be utilized for various things. some of them answered that mobile phone was flexible because it was not only for communication but also as learning media and sharing tool. transcript john: hi, this is john. thanks for calling. i’m not here at the moment, so please leave a message and i’ll call you back. marina: hi, john, this is marina silva calling from old time toys. your ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1959 colleague alex gave me your phone number. she said you can help me. i need some information on your new products. could you please call me when you are back in the office? my phone number is 02-0-8, 6-5-5-7-6-2-1. also, can you please email me your new brochure and information about your prices? my email address is marina, that’s m-a-r-i-n-a, dot silva, that’s s-i-l-v-a, at o-l-d-t-i-m-e hyphen toys dot com. thanks a lot. i look forward to hearing from you in cycle i, the students in score 60 showed the positive improvement in the students understanding. in this stage, the students still wrote incorrect word. transcript hello, everyone. hello! it’s nice to see you all here. welcome to british life and language. i am your teacher. my name is lindsay black. that’s l-i-n-d-s-a-y black. before we begin, some information about the class. our class is in room 13, on the first floor. when you go upstairs, turn left to find the room. again, that’s room 13. we have class twice a week, on monday and wednesday. our class begins at 4.30 p.m. and lasts 90 minutes, so we finish at 6 p.m. that’s 4.30 to 6. please arrive on time, ok? also, i have an office hour if you have questions. i’m in office 7b on the second floor. my office hour is friday at 6 p.m. so, if you have any questions or problems or want to talk to me, it’s friday at 6 p.m. in office 7b. syamsir improve students’ listening skill in autonomous learning using mobile assisted language learning (mall) at senior high school 1960 we begin next week, on march the 13th. that’s monday, march the 13th. the course ends on may the 20th. may the 20th is the last day. i think that’s all ... oh, one more thing. for this course you need the book. here it is: british life and language level 1 student’s book. so, please get a copy of the book. i don’t want to see any photocopies of the book, thank you! remember, it’s level 1 student’s book. don’t buy the teacher’s book. i think that’s all, everyone. i look forward to working with you. see you next monday mobile phone offered flexibility for the users since they could use it to do various things such as browsing, reading references, communicating with their fellows, recording video, taking photo, writing notes and presenting their discussion. from the observation, students were encountered to utilize their phone for many things. students utilized mobile phone as their learning media by browsing materials, opening their offline dictionary or reading references through their phone, even they used it for presentation. moreover, when they got either individual or group task, they used their phone to assist them in doing the task. from the above explanations proved that mobile phone was very flexible. it was not only for communication but also as learning media, sharing tool, and assisting media for students‟ learning activities. the flexibility of mobile phone helped students in their learning activities. the students score 70.2 showed they were able to generate ideas effectively, the information or ideas were clear, so that giving the readers enough information to gain. transcript student: excuse me, ms henderson? teacher: yes, diana. how can i help you? student: i’m sorry, but i can’t come to class next wednesday. i have a doctor’s appointment. teacher: ok. thanks for letting me know. student: is there anything to do at home? teacher: let me just check my notebook. ok, first of all … you need to read chapters 17, 19 and 20 in the book. there are also some articles and a video to watch – those are online. i’ll post the links online in the usual place. student: chapters 17 to 20. teacher: yes, except chapter 18. chapters 17, 19 and 20. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1961 student: ah, ok. um ... is there a deadline? teacher: yes, this friday. but there’s something else. i was going to give you all a practice test. student: a practice test? teacher: yes, to help people prepare for the mid-term exam. student: ah. all right. teacher: don’t worry, i can send you the practice test by email on wednesday. can you send it to me before friday? student: sure, no problem. teacher: and don’t forget to bring a certificate from the doctor to the office. student: thanks, ms henderson! i’ll do that. teacher: you’re welcome, diana. take care those students confessed that they got ease of accessing information and materials by browsing. they were helped by the presence of internet connectivity. moreover, they also admitted. from the example above the introduction, development ideas and conclusion were effective composition. in this cycle, the students succeeded in making explanation text well. the students have been able to put their ideas into listening well. choosing words and arranging sentences into good hearing. so that listening is formed that is easily understood by the readers. that is, the mobile assisted language learning (mall) podcasts given to students succeeded in improving students' abilities in listening by using mall. in addition, the learning techniques used can improve students' understanding all abilities in making autonomous learning at the tenth-grade students of ipa. as mentioned in (marginingsih, 2014) that the ability of the students to listen collaboratively gives the students the opportunity to arrange their listening according to what they think until it becomes a continuous their hearing. from the description above, the implementation of the mobile assisted language learning (mall) podcasts from the beginning was applied to the end after seeing the student's score on listening the autonomous learning. as a main research is how to improve listening by using mall on respond and understanding. the researcher and the teacher have succeeded in becoming communicators and conducting good learning to make students interested and motivated in listening. syamsir improve students’ listening skill in autonomous learning using mobile assisted language learning (mall) at senior high school 1962 conclusion base on the data analysis, the results of the students’ responding in listening by using mall (podcasts) were 50 in d-test, and in cycle i become 60.3 and 81.1 in cycle ii. the total increase was 60.2%. this improvement was obtained by using the mall which was applied to mobile phone is very useful to support learning activities, mobile phone makes teaching and learning process more interesting and easier, mobile phone use is depending on the users, mobile phone enables students to do various things, mobile phone offers availability, connectivity and portability, it promotes autonomous learning, minimizing students‟ expense (low-cost device), mobile phone supports students in improving english skills. so it can be said that the mall can improve students' responding listening skills. the results of the student’ understanding on listening by using mall were 55.7 in d-test, and become 60 in cycle i and become 70.2 in cycle ii. the total increase was 26%. from these results it can be said that the mall can improve the results of listening student understanding. this is obtained by providing the opportunity for students to listen and discuss with their learning activities in various ways. they utilize several applications and features on their mobile phone to support their language learning activities. they mostly use the following applications podcasts. references al-fahd, f., 2009. 'students' attitude and perception toward the effectiveness of mobile learning in king saud university, saudi arabia'. the turkish online journal of educational technology. (8) 2, pp. 111119. bull, g., thompson, a., 2004. establishing framework for digital images in the school curriculum. leading and learning with technology. (31) 8, pp. 14-17. bermudez, natanael mauricio mendez & bayron giovanni marmolejo diaz. 2017. duolingo: an useful complementary mobile phone to improve english as a foreign language learning and teaching. colombia teaching english as a foreign language school of education universidad nacional abierta y a distancia. chapelle, carol. 2010. the spread of computer-assisted language learn ing. language.teaching, (online), vo. 43 no. 01: 6674 (https://lib.dr.iastate.edu/cgi/viewcotent). doi: 10.1017/s0261444809005850. ekawati, d., muhtar, s. n., dalimunthe, r. n. r., kurniwati, n., 2017. developing efl students' descriptive listening through alternative joint construction. 44th isfc, the organising committee of the 44th international systemic functional congress, wollongong, wolonggong. gromik, n. a., 2012. cell phone video recording feature as a language learning tool: a case study. computer and education. pp. 223-230. https://lib.dr.iastate.edu/cgi/viewcotent).doi ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1963 kee, c. l., samsudin, z., 2014. mobile devices: toys or learning tools for the 21st century teenagers?. tojet: the turkish online journal of educational technology. (13) 3, pp. 107-122. khabiri, m., khatibi, m. b., 2013. mobile-assisted language learning: practices among iranian efl learners. european online journal of natural and social science. (2) 2, pp. 176-190. masruddin, masruddin. the importance of using technology in english teaching and learning. ideas: journal on english language teaching and learning, linguistics and literature, [s.l.], v. 2, n. 2, aug. 2018. issn 25484192. available at: <https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/36> doi:https://doi.org/10.24256/ideas.v2i2.36. masruddin, masruddin, the efficacy of using short video through group work in teaching speaking to indonesian english as foreign language (efl) students (september 1, 2018). arab world english journal (awej) volume 9. number 3. september 2018 . available at ssrn: https://ssrn.com/abstract=3258815 or http://dx.doi.org/10.2139/ssrn.3258815 https://ejournal.iainpalopo.ac.id/index.php/ideas/article/view/36 https://doi.org/10.24256/ideas.v2i2.36 https://ssrn.com/abstract=3258815 https://dx.doi.org/10.2139/ssrn.3258815 791 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 791 798 the translation of proper nouns in victoria aveyard’s red queen novel from english to indonesia shifa nur fadillah1, andhi dwi nugroho2, novita sumarlin putri3, johanes climacus setyo karjono4 shifanurfadillah99@gmail.com, andhidn@ustjogja.ac.id, novita.sumarlinputri@ust.jogja.ac.idsetyo_kj@ustjogja.ac.id 1 pendidikan bahasa inggris, universitas sarjanawiyata tamansiswa, yogyakarta 2 pendidikan bahasa inggris, universitas sarjanawiyata tamansiswa, yogyakarta 3 pendidikan bahasa inggris, universitas sarjanawiyata tamansiswa, yogyakarta 4 pendidikan bahasa inggris, universitas sarjanawiyata tamansiswa, yogyakarta received: 2023-04-11 accepted: 2023-08-01 doi: 10.24256/ideas.v11i1.3666 abstract this study deals with the translation of proper nouns found in red queen novel by victoria aveyard into indonesian. it aimed to (1) analyze the types of proper nouns used in the novel, (2) investigate the translation techniques used in translating the proper nouns into indonesian, and (3) reveal the translation techniques which were dominantly used in translating the proper nouns into indonesian. this study utilized a descriptive qualitative approach. the data in forms of words and phrases were collected using documentation technique. then, the data dealing with the types of proper nouns were analyzed using newmark’s theory, while those dealing with the use of translation techniques were analyzed using molina and albir’s theory. the result showed that there were 185 data which were divided into two types of proper nouns, namely (1) people’s names, and (2) names of object. meanwhile, there were 9 translation techniques proposed by molina and albir used in translating the proper nouns, namely (1) amplification, (2) borrowing, (3) calque, (4) compensation, (5) discursive creation, (6) established equivalent, (7) linguistic amplification, (8) literal translation, and (9) reduction. additionally, there were two dominant techniques used, namely borrowing and calque techniques. keywords: proper nouns; red queen novel; translation techniques introduction people use language to express their feelings, ideas, and thoughts, as well as to communicate their opinions to others. moreover, in this world there are so many languages used by society and one of them is english. nowadays, the information related to education, literary works, games and even sport uses english as an international language. consequently, people have to learn english to share information and understand the http://u.lipi.go.id/1457703302 mailto:shifanurfadillah99@gmail.com mailto:andhidn@ustjogja.ac.id shifa nur fadillah1, andhi dwi nugroho2, novita sumarlin putri3, johanes climacus setyo karjono4 the translation of proper nouns in victoria aveyard’s red queen novel from english to indonesia 792 messages delivered. as a matter of fact, people still find difficulties in understanding information and knowledge in english. accordingly, translation is needed in their daily life to make them easier in getting the information. translation deals with the activity of transferring the message in the source language (sl) into the target language (tl). in a translation process, there are at least two languages involved. the source language (sl) attend to a language in which the original message is written, while the target language (tl) focusing on the one in which the message is transferred. the translator should consider the equivalence in transferring the message from sl to tl. in addition, the translator should be able to show the original idea of the source language (sl) by considering the grammar, culture, language style, etc. nida and taber (1974) stated that the translation should be natural in the target language. thus, the researcher has to be able to analyze the translation techniques used by a translator to find out the equivalents of certain translation units from sl to tl. in translation process, the translator may find several problems especially in translating literary works such as novel. dealing with novel, writers can express their ideas through the development of characters, even the setting of the story. the characters, places, objects, or even trademarks in the novel are all named. the names of the character, place, or object are called proper nouns. in relation to the proper nouns, the translator should be able to translate them into the target language using translation strategies so that they can be understood by the readers. based on the explanation above, the researcher analyzed the proper nouns used in red queen novel by victoria aveyard and the indonesian version translated by shinta dewi and the translation techniques applied by the translator in translating the proper nouns into tl. red queen is one of best-selling novel in new york and was published in 2015. the english version consists of 383 pages while the indonesian version consists of 571 pages. red queen took place in a fantasy place named delphie. this novel serves a social conflict between the red and the silver. moreover, this novel depicts the struggle of women in facing her sorrowful life. the plot of this novel is totally complicated and it shows unpredictable problems in each chapter. in translation process, several changes of forms or words are commonly found. thus, not all of the proper nouns found in the novel can be simply translated into tl. there are some words of the proper nouns which cannot be found in the dictionary. therefore, she tried to find out and describe the translation techniques used in translating the proper nouns into tl. method this research used descriptive qualitative approach. according to mack (2005), qualitative research deals with a scientific research approach which acquires the specific information related to values, opinions, social context and behaviors. documentation technique is applied in this research to collect the data. in this study, the researcher analyzed proper nouns used in red queen novel, mainly focused on the types of proper nouns used in the novel and the techniques used in translating the proper nouns. the steps of collecting the data involved: 1) conducting a literature study to get essential theories, journals, books related to the topic of this study (translation), 2) reading red queen novel both in english and indonesian versions, 3) note-taking and re-writing proper nouns and its translation found in the novel, and 4) identifying and coding the data (proper nouns and its translation) which have been listed before. in analyzing the data, the researcher adopted three steps of data analysis which consist of data reduction, data display and data verification or conclusion. firstly, the data was identified based on the research questions. then, they were ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 793 displayed in the table which included the explanation of the findings. lastly, the conclusion of the research was drawn. results the translation unit: proper nouns according to the data analysis, there were two types of proper nouns found in the novel. the total number of proper nouns found in red queen novel is 185 data which are divided into two types, namely people’s names and names of objects. the categorization of the type of proper nouns can be seen in table 1 below. table 1. categorization of proper nouns no proper nouns frequency percentage 1. people’s names 103 56% 2. names of objects 82 44% as shown in the table above, the proper noun which is dominantly found in the novel is people’s names (56%), while the rest of data found in the novel belong to the names of objects (44%). the translation unit: proper nouns according to molina & albir (2002), there are eighteen translation techniques which can be used in analyzing a translation product. the summary of data of translation techniques used in translating the proper nouns in red queen novel into indonesian is presented in table below. table 2. translation techniques used in translating proper nouns no. translation techniques frequency percentage 1. amplification 9 5% 2. borrowing 83 45% 3. calque 44 24% 4. compensation 1 1% 5. discursive creation 5 3% 6. established equivalent 23 12% 7. linguistic amplification 7 4% 8. literal translation 12 6% 9. reduction 1 1% according to the table above, translation techniques which are dominantly used by the translator in translating proper nouns are borrowing and calque techniques. borrowing technique is divided into two types, namely pure and naturalized borrowing. borrowing shifa nur fadillah1, andhi dwi nugroho2, novita sumarlin putri3, johanes climacus setyo karjono4 the translation of proper nouns in victoria aveyard’s red queen novel from english to indonesia 794 technique is dominantly used by the translator because the proper nouns found in the novel mostly have no equivalent words in the sl. meanwhile, naturalized borrowing is used six times in translating proper nouns. meanwhile, she used calque translation technique because the proper nouns found in the novel have the same structure or manner in the target language. discussion types of proper nouns people’s names datum 67 sl/rq/067/80 tl/rq/067/111 “i’m lucas samos. follow me.” “namaku lucas samos. ikuti aku.” as shown above, the proper nouns is lucas samos. he is one of the characters in the novel. based on the novel, he is a magnetron and a cousin of ptolemus and evangeline. his blood type is silver. thus, this proper noun refers to a fictional character in the novel, which is classified as people’s name. datum 143 sl/rq/143/234 tl/rq/143/314 house iral greets us next, led by the lithe, languid the movements of ara, the panther. klan iral menyapa kami berikutnya, dipimpin oleh gerakan luwes dan lesu ara, si macan kumbang. as can be seen above, the proper noun is the panther. it refers to people’s name because it is ara iral’s nickname. according to the story, she was called “panther” because of her contribution in gaining access to lakelander camps. names of objects datum 43 sl/rq/043/57 tl/rq/043/79 by the time i finish and return to the servant entrance, queenstrial is about to begin. begitu tugasku selesai dan aku kembali ke jalan masuk pelayan, acara pemilihan ratu akan segera dimulai. queenstrial is the proper noun found in the novel. the word queenstrial belongs to the names of objects. queenstrial is the competition among the daughters of the high houses to offer themselves to the prince. the daughters of the high houses who will be the candidates are about 12-18 years old. thus, it is classified as an event in the novel. datum 150 sl/rq/150/258 sl/rq/150/345 “does this have anything to do with the sun shooting? yes, they’ve already thought up a clever name.” “apa ini ada kaitannya dengan penembakan matahari? ya, mereka sudah menciptakan sebuah nama yang cerdas.” in the example above, the proper noun is sun shooting. it is classified as the name of object because it is an event told in the novel. according to the story, sun shooting is an incident when the scarlet guard attempted to kill four members of the silver elite. the event happened in the spiral garden. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 795 translation techniques amplification datum 1 sl/rq/001/1 tl/rq/001/1 the high, stilts building for which the village is named (the stilts, very original) rise all around us, ten feet about the muddy ground. bangunan-bangunan yang tinggi dengan jangkungan yang memunculkan asal nama desa itu (desa jangkungan— sangat orisinil, bukan?) menjulang di sekeliling kami, tiga meter di atas tanah berlumpur. the stilts as the unit of translation is translated into desa jangkungan. the translator introduced additional information about the stilts meaning in the target text. she made the information in st explicit by adding the term desa which means village in the sl. so, it can be concluded that she used amplification technique in determining the equivalent of the proper noun. borrowing datum 26 sl/rq/016/7 tl/rq/016/10 “and here we have his opponent, straight from the capital, samson merandus.” “dan sekarang mari kita sambut lawannya, langsung dari ibu kota, samson merandus.” in datum 26, the translator transferred the name samson merandus without any changes in the target language. samson merandus is spelled and pronounced like it is in the source language. thus, it is classified as pure borrowing technique. datum 145 sl/rq/169/295 tl/rq/169/394 june 4, 300 ne. 4 juni, 300 ne. as can be seen in the example above, the word june was changed into juni in the target language by changing the spelling and pronunciation of it. thus, this kind of translation is classified as naturalized borrowing. calque datum 55 sl/rq/055/66 tl/rq/055/91 house rhambos speaks again. klan rhambos kembali bicara. the translator translated house rhambos into klan rhambos in the target text. the structure or manner of expression in the tl is similar with that of sl. it means that the phrase is translated in the source language-oriented structure. thus, it can be classified as calque translation technique. shifa nur fadillah1, andhi dwi nugroho2, novita sumarlin putri3, johanes climacus setyo karjono4 the translation of proper nouns in victoria aveyard’s red queen novel from english to indonesia 796 compensation datum 45 sl/rq/045/59 tl/rq/045/82 all around, the high houses rise to their feet, begrudgingly or not. di sekeliling, klan-klan terkemuka berdiri, dengan terpaksa atau tidak. the translator translated the high houses into klan-klan terkemuka in the tl because the translator wanted to get an appropriate meaning to describe the phrase in the source text, so that the readers could understand the meaning easily in the target text. discursive creation datum 121 sl/rq/121/173 tl/rq/121/233 “after the parting ball. you were told about that?” “usai pesta dansa perpisahan. bukankah kamu sudah diberi tahu?” as shown in the example above, the parting ball was translated into pesta dansa perpisahan in the target text. it means that the proper noun was not translated according to its original meaning in the tl. furthermore, the translated proper noun, pesta dansa perpisahan, is the translator’s creation in order to establish a temporary equivalent which is totally unpredictable out of context in the tl. thus, it is classified as discursive creation. established equivalent datum 78 sl/rq/078/90 tl/rq/078/124 “thank you, your highness.” “terima kasih, yang mulia.” in the example above, the translator translated your highness into yang mulia in the tl. the phrase your highness is already prevalent in the target language as yang mulia. the meaning of the phrase is equivalent in the tl in accordance with the context of the name which is considered as noble. thus, it is called an established equivalent. linguistic amplification datum 132 sl/rq/132/182 tl/rq/132/244 “but they talked when she was alive. coriane jacob, the singer queen.” “tapi mereka berbicara saat dia masih hidup. coriane jacob, sang ratu penyanyi.” as can be seen in the example above, the singer queen was translated into sang ratu penyanyi in the tl. the translator added the word sang (linguistic element) in the tl as an additional information. thus, the technique used is classified as linguistic amplification. literal translation datum 7 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 797 sl/rq/007/3 tl/rq/007/4 usually the kids would be sent to the stocks, or the jail at the outpost, but the officers want to see first friday. biasanya anak-anak itu akan dikirim ke tempat penjagalan, atau ke penjara di wilayah terpencil, tapi para petugas ingin menyaksikan jumat pertama. as exemplified above, first friday is translated into jumat pertama in the tl. in this case, the translator followed the structure of tl by translating the phrase into jumat pertama. the translation of the phrase first friday did not contain complicated meaning in stating the information in the target language. then, it can be classified as literal translation technique. reduction datum 112 sl/rq/112/134 tl/rq/112/181 “… the airfield incident was a training exercise overseen by lord general laris himself. …” “… insiden lapangan udara itu merupakan pelatihan yang diawasi oleh jenderal laris sendiri. …” in translating lord general laris, the translator omitted the translation of the word lord in the target language. thus, it became jenderal laris in the tl. in this case, she tried to minimize the translation without changing the meaning in the sl. so, it is clear that she used the reduction technique. conclusion as reported in the research findings, there are 103 data of proper nouns found in red queen novel by victoria aveyard. having analysed based on newmark’s theory, it was found that there are only two types of proper nouns used, namely peoples’s names (56%) and names of objects (44%). no geographical names found in the novel. in the novel, the writer used so many characters to make the readers easier in understanding the plot of the story. meanwhile, there were nine translation techniques used in translating proper nouns, namely (1) amplification, (2) borrowing (pure and naturalized borrowing), (3) calque, (4) compensation, (5) discursive creation, (6) established equivalent, (7) linguistic amplification, (8) literal translation, and (9) reduction. in addition, the most dominant techniques used in translating proper nouns are borrowing and calque techniques. it was found that there were 83 data (45%) of borrowing technique and 44 data (24%) of calque technique. references anderson, j. m. (2007). the grammar of name. new york oxford university press. catford, j. c. (1969). a linguistics theory of translation: an essay in applied linguistics. london: oxford university press. hendrastuti, retno. (2012). kajian terjemahan metafora yang menunjukkan sikap dalam buku motivasi the secret. tesis. surakarta: uns jakobson, roman. (2002). linguistics aspects of translation. london: routledge. larson. (1984). meaning based-translation. lanham: university press of america. lucia molina and &amp; a. h. albir. 2002. “translation techniques revisited: a shifa nur fadillah1, andhi dwi nugroho2, novita sumarlin putri3, johanes climacus setyo karjono4 the translation of proper nouns in victoria aveyard’s red queen novel from english to indonesia 798 dynamic and functionalist approach”. meta: translators’ journal, 47(4) newmark, p. (1988). a textbook of translation. new york: prentice hall. nida, eugene a &amp; taber, charles r. (1982). the theory and practice of translation. leiden: e. j. brill. strawson, p. f. (1971). “on referring.” logico linguistic papers, 1-21. the particular dialect or language that a person chooses to use on any occasion is called a code 58 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 58 68 lexicons of sugriwa dance movements in wayang wong tejakula ni putu wahyuni1, i gede budasi2, dewa ayu eka agustini3 *wahyuni.3@undiksha.ac.id 1,2,3 faculty of language and arts, universitas pendidikan ganesha received: 2023-01-05 accepted: 2023-04-04 doi: 10.24256/ideas.v11i1.3467 abstract lexicons and their cultural meaning can be found in sugriwa dance, wayang wong tejakula. however, the uses of the lexicons and their cultural meaning are rarely used by the dancer from time to time. it can cause language death. this study was designed in the form of a descriptive qualitative method and aimed to find the lexicons and their cultural meaning. the obtained data were collected from observation and interview techniques. the results of the study show that there are 21 lexicons of movements. those lexicons are categorized into head movements, such as kipekan capung and mengas, body movements, such as agem kanan, agem kiri, matang, nyalin ulat, ngalok-alok, ngadap, ngengsog, and raras, hand movements, such as anyingsing roma, nabdab gelung and ngagen, finger movement that is mudra suara, and leg movements, such as cicangan, dadengkleng, nyeregseg, ngeceb, tanjek kiri, tanjek kanan, and ngeteg. of those 21 lexicons, only five lexicons have their cultural meaning. those five lexicons become the characteristic movements of this dance and are classified into three dance stages: tanjek, ngalok-alok and nyeregseg are included in ngugal and have the cultural meaning of introducing the sugriwa character. ngengsog is included in pamahbah and has cultural meaning as telling the purpose of sugriwa to come out to the stage. ngalok-alok and ngadap are included in ngadap, which has cultural meaning as showing the leadership of sugriwa's character. the findings and documentation about the lexicons and their cultural meaning in this dance can certainly be teaching material. the dance teachers can easily teach foreigners who want to learn this dance. in addition, it will help students who are interested in learning lexicons and their cultural meanings. in other words, this study can help preserve local languages and avoid language death. . keywords: lexicons; cultural meaning; movements; sugriwa dance http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 59 introduction local languages have become an essential concern in our society. balinese is one of the local languages that is starting to be abandoned. it is because the uses of the balinese language are decreasing from time to time. according to setia (2006, as cited in giri, 2017), the balinese language is threatened to become dead in 2041. one of the reasons that make the balinese language is becoming extinct is that many people rarely use the balinese lexicons. most young generations tend to create a new culture or adopt a foreign culture and not preserve the balinese lexicons (nurita & putri, 2021). it shows that people must maintain the balinese lexicons to prevent the language from becoming extinct. according to devianty (2017), language and culture are related very closely because when someone learns about a language, they will automatically learn about the culture. it is in line with kusuma et al. (2020), who stated that preserving the balinese lexicons can be done by learning the culture. therefore, one of the ways to preserve the local language is by maintaining the culture. balinese dancing is one of the cultures connected to the language (heryadi et al., 2012). balinese dance also contains several technical terms or lexicons because of its unique culture (koten & pramartha, 2020). according to marjanto et al. (2020) there are three types of balinese dance based on their function: wali dance, bebali dance, and balih-balihan dance. wali dance is a sacred dance and as part of the ceremony. examples of wali dance are rejang dance, sanghyang dance, and baris ceremony dance. bebali dance is a dance that serves as an accompaniment to the ceremony. examples of bebali dance are topeng sidakarya dance, drama gambuh dance, wayang wong dance. balih-balihan dance is used as entertainment. examples of balih-balihan dance are legong keraton and joged bumbung. those types of balinese dance have their local term, which contains cultural characteristics that must be preserved. unfortunately, the extinction of lexicons related to the balinese language was proven by preliminary observation. most balinese dancers do not know the lexicons related to balinese dance. it is because they tend to learn the balinese movements and not learn the term or lexicons that exist in their dance. as time goes by, the cultural meaning of this dance is also being forgotten. it also shows that the teacher of balinese dance tends to change the balinese lexicons using indonesian to make their students easily understand. automatically, this will make the balinese dancers got difficulties in teaching the lexicons about balinese dance to foreigners who want to learn balinese dance. related to this point, it will make the lexicons along with their cultural meaning extinct. sugriwa dance in wayang wong tejakula is one of the balinese dances whose lexicons and cultural meanings are almost extinct. wayang wong refers to a bebali dance that is almost extinct (marjanto et al.,2020)). in tejakula village, there is wayang wong tejakula which is used to complement the ceremony in the temple. wayang wong tejakula is a puppet dance that humans play (sastrini & winarti, 2018). the existence of wayang wong in tejakula village began when people who carried out the ceremony in that temple experience trance. the trance was caused by the incompleteness of the ceremony. through the trance, the people in tejakula village must present another dance to complete the ceremony. then, two-artist named i dewa batan and i gusti ngurah made jelantik create the wayang wong tejakula dance. wayang wong tejakula represents ramayana story so that the dancers represent the characters in the ramayana story (sudibya et al., 2022). sugriwa ni putu wahyuni, i gede budasi, dewa ayu eka agustini lexicons of sugriwa dance movements in wayang wong tejakula 60 is one of the dance characters with unique movements that show the characteristic of an apeman (pendit, as cited in murni et al., 2019). however, most of the dancers in sugriwa dance do not know the lexicons and their cultural meaning related to movements in this dance. it leads the lexicons and their cultural meaning to become extinct or death. this is in line with crystal (2002), who stated that language is death when humans no longer use that language. language death can be avoided by preserving the lexicons in this dance. concerning the point above, one of the ways to avoid the language becoming death is by studying lexicons. according to adityarini (2016), lexicons and culture are closely related because studying lexicons can help preserve the language. a lexicon is a collection of words similar to a dictionary that will be listed along with the meaning of the words (richards & schmidt, 2010). in addition, studying the lexicons will help the maintenance of the language because the documentation of this study can help other people who learned this dance could use the term and understand the meaning of the word. ecolinguistically, the language will be alive in that environment when people around there mention the lexicons continuously. this is in line with sibarani (2019), who stated that environmental sustainability would affect the sustainability of the culture and language in certain areas. thus, studying the lexicons and their cultural meaning in sugriwa dance is essential to make this dance still exist in the environment and prevent the local language from becoming death. moreover, no study conducted lexicons related to sugriwa dance in wayang wong tejakula. for example, dewi et al. (2020) studied the lexicons related to legong keraton at sanggar warini. the lexicons found in legong keraton are forty-eight. kusuma et al. (2020) conducted a study about lexicons related to tabuh rah in menyali village, and there are seventy-one lexicons found. budhiono (2017) studied the lexemes and their semantic meaning. the lexicons found in that study were twenty lexicons. the studies mentioned previously were used to preserve the culture but have a different object of research. there is no study whose subject is sugriwa dance in wayang wong tejakula. in addition, there are several studies that conducted wayang wong, but those only explained the dance's history or its existence. for example, the study of ruastiti, et al. (2021) explored the performance of wayang wong bali during the pandemic era. the study showed that during the pandemic, this dance can still be performed by updating make-up, narration, and music without eliminating the cultural elements in this dance. sudibya et al. (2022) conducted a study about wayang wong tejakula, but only explored the existence of this dance as a cultural heritage. it showed that this dance could be found during a balinese ceremony and used to complement the ceremony. from the explanation above, the study related to the lexicons of sugriwa dance is still limited, and no study has been conducted on the lexicons of this dance. therefore, this study is focused on the lexicons of sugriwa dance in wayang wong tejakula. the research questions of this study are “what are the lexicons of sugriwa dance movements in wayang wong tejakula?” and “what are the cultural meaning of lexicons related to sugriwa dance movements in wayang wong tejakula?”. from those research questions, this study aimed to discover the lexicons of sugriwa dance movements in wayang wong tejakula and their cultural meaning. however, this study believes that the study's results can help preserve the local ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 61 language related to the sugriwa dance in wayang wong tejakula. the results of this study also can be used by the dance teacher to teach foreigners who want to learn this dance when the dancers keep using the lexicons and their cultural meanings related to sugriwa dance movements. the lexicons, as well as their cultural meaning, can still be preserved. method this research was designed in the form of descriptive qualitative research adopted from sandelowski (2000). this qualitative research describes the meaning of certain processes or events and how the purpose relates to the social world. therefore, this study used the descriptive qualitative method to describe and discover the cultural meaning of sugriwa dance movements in wayang wong tejakula. the object study is the lexicons and their cultural meaning related to sugriwa dance in wayang wong tejakula. the setting of this study is in tejakula village, buleleng regency, because this dance only can be found in that village. three informants who had already mastered this dance gave information about the lexicons of sugriwa dance movements and their cultural meaning. those three informants were selected based on samarin (1967). the informants must be able to speak their native language, be communicative, have no speech disorder, be patient, honest, have a good memory, and be willing to be the informants in this research. the techniques used to collect the data were observations and interview techniques. the researcher observed the dance in youtube videos due to this dance is only performed when there is a religious ceremony in the temple. the researcher used observation sheets to write down some information found in sugriwa dance videos. after doing observations, the researcher will interview the primary informant and the other two secondary informants. moreover, the interview technique was conducted in indonesian because indonesian is a language mastered by the informants. the instrument used during the interview section was the interview sheet. some questions were adjusted during the interview section. after the data were collected, the data were analyzed using an interactive model by miles and huberman (2014). there were three data analysis steps: data reduction, data display, and conclusion/drawing verification. in the data reduction, the researcher transcribed the recording, highlighted some essential data, and removed some unnecessary data to keep this study focused on the topic. in the data display, the researcher changes the data form into tables with three columns. below the table, there is a description to clarify the explanation about the lexicons. in the conclusion/drawing verification, after the data was complete, the researcher concluded the data. ni putu wahyuni, i gede budasi, dewa ayu eka agustini lexicons of sugriwa dance movements in wayang wong tejakula 62 results lexicons of sugriwa dance in wayang wong tejakula this study focused on the lexicons and their cultural meaning related to the sugriwa dance in wayang wong tejakula. the lexicons movements of the dance can be seen through head movements, body movements, hand movements, finger movements, and leg movements. based on head movements, two lexicons are presented in table 1. table 1. lexicons of sugriwa dance based on head movements no lexicons description 1 kipekan capung looking down, tilt the head left and right in a quick way 2 mẽngas head cocked, face to the right and left table 1 shows two lexicons found in sugriwa dance based on head movements. those two lexicons were kipekan capung and mengas. kipekan capung is movements done quickly. the dancer will move his head down, then tilt his head to the left and right. meanwhile, mengas is the head facing the right and left with a cocked head. based on body movements, eight lexicons were found and presented in table 2. table 2. lexicons of sugriwa dance based on body movements no lexicons description 1 agem kanan the right foot becomes a weighted point. the left foot moves one and a half steps forwards. the left hand is located in front of the chest, and the right hand parallel to the chest 2 agem kiri the point of weight is on the left foot. one and a half steps are taken forward with the right foot. the left hand is parallel to the chest, while the right hand is in front of the chest 3 matang the body standing straight and keep the hands on the back 4 nyalin ulat changing agem kiri to agem kanan or agem kanan to agem kiri by circling the shoulders 5 ngalok-alok the body is lowered, the right foot is behind, and the left is in front. walking and turning in a circle so that the right foot is in front 6 ngadap the body is lowered with the leg moving to the right and left quickly. if the left hand is in front of the chest, the right hand is bent upwards or vice ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 63 versa. then end up with the left hand in front of the chest and the palm of the right hand facing upwards. 7 ngengsog making shoulder motions in circles, then taking several steps backward 8 raras the combination of kipekan capung with ngagen movements, then walking back slowly reffering to table 2, the data show that the lexicons based on body movements are agem kanan, agem kiri, matang, nyalin ulat, ngalok-alok, ngadap, ngengsog, and raras. agem kanan and agem kiri have similar movements. when the right foot becomes the weight point, and the left foot moves one and a half steps forward with the left hand in front of the chest and the other hand parallel to the chest, it is called agem kanan. agem kiri position is opposite to the agem kanan. matang is when the hands are on the back, and the body's dancers are straight. nyalin ulat is when the dancer tried to change the position of agem kanan to agem kiri or vice versa by rotating the shoulders. ngalok-alok is movements when the dancer's body is slightly lowered, and the dancer turns in a circle while changing his step feet. ngadap is movement when the body is lowered, the left hand in front of the chest, the right hand bent upwards, followed with quick steps to the left and right. then the left hand touches the front chest with the right palm facing upwards. ngengsog is when the dancer tries to rotate his shoulder and steps backward. raras is movement when the dancer tries to combine the movements of kipekan capung and ngagen with slowly stepping back. based on hand movements, three lexicons were found and are presented in table 3. table 3. lexicons of sugriwa dance based on hand movements no lexicons description 1 anyingsing roma two hands are next to the waist with backwardfacing palms 2 nabdab gelung the headdress (gelungan) is touched by the hand 3 ngagen lamak (body costume) is vibrated by the right hand. awir (body costume) is vibrated by the left hand referring to table 3, there are anyingsing roma, nabdab gelung, and ngagen. those three lexicons are included in sugriwa dance movements. anyingsing roma is when the dancer puts the hands on the waist and the palms facing back. nabdab gelung is when the hand touches the headdress. ngagen is when the right-hand touch lamak (body costume) and the left-hand touches awir (body costume). there is one movement in finger movement. it is presented in table 4. ni putu wahyuni, i gede budasi, dewa ayu eka agustini lexicons of sugriwa dance movements in wayang wong tejakula 64 table 4. lexicons of sugriwa dance based on finger movements no lexicons description 1 mudra suara the thumb is touched by the middle and ring fingers. meanwhile, the little finger and forefinger straight table 4 shows that there is one lexicon in finger movements: mudra suara. mudra suara is movements when the little finger and forefinger are straight. meanwhile, the middle and ring fingers touch thumb. based on leg movements, seven lexicons are presented in table 5. table 5. lexicons of sugriwa dance based on leg movements no lexicons description 1 cicangan alternation of steps when walking and turning 2 dadengkleng a standing position where one leg is elevated and bent at a 90-degree angle 3 nyeregseg quickly step movements with lowered body position in any direction 4 ngeceb feet are not oblique when walking 5 tanjek kiri the left leg stomped forward 6 tanjek kanan the right leg stomped forward 7 ngeteg the left or the right foot slowly moves to the corner referring to table 5, there are seven lexicons such as; cicangan, dadengkleng, nyeregseg, ngeceb, tanjek kiri, tanjek kanan, and ngeteg. cicangan is when the dancer does step-changing when walking and turning. dadengkleng is lifted, and one of the legs is bent until it forms a 90-degree angle. nyeregseg is step movements in any direction in a quick way. ngeceb is walking movement but the feet are not oblique. tanjek kiri is left leg stomping the left leg forward. tanjek kanan is stomping right legs forward. ngeteg is when the left and right moves to the corner slowly. the cultural meaning related to lexicons of sugriwa dance in wayang wong tejakula only five lexicons have cultural meaning, such as; tanjek, ngalok-alok, nyeregseg, ngengsog, and ngadap. those five lexicons are categorized based on the dance stages. the cultural meaning of those five lexicons is presented in table 6. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 65 table 6. cultural meaning of lexicons related to sugriwa dance no lexicons stages cultural meaning 1 tanjek, ngalok-alok, nyeregseg ngugal introducing sugriwa characters which show ape-man movements. 2 ngengsog pamahbah telling the purpose of sugriwa when he comes out to the stage. 3 ngalok-alok, ngadap ngadap showing sugriwa's leadership through ramayana story. referring to table 6, five lexicons have cultural meaning and are already categorized based on dance stages. tanjek, ngalok-alok and nyeregseg are characteristic movements in ngugal, and has cultural meaning as introducing the character, sugriwa to the audience. the character recognition can be seen from sugriwa's movements which resemble an ape-man. ngengsog is the lexicons that become the characterisc movements in pamahbah stages. the cultural meaning of ngengsog describes the reason sugriwa entered the stage. ngalok-alok, ngadap is characteristic movements in ngadap stage. the cultural meaning of ngalok-alok and ngadap show the leadership of sugriwa character in the story of ramayana. discussion the study found 21 lexicons related to sugriwa dance in wayang wong tejakula. according to satriawati (2018), dance movements consist of several parts of body movements. this is in line with this study that the lexicons are divided into five body parts, such as head movements with two lexicons (kipekan capung and mengas), body movements with eight lexicons (agem kanan, agem kiri, matang, nyalin ulat, ngalok-alok, ngadap, ngengsog and raras), hand movements with three lexicons (anyingsing roma, nabdab gelung and ngagen), finger movements with one lexicon (mudra suara), and leg movements with seven lexicons (cicangan, dadengkleng, nyeregseg, ngeceb, tanjek kanan, tanjek kiri and ngeteg). those 21 lexicons are listed along with the description meaning. as suktiningsih (2016) stated, a lexicon is a list of words that includes information or description. besides, guguk (2018) also stated that the lexicon is considered a dictionary that shows the meaning of the words. therefore, this study supports the theory that lexicons found in this dance were also listed and contained a description of each lexicon. however, among all the lexicons of movement, only five have cultural meaning. as liliweri (2002) argued, cultural meaning is influenced by the existing culture. the theory of cultural meaning supported the founding in this study that only five lexicons, which become characteristic and were influenced by the existing culture, have their cultural meaning. in addition, sustiawati, et al (2011) stated that ni putu wahyuni, i gede budasi, dewa ayu eka agustini lexicons of sugriwa dance movements in wayang wong tejakula 66 there are two movements: maknawi and murni. maknawi movements mean that the movement contains a particular meaning, and murni movements do not contain a specific meaning. the data found in this dance support the theory that not all movements in this dance have their cultural meaning. in sugriwa dance, the cultural meaning of the dance can be seen through the dance stages. those three dance stages are ngugal, pamahbah, and ngadap. meanwhile, juana, et al. (2014) stated that the common balinese dance stages are pepeson, pengawak, pengecet and pekaad. it is shown that the dance stages of sugriwa dance are different with the common stages of balinese dance. the lexicons in ngugal that have cultural meaning as introducing the sugriwa characters are tanjek kiri, ngalok-alok and nyeregseg. the lexicons in pamahbah that has cultural meaning as telling the purpose of sugriwa come out to the stage is ngengsog. the lexicons in ngadap that has cultural meaning as showing the leadership of sugriwa dance are ngalok-alok and ngadap. in relation to ecolinguistic, as tarigan and sofyan (2018), ecolinguistic studies the relationship between language and environment. yuniawan (2018) also stated that language could influence or destroy the conditions of the environment. the lexicons and their cultural meaning related to this dance need to be preserved in the environment of tejakula village. it is because sibarani (2014) stated that environmental sustainability could affect the continuity of language and culture. according to saputra (2018), one of the ways to preserve the local language from becoming extinct is through publication. in this case, the publication of this dance can help the balinese dancer in tejakula environment, along with lexicons that the instructor or the guests apply can influence the environment always to use those lexicons and their cultural meanings. it can maintain the balinese lexicons of this dance and their culture from becoming death (widianto, 2018), or the native speaker will not leave their local language (sholilah & suharti, 2015; crystal, 2002). this is the first study that conducted the lexicons and their cultural meaning related to sugriwa dance in wayang wong tejakula. however, this study is similar to dewi et al. (2020), who researched lexicons related to legong keraton dance. the similarity is that both studies conducted about lexicons related to one balinese dance, divided the lexicons into several body parts using the same descriptive qualitative method. in addition, this study also has several differences because this study conducted the cultural meaning related to lexicons movements. meanwhile, a study by dewi et al. (2020) did not study the cultural meaning of the lexicons. this study also has a different object from a study by dewi et al. (2020). the object of this study is sugriwa dance in wayang wong tejakula. meanwhile, the object of dewi et al. (2020) is the legong keraton dance. it is shown that this study is categorized as a new study which conducted about the lexicons and their cultural meaning related to sugriwa dance in wayang wong tejakula. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 67 conclusion based on the findings and the discussions, it can be concluded that sugriwa dance in wayang wong tejakula has 21 lexicons. those 21 lexicons are divided into five body parts, such as; in head movements, there are kipekan capung, and mẽngas. in body movements, there are agem kanan, agem kiri, matang, nyalin ulat, ngalokalok, ngadap, ngengsog, raras. in hand movements, there are anyingsing roma, nabdab gelung, ngagen. in finger movement, there is mudra suara. in leg movements, there are cicangan, dadengkleng, nyeregseg, ngeceb, tanjek kanan, tanjek kiri and ngeteg. however, only five lexicons have cultural meaning in this dance. those lexicons are tanjek, ngalok-alok, and nyeregseg are the movements characteristic in ngugal that has cultural meaning, as introducing sugriwa when he comes out onto the stage. ngengsong is the characteristic movement in pamahbah that has cultural meaning as telling the purpose of sugriwa to come out to the stage. ngalok-alok and ngadap are characteristic movements included in ngadap that have the cultural meaning of showing sugriwa's leadership. this study can be one of the ways to preserve the local language and its cultural meaning. it is because language and culture are closely related. preserving the culture means preserving the language. maintaining the language through this study can prevent the phenomenon of language death. the researcher realized that the results of this research showed a limitation. the limitation of this study is that the focus was only on one character of wayang wong tejakula, namely sugriwa. thus, this study suggested that other people interested in the linguistic field can find out the lexicons and cultural meaning of the other characters in wayang wong tejakula or analyze the word-formation of lexicons related to sugriwa dance in wayang wong tejakula. references adityarini, i. a. p. 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(2018). ecolinguistic study of conservation news texts in indonesian mass media. international journal of humanity studies (ijhs), 1(2), 163-183. https://doi.org/10.24071/ijhs.v1i2.686 https://doi.org/10.24843/jlk.2020.v08.i04.p07 https://doi.org/10.21831/lt.v2i2.7375 416 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 416 424 the impact of exposure on second language acquisition ahmad jahrani1, rina listia2 1910117210029@mhs.ulm.ac.id1, rina_listia@ulm.ac.id2 1english language education study program, faculty of teacher training and education, lambung mangkurat university. south kalimantan, indonesia 2english language education study program, faculty of teacher training and education, lambung mangkurat university. south kalimantan, indonesia received: 2023-05-06 accepted: 2023-07-13 doi: 10.24256/ideas.v11i1.3581 abstract exposure to english is something that learners experience in their daily lives. when they are doing their everyday activities, they will encounter english words. when they watch television, listen to a song, play games, or scroll through social media, they are exposed to english and this exposure can affect their second language acquisition. many research articles have been published on the relationship between exposure and second language acquisition. however, there is no consensus on the effect exposure has on second language acquisition. by reviewing available research publications, this study sought to describe the impact of exposure on second language acquisition. the researcher employed a systematic literature review method to discover the link between all of the publications. the objective of this research is to determine the impact of exposure on second language acquisition. the publications reviewed demonstrated that exposure had a positive impact on second language acquisition. the majority of the publications reviewed stated that exposure helps with second language learning. language exposure is necessary for learning and mastering a second language. finally, the majority of the publications reviewed agree that exposure aids in the acquisition of a second language. learners with extensive exposure to the language have a greater probability of speaking and comprehending it. keywords: impact; language exposure; second language acquisition introduction the occurrence of covid 19, many fields are affected in this world. one of the sectors that has losses and negative impacts that can be avoided is quite large, namely the education sector. all aspects of education have been disrupted such as school management, learning activities, and others. (jena dr.pravat kumar, 2020)explained that the education sector has suffered greatly from the covid -19 outbreak. according to unesco, more than 1.6 billion students worldwide have been affected by school closures due to the covid-19 pandemic, also a report from unesco found that the covid-19 pandemic affected about 5 million students in thailand, including students in remote areas who have limited access to technology and internet networks. in indonesia, coordinating minister for maritime affairs and http://u.lipi.go.id/1457703302 mailto:1910117210029@mhs.ulm.ac.id1 mailto:rina_listia@ulm.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 417 investment luhut binsar pandjaitan reported that more than 63 million students were affected by school closures during the covid-19 pandemic. in this case, social and behavioural changes in the field of education have occurred, the students have fallen far behind one and another. then the lack of attention given by students in online classes during the pandemic(cerelia et al., 2021) and their abilities in subjects in the classroom, especially in international foreign language subjects 'english' (lutfin & fansury, 2020) another thing in the impact of the change is that if they are not ready for the change, then anyone will be displaced (lubis, muhammad s.a 2018), therefore students are now prepared in every learning development in their respective subjects, in this point will be discussed, namely english subjects, which in basic english is important, one of which is in terms of the development of vocabulary (zalmansyah, 2013). the development of this vocabulary skill can be achieved by providing effective and efficient learning, in the first way which is to leave to the inefficiency and ineffectiveness that has occurred, this continuously occurs resulting in a decrease in student endurance in learning, and the basic ability of students in learning in research (mukhtar et al., 2020)the students also reported limited attention span and resource-intensive nature of online learning as limitations this problem happens continuously and has an impact on making it into loss learning in the generation education this era. as stated in previous studies that the increase in students' inability to master basic skills in learning increased i.e. there was a significant increase in learning poverty in all quartiles of ses, in low ses, learning poverty increased to 25.7% in the period 2019-2021 (hevia et al., 2022)another ineffectiveness in learning is mentioned by (adedoyin, o.b., and soykan, e.,2020) teachers have done their best but circumstances want them a little more than before due to more extreme conditions to transfer what they give to students in this regard. the second way is to make changes in the effectiveness of teaching according to the needs of each student taught by (rahmawati & rukiyati, 2018). because of an effective learning which affects a learning system that is carried out as a support for student learning success. the learning process, the presence of media has an important role. because the media causes enthusiasm for learning, the possibility of direct interaction between students and the environment and students can find out the abilities they have (ramli, 2015)the existence of media in learning is as a tool to make it easier for students to understand the material, bring up new problems to be studied and solved in the learning process, as a learning resource so that students can obtain new information through these media (iffah, 2021).the media can be in the form of printed media for student learning using books or lks that the teacher provides. a print media or student worksheet is a document in the form of sheets that is used to facilitate the teaching and learning process of (islamia, 2019)). a worksheet usually contains a series of questions, exercises, or assignments related to a specific learning topic. these worksheets can be given to students to work on in class or as assignments to work on outside of class. worksheets can be created for different levels of education, from early childhood to college, and also for various subjects. susilawati, (s. a., mp, s. s., et al,2021). a worksheet shape can be a worksheet that includes text, tables, charts, or images. the purpose of using ahmad jahrani & rina listia the impact of exposure on second language acquisition 418 worksheets is to assist students in deepening their understanding of a topic or concept, and also to assist teachers in evaluating student learning progress. worksheet media, teachers can test students' abilities by answering questions. where in lks consists of approximately 90% of the contents of the entire book are questions, both multiple choice and fill-in questions for which there is no answer and the remaining 10% consists of a brief summary of the subject matter. so that the use of lks makes it easier for teachers to deliver learning materials in the teaching and learning process. in this learning media, teachers can help improve the competence of what students need, with one of them being the ability of student vocabulary in english in learning outcomes. learning outcomes (sudjana 2005) are changes that are owned by a person after going through the learning process. (ulfah, 2012)said that learning outcomes are achievements obtained by a person in the form of changes in himself obtained after the learning process the conditions of learning process in a school, namely phang phakoeng school and wangshaphung school in grade 4 using the development and adjustment of learning from the post-pandemic era using flippclasroom. (ogden, 2015) flipped classrooms are strategies that educators can provide by minimizing the amount of direct instruction in their teaching practice while maximizing interaction with each other. but in their training efforts they still use their exercises with lks which have not been innovated. where in a theory of visual learning states that visualization of information in the form of images, graphs, or diagrams can help improve understanding and retention of information (ducha et al., 2004) in this case, illustrated worksheets can help students to better understand the material and remember it better. which should provide innovation updates is also needed in the student worksheet sector to find out the results of student work after learning and during training. especially in the vulnerable age of young learners, young learners tend to be interested in visuals and images (setiawan et al., 2023). because at this age, they are still in the stage of developing reading and writing skills that have not yet fully developed. images and visualizations can help them understand information visually and more easily understood compared to text, the use of worksheets in english learning and how the use of images in worksheets can help students understand new concepts and vocabulary, (dr. a. m. f. jawad 2012). in addition, drawing and visualization can also help children to improve their fine motor skills through drawing and colouring activities. by using images and visualizations in lks, students can more easily understand the information and concepts taught and make learning more enjoyable. (dr. richard mayer 2001) suggests that the use of multimedia in learning, including images and visualization, can help improve student understanding. (richard mayer 2001) images and visualizations can help reduce students' cognitive load and make it easier for them to process information. illustrated lks can be used for a variety of subjects and education levels, from early childhood to high school level. in addition, illustrated lks can also help improve students' fine motor skills through drawing or coloring activities (sustiari, l. 2014) contained in lks. this can help increase students' creativity and make learning more interesting (nurrita, 2018) the implementation of the use of worksheets in learning has been carried out by previous research, but previous research has not yet combined pictorial ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 419 worksheets with the latest available technology (trisnaningsih, w. 2015) and easy to access for children, especially in the wangshaphung thailand school environments.based on the description above, the author is interested in conducting research entitled "the effect of implementing student pictorial worksheet on the vocabulary skill student". so this research conduct to find out if there is a change in their vocabulary skills in their learning outcomes when using pictorial worksheets that assist with new technology canva. several academics have researched the use of worksheets for classroom learning including trisnaningsih, w (2018) researching the use of worksheets, especially in speaking skills. the research included classroom action research with quantitative method with the participation of two classes that were made control group and experimental group for research with fairly good results with improved results in speaking skills (0.00 < 0.05). however, this study does not highlight that the use of images in worksheets can help and improve students' ability in english. similar to the research in (kadatua, 2022) this study is to see if there is an increase in student interest in learning english using worksheet media. the participants in grade 7 junior high school using descriptive data from questionnaire instruments distributed to students to see the results. so as to get the results that the use of student worksheets can significantly increase the interest in learning english for seventh grade students of smp negeri 1 kadatua. however, it also has the same limitations as previous researchers, which have not innovated worksheets or collaborated with image media in their worksheets, while in nurul u's research (2018) conducted classroom action research for kindergarten children in the use of image media to improve children's english skills, especially vocabulary by using data collection with apkg and observation. however, the sample used in this study was 13 kindergarten students and the researcher himself. based on the results of the study, an increase in the ability of teachers to make learning implementation plans reached 92.18%, the increase in the ability of teachers to carry out learning reached 93.12% and the results of mastery of children's vocabulary reached 92.3%. in general, the increase occurred after the application of the use of image media. in conclusion, some academic researchers focus on examining the use of worksheets themselves without the use of images in order to attract students, and some of them have used image media but with the level of playground education (preschool) or kindergarten. but the research needed is to improve students' english skills (vocabulary) with the help of pictorial worksheets as this researcher conducted research in this study method the systematic literature review (slr) approach was chosen and employed in this research. this strategy entails locating, examining, assessing, and interpreting all available research. researchers use this method to review and identify journals systematically, following the procedures that have been established in each phase (triandini et al., 2019). the researcher gathered journal articles from 2009 to 2021. the articles were gathered from google scholar and sciencedirect. the researcher used the search bar with the keywords exposure, second language acquisition, or a mix of both. the ahmad jahrani & rina listia the impact of exposure on second language acquisition 420 articles indexed on the website will be re-checked. if they are connected with the relationship between exposure and second language acquisition, they will be chosen to be investigated further. the researcher gathered 30 articles from the websites. frequently encountered findings from 30 articles will be analyzed. the articles will be classified into three categories of impact by the researcher. it will be considered a positive impact if the article states that exposure is beneficial to second language learning. on the contrary, the article indicated that exposure is detrimental to second language acquisition and would be classified as having a negative impact. furthermore, if the article claims that there is insufficient information to assess the impact and that more study is required, it will be classified as not specified. results after analyzing the articles, the researcher classified the articles into three categories of impact, positive, negative, and not specified. table 1. the impact of exposure on sla according to the journals type of impact number of journals positive 24 negative not specified 6 total 30 this data shows that a large portion of the studies, twenty-four journals (80%), stated that exposure has a positive impact on second language acquisition. no journal states that exposure has a negative impact on second language acquisition. the other six journals (20%) do not find evidence that exposure has any impact on second language acquisition. the purpose of this study is to describe the impact of exposure on sla. learners are regularly exposed to english in their daily life environment, which agrees with the statement from dulay, burt, and krashen (1982) that having conversations with colleagues, watching television, reading street signs and newspapers, and classroom activities are all examples of exposure. discussion the data revealed that the majority of publications agree that exposure has a positive impact on sla. language exposure is essential for learning and mastering a second language. learners who have had a lot of exposure to the language have a better chance of speaking and understanding it. many types of exposure have been found in the journals. namely, television exposure, extramural english exposure, digital language exposure, classroom exposure, social media exposure, video game exposure, etc. however, regardless of the form of english exposure, the exposure has no detrimental influence on sla. on the other hand, there are numerous positive effects of exposure in these journals, such as how the teacher's use of english in the classroom causes students to learn new vocabulary coincidentally. every time students hear new english words, whether they are from teachers or other students, they memorize them. next, how listening to podcasts improves subjects' listening comprehension. listening to podcasts makes people learn new knowledge, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 421 including language. the other is how playing vr games improve their speaking fluency. when playing virtual reality games, people interact with each other, and they are rather more open to talking because they are not afraid of grammar; what matters is that the other person understands what they are talking about. these favorable effects are sometimes overlooked because people do not intend to learn. they are constantly exposed to english and unintentionally absorb it. another positive impact is watching subtitled shows. different types of language acquisition may arise from watching subtitled shows. aside from word meaning, the viewer may learn the meaning of idioms or standard sentences, as well as the contexts in which these sentences may be utilized. there may also be improvements in the capacity to discern individual words in spoken language, word pronunciation, and skill in building accurate sentences. according to koolstra and beentjes (1999), viewers may learn to distinguish between distinct pronunciations (british and american) and the associated implications (aristocratic and slang). another finding is that six journals do not state whether exposure has a positive or negative impact. this happened because of the lack of evidence gathered from the research. so, they just stated their findings but did not interpret them further. in the end, they hope that the research continues with longer research times and more subjects. most of the subjects in the journals are young learners. it is understandable because language develops in early life. hoff et al. (2008) proposed that children's phonological memory abilities develop in part as a result of their developing phonological representations that facilitate the storage of freshly encountered sound sequences that correspond to the learned phonological system. in most cases, the older people are, the harder it is to learn a language. so, the researchers focus on how exposure affects young learners’ ability to acquire a new language. the findings are in agreement with previous studies that state that exposure has a significant impact on a learner's productive capacity, exposure may rapidly build a target language, and language understanding can arise through social engagement with a target language speaker (peregoy & boyle, 2005). conclusion by employing a systematic literature review, the researcher concluded that the majority of the articles examined agree that exposure helps people learn a second language. there are many types of exposure, such as listening to english music and podcasts, viewing english movies, interacting with english native speakers, chatting in english on social media, reading english books, etc. the article also stressed the significance of exposure in language acquisition, stating that because there is no detrimental impact of exposure on second language acquisition, the more learners are exposed to english, the more they will read and speak the language. the more exposure, the bigger the impact on their second language acquisition. the researcher suggests that there will be a more comprehensive study on this topic because, based on the results, there are some positive impacts of exposure on second language acquisition. the researcher also suggests that second language teachers expose students to as much target language as possible because it has a positive impact on their language acquisition. it can be through music, books, novels, ahmad jahrani & rina listia the impact of exposure on second language acquisition 422 or even movies. references aghlara, l., & tamjid, n. h. 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(2018). differences in serious game-aided and traditional english vocabulary acquisition. computers & education, 127, 214–232. https://doi.org/10.1016/j.compedu.2018.07.014 https://doi.org/10.24256/ideas.v10i2.3208 692 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 692 702 an analysis of types of directive acts found in “the school for good and evil” movie selva new puspita naibaho1, robby satria2 pb191210064@upbatam.ac.id robby@puterabatam.ac.id received: 2023-07-8 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3530 abstract this study has purpose to find the types of directive acts that performed by the characters in “the school for good and evil” movie. this research is descriptive qualitative research. this research used a theory proposed by searle and vanderveken (1985). this study used observational and a non-participatory technique of data collection. this research also used referential identity method and the pragmatic competence technique in equalizing in analysing the data. there are some steps in the process of collecting the data. firstly, the researchers watched the data source which is “the school for good and evil” movie. secondly, the researchers downloaded the script of the movie. the researchers then watched the movie and read the script in the exact same time. finally, the researchers marked the utterances that showed the directive acts. the result showed that there were 17 data of directive acts performed by the characters in “the school for good and evil” movie. there were 8 data of asking type, 1 data of permitting type, 2 data of ordering type, 1 data of requesting type, 1 data of commanding type, 2 data of inviting type, and 2 data of advising type. eventually, “the school for good and evil” movie characters most frequently use the asking type of directive acts. keywords : analysis, directive, movie introduction language is an important element that encourages humans to be able to communicate with each other. in the absence of language, human will find it difficult to communicate. communication is used to convey certain intentions of a person to others through language whether directly or indirectly. the study that that has to do with context is called pragmatics. the study of pragmatics serves as the foundation for an explanation of how language interpretation is influenced by context. this study related to the contextual meaning behind an utterance or the meaning created at the time the utterance is uttered. the study of meaning as it is conveyed by a speaker and received by a listener is known as pragmatics. this way of communicating in the pragmatics view is known as speech acts. one of the types of speech acts is directive acts. an action that persuades a listener to take action is referred to as a directive act. directive acts are real phenomena in society. when the speaker utters something to make the listener do an action according to speaker’s intention, that marks the existence of directive acts. furthermore, the phenomena of directive acts are widely found in social http://u.lipi.go.id/1457703302 mailto:pb191210064@upbatam.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 693 media. the researcher found the phenomenon of directive acts in one of the contents in talksport youtube channel entitled “world cup final preview tim vickery previews argentina versus france in the 2022 fifa world cup final!”. tony said, “uh tim i wanted to ask you because i was at the game against italy in the summer, where argentina played and uh european champions against the south american champions and the forward line was martinez di maria and lionel messi. now obviously mcallister's come in and alvarez that's made it, uh was was that in the plan or was that just because of coincidence?”. reffering to the question tim replied, “mcallister's come in because lochi also was injured and that that's been a big loss to him, because lochi also know he didn't come off at tottenham but he was a supply line for messi and they've had to look around for that. alvarez has been a change that they've made you know that the military people will say no plan ever survives first contact with the enemy.” the dialogue above is a conversation taken from a podcast in youtube which discusses about a trending topic in 2022, specifically about the world cup. the conversation above containes utterances that involved the communication between a speaker and a listener in 00:02:45-00:03:25 minutes. in this conversation, the speaker asked a question related to one moment that happen in a football event when he was in italy. the speaker asked if the incident had happened intentionally. reffering to the question, the listener gave an answer of what really happened to the speaker at that time. since the listener responded by giving an answer to the speaker's questions, this conversation can be categorized as a phenomenon of directive acts. hence, the speaker wished the hearer to do something. the question is uttered by the speaker to the hearer in order to receive an answer. as searle and vanderveken (1985) have noted, directive question acts are used to ask a question. asking is a type of directive acts that involves the form of question. by delivering the question, the speaker intends the listener to do something or to do an action. incidentally, the question was always directive. this is how the type of asking to ask a question is uttered. so that is why asking type comes as the result of the conversation above. literature review directive acts directive act is one of the type of speech act in which the speaker intends the hearer to do something by saying something. searle and vanderveken (1985) stated that directive act is the action carried out by speaker to hearer through utterances to make the hearer do something. the directive point is the attempt to persuade hearer to perform an action. in utterances containing the directive act, the speaker makes an effort to persuade the hearer to do something. this means that the speaker expects the listener to complete the speaker’s intention, so the action is expected to be performed by the listener. acts of directives are designed to induce someone to take action (yule, 1996). there are also different types in directive acts. those are asking, request, ordering, commanding, permitting, inviting, entreating, begging, and praying. 1) asking: the type of directive acts in the form of question. the speaker's aim is clearly stated to the listener by the questions asked, which intends to persuade the listener to respond. the speaker wants the listener to give an answer so the speaker tries to get an answer by asking a question. “where is she? i have to see her.” (tiwa et al., 2022) 2) ordering: according to searle and vanderveken (1985) the type of directive acts that functions as order. speaker does not need the authority to give an order to hearer. everyone is able to make an order. “take a seat, get to the point.” (virginia & ambalegin, 2021) selva new puspita naibaho1, robby satria2 an analysis of types of directive acts found in “the school for good and evil” movie 694 3) permitting: this kind of directive act takes the form of an utterance that involving a permission. according to searle and vanderveken (1985), a speaker uses the permission to ask for approval to carry out a particular action. a speaker who a sks for permission also anticipates getting it in order to perform the requested activity. the speaker who needs permission to speak makes the permission. “i ask for your permission to go to the battle taking up arms against you mother!” (mualimin,2018) 4) advising: this type of directive act refers to a speaker's act of giving direction and advice. searle and vanderveken (1985) stated that advice is used to persuade a hearer to perform an action that the speaker believes the hearer is interested in. furthermore, a speaker generates the form of advice that asks the listener to take the required action. “mom, if i can get out and socialize, you can, too.” (hastuti et al., 2021) 5) requesting: a type of directive act is used to solicit assistance. requests may be denied or granted (searle & vanderveken, 1985). furthermore, (yule, 1996) stated that requesting involves action that a hearer can decline. according to the definition, the type of requesting is used by a speaker to ask for help. “eddie, the suit you gotta take it off”. (shelviana & mulatsih, 2022) 6) inviting: the type of directive act that is performed by speaker (searle & vanderveken, 1985). a certain word or phrase is used to professionally and formally invite a listener. the act of inviting makes the audience do something or go somewhere. “come join us this weekend!” (dewi et al., 2021) 7) command: the type of directive acts that has a purpose to make sure that the listener does as speaker instructed. as stated by (searle & vanderveken, 1985), commanding is the ability of speaker to give a command with knowing that they have the ability to dominate the listener. “stand up! i’ll help you.” (putra, 2022) 8) entreating: the performance of speaker in asking for something to the listener with sincere request to make the listener do something really important is known as entreating (searle & vanderveken, 1985). “we really need to talk” (giovani & widiana, 2022) 9) begging: the act of showing polite demand, which demonstrates a strong willingness, is known as begging. begging is act performed through utterance by speaker in a nice and respectful way, hoping to get something (searle & vanderveken, 1985). the utterance of begging is always uttered when a speaker wants the request to be granted. “please, ma’am, could you lend us the girls for a little while? we’ll be very careful of them” (fitriyah, 2022) 10) praying: praying is a type of directive act that is done to appeal eligious authorities (searle & vanderveken, 1985). in another way, this type is widely used in contexts when a speaker prays. this type is uttered to ask for help and say thanks to god. “hopefully the god blessed us” (suadnyani, 2020) communication and directive acts are strongly intertwined. when a speaker wants the audience to take action, they utilize directive acts. the circumstance and the audience to whom the speaker is speaking dictate how a directed act should be carried out. characters in the movie also act as representations of actual conversations, complete with sounds and visuals. language has a crucial part in helping characters in a movie express their thoughts. depending on the situation, characters are able to create directed actions and utterances. this research took “the school for good and evil” movie from netflix as the data ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 695 source. the reason the researchers took this movie as the data source is because there are some utterances from the movie that are related with the topic of the research about directive acts. this movie is netflix fantasy movie that released in 2022. one of the utterances that indicates directive illocutionary act is on the below. sophie (s) : “just give him this and tell how good i am. ohh and don’t be weird. you know what i mean, don’t talk about your cat.” agatha (l) : “fine.” the utterance was uttered by sophie of the gavaldon (sophia anne caruso) as the speaker to agatha of the gavaldon (sofia wylie) as the listener. this conversation took place in a canteen inside of the school. to reach the speaker’s purpose, the speaker ordered the hearer to do the intended action which to give a letter to a man named tedros. this is categorized as ordering type because the speaker ordered someone else to do something that the speaker intended. therefore, the ordering type comes as the result of these utterances. people must be able to interpret the meaning of the utterances in order for them to communicate a message. people can typically tell when an utterance refers to an activity in ordinary discourse. speech acts are actions that speakers carry out through their words (yule, 2014). declarative, representational, expressive, directive, and commissive speech acts are the five categories under which speech acts are categorized (yule, 1996). the researchers used two previous studies to support this research. the first previous study is from virginia and ambalegin (2021) which purposed to reveal the types of directive acts in “i care a lot” movie. the findings of this research showed that there were 15 utterances of directive acts uttered by the main character in the movie “i care a lot”. there were 5 statements that were asking, 4 statements that were ordering, 3 statements that were permitting, 1 statement that were advising, 1 statement showed requesting, and 1 statement that were inviting. the most common type created by the main character in the “i care a lot movie” is the asking type, as the main character regularly ask other characters. the second previous study was taken from dwi indrayani et al., (2022) which purposely to identify the types of directive acts that was frequently appeared in the little women (2019) movie. this research employed the descriptive qualitative method. the results of this research showed that there are five types of directive speech acts performed by the characters in the film. there were 105 expressions of command, 8 expressions of permit, 20 expressions of request, 40 expressions of prohibition, 257 expressions of asking. from the five types of directive act, the most dominant type used is the asking type. it shows the most data, which is 257 data. the present and previous research showed the differences and similarities. the previous research used a different data source from this present research. the movie entitled “the school for good and evil” was taken to be the data source of this research. the present and previous research analyzed the same topic. the topic was directive speech acts as one of pragmatics discussions. directive acts theory from searle and vanderveken (1985) was applied to analyze the utterances. for the aim, this research aimed at investigating the directive speech acts types in “the school for good and evil” movie. research method this research used descriptive qualitative research methods. emphasized that qualitative research is used to gain a deeper and comprehensive understanding of social phenomena. furthermore, the main character's directive acts and utterances were used as the data source. this study used observational method for the data collection proposed by sudaryanto (2015). the observational method was selva new puspita naibaho1, robby satria2 an analysis of types of directive acts found in “the school for good and evil” movie 696 carried out by watching the movie ““the school for good and evil””. this research involved a non-participatory method of data collection because the researchers were not involved in the data source. there are some steps in the process of collecting the data. firstly, the researchers watched the data source which is “the school for good and evil” movie. secondly, the researchers downloaded the script of the movie. the researchers then watched the film and read the script in the same time. finally, the researchers marked the utterances that showed the directive acts. this research employed referential identity method proposed by sudaryanto (2015) as the method in analysing the data. this research was using the pragmatic competence technique in equalizing by sudaryanto (2015). the technique to analyze the data is to equalize the data source to the theory. the theory from searle and vanderveken (1985) was used to analyze the types of directive acts. the data is analyzed in three steps. first, the researchers determined the context of the highlighted utterances. second, the researchers analyzed the types of policy acts using the theory of searle and vanderveken (1085). finally, the results revealed the types of directive actions taken by the characters in the film “the school for good and evil”. result and discussion in the movie “the school for good and evil” there were several types of directive acts. the research result is presented in the table below. result table 1. the types of directive acts performed by the characters in “the school for good and evil” movie no types of directive acts frequency 1 asking 8 2 ordering 2 3 permitting 1 4 requesting 1 5 commanding 1 6 inviting 2 7 advising 2 total 17 discussion a. asking data 1 agatha (s) : “any ghost stories?” mrs. deauville (l) : “yes, if you interested in looking ones.” (00:10:49-00:10:51) the conversation above is taken when agatha and sophie were in the book store. the speaker utterance “any ghost stories?” is considered as the asking type. the speaker ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 697 asked the listener regarding the book about horror story because she was looking for it. the speaker asked because she wanted to get an information about books that contain horror stories. therefore, the utterance above can be concluded as asking type because the speaker asked a question to the listener and the listener response to the speaker’s question. data 2 sophie (s) : “you okay?” agatha (l) : “yeah, yeah i’m fine” (00:10:18 -00:10:20) the utterance above was conveyed by sophie as the speaker to agatha the listener. this conversation took place in a market in the city of gavaldon when sophie saw a drunk man pointing out a knife at her best friend, agatha. after hitting the man with a pot, the speaker was worried for her best friend after what happened. furthermore, the speaker asked a question regarding agatha’s condition. therefore, the utterance above can be concluded as asking type because the speaker deliver a form of question to the listener and in turn the listener replied by giving an answer. data 3 sophie (s) : “who's s.g. e?” mrs. deauville (l) : “not who, what. “the school for good and evil”.” (00:11:2700:11:32) the conversation above was conveyed inside of a book store near the market in gavaldon city. when sophie was looking for a fairy-tale book, mrs. deauville (the listener) showed a mysterious book to sophie (the speaker). in the front of the book, there is an abbreviation of s.g.e. because the listener was curious about it, she expressed her curiosity by asking a question. consequently, the conversation above can be determined as asking type because the speaker uttered a question to the listener because she had an intention of getting an answer to her question and the listener also fulfilled the speaker’s intention by giving an answer. data 4 sophie (s) : “what happened to her?” mrs. deauville (l) : “no one knows.” (00:12.11 -00:12:16) the utterance above was uttered by sophie as the speaker to mrs. deauville the listener in gavaldon book store. the speaker asked a question to the listener after mrs. deauville tell a story about a girl named leonora who is being kidnapped by the school of good and evil. the speaker was curious about what happened to the girl that the listener previously talked about. furthermore, the speaker delivered a question to the listener. therefore, it can be concluded that the conversation above is asking type. data 5 agatha (s) : “how do you know my name?” prof. doyey (l) : “because i've been expecting you.” (00:23:58 -00:24:02) the conversation above was delivered by agatha as the speaker and professor dovey as the listener. this conversation took place inside of bathroom in the school for good. the speaker was surprised to hear that the listener knows her name even she is not introduced herself. the speaker wondered how the listener knew her name. in order to achieved her intention, the speaker uttered a question to the listener. therefore, the conversation above can be concluded as asking type because the speaker’s intention was accomplished through the listener’s answer. data 6 sophie (s) : “there's no boys in the school for good?” hort (l) : “ugh there's plenty. and get ready to be nauseous.” (00:28:0200:28:07) the conversation above was delivered by sophie as the speaker to hort the listener. selva new puspita naibaho1, robby satria2 an analysis of types of directive acts found in “the school for good and evil” movie 698 this conversation took place in a hall of the school for good. the agenda at that time was a gathering party to welcome new students from both schools. before the event started, the speaker looked around and then she realized that there were not any men in the school for god. the speaker was curious why there were no men in the school for good. then the speaker asked her friend about it. therefore, it can be concluded that the conversation above is asking type because the speaker uttered a question. data 7 sophie (s) : “wait, where are we going?” agatha (l) : “to get you out of here.” (00:12:35-00:12:38) the conversation above was delivered between sophie as the speaker and agatha as the listener. this conversation took place outside of the school. the speaker was pulled by the listener to go to the school master’s room. the speaker who is confused about what is going on and why suddenly the listener pulled her then asks where the listener will take her. the speaker delivered a question in order to get an answer to where she will be taken. therefore, the conversation above can be categorized as asking type because the speaker performed a question to the listener. data 8 prof. dovey (s) : “have you seen rafal before? here?” (01:39:0301:39:14) agatha (l) : “yeah. in the tower of blood i told the school master about, and sophie saw him in her classroom. so did lady lesso.” (01:39:03 01:39:14) the conversation above was delivered by professor dovey as the speaker to agatha as the listener. this conversation took place in one of a room inside the school. the speaker was very surprised at what she had just heard from the listener. the curious speaker then asked about the information he had just received to the listener. to achieved her intention, the speaker gave a question to the listener. therefore, it can be concluded that the conversation above is asking type because the speaker involves a question in the dialogue. b. permitting data 9 gregor (s) : “do you mind if i sit with you?” agatha (l) : “no.” (00:51:22-00:51:25) this conversation took place inside of the canteen in the school. the conversation above was uttered by the speaker, gregor to the listener, agatha. the speaker approaching the listener while she was alone. the speaker asked for permission to sit in front of the listener by saying “do you mind if i sit with you?”. the listener responded to that question by letting the speaker to sit in front of her. therefore, it can be categorized as permitting type because the speaker asked for permission to the listener to do his intended action. c. ordering according to searle and vanderveken (1985) the type of directive acts that functions as order. speaker does not need the authority to give an order to hearer. therefore, everyone is able to make an order. data 10 sophie (s) : “just give him this and tell how good i am. ohh and don’t be weird. you know what i mean, don’t talk about your cat.” agatha (l) : “fine.” (00:53:30-00:53:44) the utterance was uttered by sophie of the gavaldon (sophia anne caruso) as the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 699 speaker to agatha of the gavaldon (sofia wylie) as the listener. this conversation took place in a canteen inside of the school. to reach the speaker’s purpose, the speaker ordered the hearer to do the intended action which to give a letter to a man named tedros. this is categorized as ordering type because the speaker ordered someone else to do something that the speaker intended. therefore, the ordering type comes as the result of these utterances. data 11 sophie (s) : “don't break the door down!” step mom (l) : “oh i will if you’re not out in 5 minutes, and no spending an hour on your hair.” (00:05:11-00:05:17) the conversation above was delivered in the beginning of the movie between sophie (the speaker) and her step mother (the listener). this conversation took place inside of the speaker’s house. while the speaker is dreaming, she could hear that the voice inside hear dream is changing into a woman voice. turns out, it was her mother calling her to wake up. the speaker who heard his mother knock on the door of her room loudly ordered the listener not to do that again or the door would be broken. the listener who heard this, stopped her banging. however, the listener said that if the speaker does not come out immediately, the listener will break down the door of her room. an order can be given by anyone and can be for anyone. therefore, it can be concluded that the conversation above is ordering type. d. requesting data 12 sophie (s) : “aggie no. please let me go!” agatha (l) : “no way. i’m never letting you go!” (00:16:31-00:16:35) the conversation above was delivered by sophie as the speaker to agatha as the listener. this conversation took place inside of the forest in gavaldon when the speaker tried to leave gavaldon. at that moment, the speaker is pulled by a terrible creature who listens to her plea for admission to “the school for good and evil”. the listener, as a best friend, did not remain silent watching her friend being carried by the terrible creature. the speaker who sees the listener trying to restrain her asks the listener to let the speaker go because she feels that this is indeed her destiny. unfortunately, the listener declined the speaker’s request. a request can be declined or can be granted. therefore, the conversation above can be concluded as request type because the speaker asked the listener to do something. e. commanding data 13 prof. anemone (s) : “so show me your smile if you don’t want to fail!” agatha (l) : “my ... smile?” prof. anemone (s) : “mm-hmm” (00:49:56-00:50:04) selva new puspita naibaho1, robby satria2 an analysis of types of directive acts found in “the school for good and evil” movie 700 the conversation above was delivered by professor anemone as the speaker and agatha as the listener. this conversation took place inside of a classroom in the school for good. while the class is proceeding, the speaker as the teacher in the beautification class commanded the listener to show her smile if the listener does not want to fail in her class. the listener who heard the command then did as the speaker intends. a command is usually given by a person who has a higher position than the person who is being commanded. therefore, the conversation above can be concluded as a commanding type because the speaker whose positioning as a teacher gave a command to her student. f. inviting data 14 agatha (s) : “come with me to save sophie. that's how we’ll save the school. evers and nevers. please.” tedros (l) : “okay. go to her. i’ll be there as soon as i can. i promise you.” (02:02:33-02:02:45) the conversation above was delivered between agatha as the speaker and tedros as the listener. this conversation took place in the hall of the school for evil. the speaker asked the listener to come with her to save her friend sophie who was being affected by an evil wizard named rafal. the speaker asked the listener to go to the school master’s office where sophie was taken. the listener agreed to follow the listener but he told her to go first and he promised to be there as soon as possible. therefore, it can be concluded that the conversation above is inviting type because the speaker asked the listener to visit a location with her. data 15 rafal (s) : “will you join me?” sophie (l) : “yes.” (02:03:20-02:03:28) the conversation above was delivered by rafal as the speaker and sophie as the listener. the conversation above was taken in the school master’s office and happened in near the end of the movie. the speaker asked the listener to join him to his partner in crime. the listener who was affected by the speaker's words and seduction finally agreed to the invitation. therefore, it can be categorized as inviting type because the speaker uttered an invitation to invites the listener. g. advising data 16 girl 1(s) : “you have to get a boy to ask you or you fail.” agatha (l) : “wait, you mean they kick you out?” (00:47:49-00:47:56) the conversation above was delivered by girl 1 & 2 as the speakers and agatha as the listener in the beauty class. this conversation happened before the beauty class in the school for good started. the speakers gave an advice to the listener that if she does not want to fail, then she should get a partner for the upcoming party that will be held by the school. the speakers also said that three times failed then the listener would be expelled and even turned into another object. the speakers give an advice for the listener in order to persuade ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 701 the listener to find a partner and to be careful not to fail. therefore, it can be concluded that the conversation above is include as advising type. data 17 agatha (s) : “after what happened to his father, tedros isn't going to fall for someone just because she’s hot. you need to prove to him that you're good in front of everybody, in a way no one can deny.” sophie (l) : “fine” (01:25:55-01:26:14) the conversation above was delivered by agatha as the speaker to sophie as the listener. this conversation took place inside of the school for good. the speaker advised the listener that if she wants the person she likes to like her back, then she must prove that she is a good person because that man will not like her just because of how she looks. furthermore, the speaker persuades the listener to prove that she is good in front of everybody. therefore, the utterance above can be concluded as advising type because the speaker give an advice to the listener. conclusion directive act is a type of speech act that is widely found in various media, one of which is in movie. directive acts are used by the speaker to make the listener perform an action or respond according to his intention. moreover, in “the school for good and evil” movie, there are found several types of directive acts expressed by characters in the movie. the types that appear in the movie are asking, ordering, permitting, inviting, commanding, advising, and requesting. the asking type is the type that most shown by the characters in this movie. this is because there are many questions raised by characters in this movie. directive speech acts cannot be separated from everyday life. it is hard for a speaker to avoid using directive acts if they want the listener to act in the way they wished. this is related to the purpose of the directive acts as an utterance that can make the listener to carry out an action. in order to properly perform directive acts, a speaker must understand about the directive acts itself. the reason is because the types of directive acts differ in each use. therefore, the existence of directive acts is very important for the speaker in order to make the listener do something as requested. references dewi, n. k. c., juniartha, i. w., & karya, i. w. s. 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(2014). the study of language. https://doi.org/10.24256/ideas.v10i2.2897 324 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 324 332 improving the students’ motivation in learning vocabulary using song lyrics setiana sri wahyuni sitepu1, eka safitri2, nur najibah sukmawati3, laksmy ady kusumoriny4, sukma septian nasution5 dosen01057@unpam.ac.id1 1,2,3,4,5sastra inggris, fakultas bahasa dan sastra, tangerang selatan, banten received: 2023-02-08 accepted: 2023-07-02 doi: 10.24256/ideas.v11i1.3588 abstract this study aims to increase the students' motivation in learning vocabulary using song lyrics in the seventh grade of smp citra bangsa. this classroom action research uses tests, observations, questionnaires, and documentation to determine the improvement that occurs in each cycle. tests given to pre-test, post-test cycle 1, and post-test cycle 2 showed that the average score of each vocabulary test in the class increased significantly. in the pre-test, the mean score was 41.25. then in the posttest cycle 1 the average score raised to 56. in the post-test cycle 2, the average score reached 63.5. the improvements proved that song lyrics is worth implementing in teaching vocabulary. it is supported by the results of observations which showed an increase in terms of students' motivation in learning vocabulary. the results of the questionnaire also showed an increase in the number of positive questions. while the number of negative questions decreased. thus, it can be concluded that there is a significant increase in motivation and vocabulary achievement of seventh grade students of smp citra bangsa after they are taught to use song lyrics. keywords: learning motivation; students’ motivation; song lyrics introduction learning english is something that every student needs to obtain because it is the most widespread language and there are many countries that use english as an official language. therefore, english is an international language, a language that can be used as a means of communication between humans in various countries. learning english is needed by students and it requires students to learn not only the language but also the elements that exist in english (sukmawati & nasution, 2020). there are many important elements in learning english and one of them is vocabulary. vocabulary is a list or collection of words in a language consisting of pronouns, adjectives, nouns, conjunctions, adverbs, verbs, interjections, prepositions or can be referred to as part of speech or can be referred to as part of speech. to learn english, students must have a wide range of vocabulary without which, students cannot communicate well. some experts mention definition of vocabulary such as; richard & renandya (2002) who state that vocabulary is the core component in a person's language skills that also affects the skill in learning http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 325 english. based on the statement, vocabulary is the main component in a language that will affect other components in learning english such as speaking, listening, reading and writing. those components will be related to each other in learning english. therefore, students need to learn and master vocabulary as a core component in learning english. another definition is from cameron (2001) who highlights that vocabulary is one of the knowledge areas in english which has an important role for students in acquiring the language. it tells that when someone wants to be competent in a language, they need to know many kinds of words in that language. the last definition is from hatch & brown (1995) who argue that vocabulary is a list of various words in a language used by each of the speakers of the language. from the three statements, it can be concluded that vocabulary is a collection of various words in a language, especially english spoken by speakers. it is an important part of learning a language because students need to know and have a list of vocabulary if they want to master the language. however, there are many problems faced by students in learning vocabulary, such as low memory, low self-confidence, and low learning motivation. this is also felt by students at the intended school that was used as a research location. based on the pre-observation, it was found that the students have low motivation in learning vocabulary and the writers found five characteristics of students who have low motivation as follows: (1) students look lethargic when learning takes place; (2) they do not focus on the teacher; (3) they look sleepy and bored; (4) they do not voluntarily answer or ask the teacher; (5) they prefer to talk to their friends. meantime, learning motivation is an encouragement that arises both from inside and outside students which should create enthusiasm in learning and provide direction to students. however, due to students have low learning motivation, there is no motivation to learn from students and no direction is created goals for the students. it concluded that the students' low learning motivation towards vocabulary was a problem that affected the learning of english and the provisions of student learning achievement. motivation is the main issue for students' learning success in learning a language because it affects the learning process and triggers effective learning (dornyei, 2007). from that statement, motivation supports the success in learning a language. therefore the low motivation will have an impact in learning process. putri & subakthiasih (2020) highlight that students' motivation comes from their own subjective experience, about their willingness to be involved in learning activities and also the reasons. based on the statement, when students have low motivation to learn, english learning activities will be a dull moment for them. students cannot focus and achieve the learning targets. students will be comfortable and understand the lesson well if they have high motivation to learn. students with low motivation to learn vocabulary will be further left behind from the learning materials. vocabulary and students’ motivation are the priorities needed by students if they want to improve their english language skills. such situation can be caused by various factors, such as lack of interest in english. they did not know english from an early age, and being influenced by the environment. therefore, it is necessary to have an innovation that can change students' low motivation in learning vocabulary. setiana sri wahyuni sitepu, eka safitri, nur najibah sukmawati, laksmy ady kusumoriny, sukma septian nasution improving the students’ motivation in learning vocabulary using song lyrics 326 nowadays, most teenagers are interested and like to hear songs that come from the west. they love songs and continue to make western songs viral, and often listen to many western songs. roberts, christenson, & gentile (2003) tell that people and especially teenagers like to listen to songs because it gives pleasure. song is a collection of words that have a rhythm. shen (2009) emphasizes that song can be called an amusing friend that is fun for people, and songs have many benefits such as enriching, and increasing knowledge of a language. based on the statements, listening to songs is a fun activity, and many people like to listen to songs, listening to songs can make anyone feel relaxed, and happy, also songs can touch everyone's life and it is connected with their various interest, and also everyday experience, most of the past popular songs related to the same topic about love, friendship, sorrow, dream, and others common feelings. the use of songs in class can create a very positive association in learning a language, while in the minds of most people learning a language only be seen as a tedious task, one that requires examination and frustration (murphey, 1992). therefore, songs can be used as a method of teaching a language. in a song, there are many of vocabularies that can be found. thus, learning vocabulary using a song is a good strategy. based on the problems mentioned, the students' motivation in learning english, especially in vocabulary, needs to be improved with varieties of teaching method in order that they feel comfortable and happy in participating in the learning process. when students feel comfortable and happy in participating in learning activities, the teacher would be easier to deliver the material taught and it would be accepted by students because of the desire and acceptance that comes from themselves. it also was found that using song lyrics as the learning strategy able to increase students’ enthusiasm for learning so that they find it easy to learn vocabulary because they feel pleasant with its learning strategy. vocabulary is a crucial component in learning english, for, without vocabulary, students cannot do anything in speaking, listening, reading and writing. the definition of vocabulary differs depending on the understanding of each person, but in general, it has the same meaning and essence. vocabulary is a central for learning and teaching the english language because without vocabulary, it is impossible for students to understand a language and show students' own ideas (lessard-clouston, 2013). from that statement, vocabulary is a core part of learning english. students who have heaps of vocabulary are able to express their thoughts and understand when talking to their interlocutor. meanwhile, thornbury (2002) declared that vocabulary is mostly about collection of items. the statement tells vocabulary is the same as various collections. the collection in question is a collection of words, there are many words in a language, and the words are uncountable. learning vocabulary is about the skill of remembering, and for remembering the words, students need to see, say, and write the new words continuously until they really know the words and its meaning (lessard-clouston, 2013). it can be concluded that vocabulary is about skills of remembering, seeing, and writing. vocabulary was called as a central in learning english that has collection of items inside it. meanwhile, motivation refers to the intensity of one’s impetus to learn (brown, 2001). based on the statement, motivation is useful for increasing students' interest in learning. every student must have motivation in learning because it will make ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 327 them more enthusiastic and active in learning or deepening a material. each subject has its own level of complexity, and each student has different interests. learning vocabulary is a challenge for every student and one of the ways that they can master vocabulary is with students’ motivation. student learning motivation can affect the student learning process. in general, there are two types of motivation, internal and external motivation. ryan & deci (2000) highlight that intrinsic motivation refers to doing activities for the satisfaction of someone for having done. it means someone who does an activity or a task will enjoy and be satisfied with the activity even when completing it. meanwhile, extrinsic motivation is related to an activity carried out by someone to achieve some expected result. people do an activity or a task because of the encouragement and desire that will be obtained when completing it. both extrinsic and intrinsic motivation has the possibility to coexist, because people can do some activities that are already attached to themselves and also, they finish the hobby to get permission from someone (lepper & henderlong, 2000). there are some learning indicators of extrinsic and intrinsic motivation according to several experts. lepper (1988) states that obtain some reward, avoid some punishment, and need to pass the exam are the learning indicators of extrinsic motivation. meanwhile, harmer (2007) highlights that give incentive, social pressure, and punishment are the learning indicators of extrinsic motivation. meantime, laeli (2019) states that someone who have high self-efficacy, high level of interest, and curiosity are the learning indicators of intrinsic motivation. brophy (2004) mentions student who focus on the task without letting any distractions and keep them away from what they are doing is one of the learning indicators of intrinsic motivation. in addition, song is an art, most people like art because that is fun. songs have become a part of everyone's life because wherever people are, they will still easily hear songs through speakers in public places, transportation, or enjoy by themselves. murphey (1992) defines that everyone must like poetry and music. those are a strong culture and identity. it means everyone needs some fun entertainment, poetry and songs are entertainment that can be enjoyed effortlessly by people. therefore, most people definitely like both. in general, the song is divided into two and the two types of songs have different definitions and use as follows; 1. folk songs, it refers to a song that comes from various world regions. according to rusydah (2015), folk song is a traditional song that comes from a culture. it is sung from one generation to the next. 2. popular songs, it refers to songs with a broad appeal because popular songs are simple songs that are easy to remember, and easy to listen to. therefore, many people like popular songs and many popular songs are created every year. furthermore, the use of music provides two main advantages, such as the song is highly memorable and highly motivating for children, adolescents, and young adult learners. meanwhile, there are also some disadvantages of using a song as the learning strategy such as, students often feel too excited, students only interested in listening and singing, some students may dislike the song, some songs contain limited words and slang words. setiana sri wahyuni sitepu, eka safitri, nur najibah sukmawati, laksmy ady kusumoriny, sukma septian nasution improving the students’ motivation in learning vocabulary using song lyrics 328 method in referring to the study, mixed method was used as the approach, qualitative approach was used to analyze the observations made by the author and the quantitative approach was used to analyze data from testing and questionnaires. classroom action research implemented as the design of the study to analyze the data of the improving students’ motivation in learning vocabulary using song lyrics. mixed methods are used to narrow as well as focus the statement of purpose, and each data needs to be analyzed separately (creswell & creswell, 2018). it means that the mixed method refers to combining two approaches to be used in a study, but each of the data is analyzed disparately. creswell (2012) state that in the qualitative approach, the author needs to collect data and not analyze it using statistics but analyze it with words or pictures about a phenomenon under study. it can be concluded that in analyzing a problem using a qualitative approach, people need to collect the data and describe it in detail. in conducting research using a qualitative approach requires people to be active, make an effort, and have practical involvement (mason, 2002). it means the implementation needs to be done with full involvement by the researcher and the object. meanwhile, kemmis, mctaggart, & nixon (2014) state that classroom action research is one of the kinds of action research models. they also highlight that it usually uses qualitative as an approach to the study, and the process of action research has the steps of the model. figure 1. the action research spiral in the action research as the design of the study, it used the following steps: research, action, observation, reflection, and it became a guideline in a research model process. the data source was taken in the seventh grade of smp citra bangsa. it is a private school located in a village in depok called krukut village. the school has “b” accreditation given by the ministry of education. this study took only one of the classes, and the writers chose a class from seventh grade to be observed, which consisted of 11 female students and 9 male students. the total number of students in the class is 20 students. in collecting the data, the writers used several techniques from data collection at smp citra bangsa as follow: 1. vocabulary test, testing was carried out at the first meeting (pre-test), the last meeting in cycle 1 (post-test 1), and the last meeting in cycle 2 (post-test 2). the writers tested the students' vocabulary by giving each student 20 questions, in form of multiple choices and short answer. 2. observation, it is an activity carried out by a person on a process in order to understand and ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 329 obtain information from that process. the writers visited a class to observe directly in a meeting to see students' vocabulary learning activities. 3. questionnaires are the collection of questions that the writers compiled to be given to respondents in order to get information or answers from the list of questions. there are ten questions that were given to the students and the questions about english subjects, vocabulary, and song. 4. documentation, during the observation process that the writers had done at citra bangsa junior high school which lasted for one month, on tuesdays and fridays that consisted of seven meetings. the writers have collected several documentations of teaching and learning activities that have taken place with seventh grade students in the class. results and discussion in this section, the writers elaborated the result and the process of the study. the goal of the study was to find out whether using song lyrics can improve the students’ motivation in learning vocabulary or not. based on the previous explanation, the result showed that using song lyrics effectively improved the students’ motivations in learning vocabulary. it was proved by the result of the questionnaire, observation, and vocabulary test. this is in line with wahyuni (2010) that the use of songs in learning vocabulary was more fun and enjoyable for students. however, before elaborating on the results of this study, the process will be discussed in this section. figure 2. graph of questionnaire in conducting the study, the writers gave the same questionnaire to the students three times at different times. the first was in the pre-test or the first meeting, and the second was in the post-test cycle 1 or the fourth meeting, the last was in the post-test cycle 2 or the seventh meeting. the result of each questionnaire showed in figure 4.1. based on the data from pre-test, post-test cycle 1, and posttest cycle 2, it can be seen that there was an increase in the total number of the positive questions. it means the students are interested during the treatment, so they prefer to choose positive questions. meanwhile, there was a decrease in the total score of negative questions. it means that many students disagree with the negative questions. setiana sri wahyuni sitepu, eka safitri, nur najibah sukmawati, laksmy ady kusumoriny, sukma septian nasution improving the students’ motivation in learning vocabulary using song lyrics 330 figure 3. graph of observation then, the writers did the observation in four meetings, and during the observation, the writers wrote the indicators of observation. from figure 4.2, it can be seen that there was an increase in the graph. the second meeting of the post-test cycle 1 was 30, and the third meeting of the post-test cycle 1 was 33. meanwhile, the fifth meeting of the post-test cycle 2 was 40, and the sixth meeting of the post-test cycle 2 was 44. it showed that the increase in total numbers occurred although it was not too much. figure 4. graph of vocabulary test result meanwhile, the writers also gave the vocabulary test three times at different times to the students to strengthen the research results. each vocabulary test consisted of different questions but in the same type. based on figure 4.3, the average of each vocabulary test increased significantly. in the pre-test, the average score was 41,25. then, in the post-test cycle 1, the average score was 56. in the posttest cycle 2, the average score was 63,5. in conclusion, using song lyrics as a learning strategy can improve students' motivation also vocabulary. in addition, the use of song lyrics in learning vocabulary had a positive effect on the students' motivation. students can recognize and distinguish word classes, whether noun, adjective, and verb. then students can also read, pronounce and translate new vocabulary for them. as a result, the use of song lyric in learning vocabulary can facilitate them to have the opportunity and encourage their enthusiasm and motivation in learning vocabulary, and song lyric was fun and helpful, especially for seventh-grade students of smp citra bangsa. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 331 conclusion after conducting the study and observation 7 times, one meeting for pre-test, two meetings for post-test, and four meetings for treatments in the seventh grade of smp citra bangsa, according to the data analysis, there was an improvement in students' vocabulary that was taught by using song lyric. it was affected because students could understand the word classes of each vocabulary and know much vocabulary that they studied. furthermore, the student's average score on vocabulary tests was increased. besides that, the song that the writers used supported students' motivation in memorizing and pronouncing the vocabulary. moreover, the students' learning motivation increased from the first meeting until the last meeting during the observation in the class. many students were seen to be focused and cooperative in activities in class. students also voluntarily asked and gave questions, came into the front of the class to give their answers, and helped their friends understand the vocabulary. meanwhile, the result of the questionnaire also improved well. hence, it can be concluded that there was a significant improvement in students' motivation and vocabulary achievement after they were taught to use song lyrics. based on the finding and discussion, some suggestions are given to the participants who are closely related to this study as follows: (1) for the english teacher: teachers need to use appropriate learning methods and strategies to make it easier for students to understand lessons in the learning process. it is useful to use song lyrics in learning vocabulary as one of the appropriate activities in learning vocabulary. in conducting the study, the obstacle that the writers had was that students felt bored easily during the lessons, so a teacher should be creative and innovative in sharing the material so that learning is not monotonous and boring; (2) for students: by using song lyrics, the students have opportunities to read a lot of vocabulary, pronounce the vocabulary, guess and share ideas about the meaning of each word in the song lyric; (3) for the researchers: teaching vocabulary using song lyrics as a learning strategy is recommended by the writers for a long time to get maximum results so that improvement can be seen significantly. references brophy, j. (2004). motivating studnets to learning. new jersey: lawrence erlbaum associates publishers. brown, h. d. (2001). teaching by principles (2 ed.). new york: pearson esl. cameron, l. (2001). teaching languages to young learners. cambridge: cambridge university press. creswell, j. w. (2012). educational research. (4th, ed.) boston: pearson education. creswell, j. w., & creswell, j. d. (2018). research design (5th ed.). los angeles: sagepublications. dornyei, z. (2007). motivation in action: towards a process-oriented conceptualisation of student motivation. british journal of educational psychology. harmer, j. (1998). how to teach english. london: longman. harmer, j. (2007). the practice of english language teaching (4th ed.). pearson setiana sri wahyuni sitepu, eka safitri, nur najibah sukmawati, laksmy ady kusumoriny, sukma septian nasution improving the students’ motivation in learning vocabulary using song lyrics 332 longman. hatch, e., & brown, c. (1995). vocabulary, semantics and language education. cambridge: cambridge university press. kemmis, s., mctaggart, r., & nixon, r. (2014). the action research planner (6th ed.). london: springer. laeli, a. n. (2019). students' intrinsic and extrinsic motivation in learning writing at senior high school. lepper, m. r. (1988). motivational considerations in the study of instruction. cognition and instruction, 5(4), 289-309. lepper, m. r., & henderlong, j. (2000). turning "play" into "work" and "work" into "play". in c. sansone, & j. m. harackiewicz, intrinsic and extrinsic motivation. london: academic press. lessard-clouston, m. (2013). teaching vocabulary. maryland usa: tesol international association. mason, j. (2002). qualitative researching (2nd ed.). london: sage publications ltd. masruddin, m., & nasriandi, n. (2022). lexical and syntactical errors performed by junior high school student in writing descriptive text. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024 murphey, t. (1992). music and song. (a. maley, ed.) oxford: oxford university press. richards, j. c., & renandya, w. a. (2002). methodology in language teaching. new york: cambridge university press. roberts, d. f., christenson, p. g., & gentile, d. a. (2003). the effect of violent music on children and adolescents. in d. a. gentile, media violence and children: a complete guide for parents and professionals. united state: greenwood publishing. rusydah, n. i. (2015). the effectiveness of songs to increase students' vocabulary; a quasi experimental study at the second grade students of smp al huda jakarta. 11. ryan, r. m., & deci, e. (2000). intrinsic and extrinsic motivations: classic definitions and new directions. contemporary educational psychology. shen, c. (2009). using english songs: an enjoyable and effective approach to elt. english language teaching, 2(1), 88. sukmawati, n. n., & nasution, s. s. (2020). genre-based approach: can it improve the informatics engineering students’ writing skill?. jees (journal of english educators society), 5(1), 95-102. thornbury, s. (2002). how to teach vocabulary. england: pearson education limited. tyas, n. (2022). students' perception on self-directed learning (sdl) in learning english by using youtube video. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 13071314. doi:https://doi.org/10.24256/ideas.v10i2.3208 wahyuni, s. (2010). improving students' vocabulary mastery through popular songs (a classroom action research in sdn 2 teloyo wonosari). https://doi.org/10.24256/ideas.v10i1.3024 https://doi.org/10.24256/ideas.v10i2.3208 the particular dialect or language that a person chooses to use on any occasion is called a code 1964 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1964 1980 character formation through meaningful relationships in learning interactions at islamic higher education sukirman sukirman_ss@iainpalopo.ac.id institut agama islam negeri palopo, sulawesi selatan, indonesia received: 2022-10-31 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3457 abstract this study aims to describe the use of language features in relation to meaning in the form of antonyms, synonyms, and hyponyms in teaching interactions at iain palopo. the research was conducted using a descriptive qualitative approach that uses data sources from narratives or interactions that take place in learning. the data is from words and phrases containing meaningful relationships obtained using a recording instrument (handycam). then, the data is classified and analyzed using description, interpretation, and explanation techniques. the study results show that the language features of meaning relations used in teaching interactions at iain palopo are represented as antonyms, synonyms, and hyponyms. each type of meaning relation shows the meaning of euphemizing aspects, sensory aspects, experiential values, relational values, and expressive values. furthermore, each aspect generally aims to express ideas through meaningful characters that affirm, explain, and convince the object of study to achieve competence. keywords: character formation, meaning relations, learning interactions. introduction speakers use language to convey messages to others. thus, language users must be able to refer to objects that reflect reality, such as mentioning the characteristics of objects, names, events, and situations according to the words they master. speakers must be able to choose and arrange words into sentences so that they are able to compose logical statements (aziez & alwasilah, 1996). this shows that a language is a form of thinking. in the theory of symbolic interactions, (turner, 2012) explains that action results from construction and analysis based on cognitive interpretation involving aspects of language. therefore, the choice and use of words http://u.lipi.go.id/1457703302 mailto:sukirman_ss@iainpalopo.ac.id ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1965 in learning interactions require a critical and creative way of thinking to generate meaning. in expressing meaning, the formation of sentences occurs, not only stating facts but also showing the continuity of interaction between the speaker and the listener. in addition, language experience is a way of thinking that involves meaning between language and speakers. so, the existence of language includes aspects of thinking and acting (halliday, 1992). language empowerment by using meaning relations in learning interactions at iain palopo is a space for character growth and development, especially for improving student attitudes and competencies. using meaning relations is essential to study because it conveys specific ideas or messages in learning interactions. the relation of meaning is part of the existence of language, which has a uniqueness, namely not only containing symbols but also being a medium for the development of the human mind in expressing reality (sadapotto et al., 2021). therefore, language reflects its speakers in conveying attitudes, motivations, and reasoning (alwi & sugono, 2011). in this regard, (chaer, 2003) also explained that to interact and identify themselves, a group of people must use language. this is reasonable because language contains a system of meaning that takes place together to create culture (purba et al., 2020). thus, language features in meaning relations become essential because they organize identity and thoughts to reflect understanding. the development of reality shows that language is critical in conveying communication messages, especially in learning activities. regarding language theory, teaching materials and processes require a communicative variety that embodies verbal, meaningful, conventional, relevant, interactional, and structured communication (aziez & alwasilah, 1996) therefore, in the implementation of learning, it is necessary for the lecturer's ability to choose and utilize language features, including the use of meaning relations expressed in the form of antonyms, synonyms, and hyponyms. this is intended to express the idea of communication messages in learning. thus, learning aimed at sharpening and accelerating understanding of learning study competencies can take place optimally. presentation of learning by utilizing meaning relations does not only function as rhetoric but is also expected to influence the focus of attention so that it can develop student character. character formation can occur through psychosocial processes in thinking, exercising the heart, exercising, and exercising taste or intention. this can be manifested in the values of intelligence, honesty, toughness, and caring (nurohmah et al., 2019). these character values are formed through learning interactions using meaning relations which are manifested in the choice of words with antonyms, synonyms, and hyponyms. the use of these three language features is explained by (simatupang et al., 2019) that the categorization of meaning embodied by each word is not related to its component features but indicates its relationship with other words in lexical analysis. this explanation shows that the study of meaning relations focuses on the relationship between one word and sukirman character formation through meaningful relationships in learning interactions at islamic higher education 1966 another. from the study of the relationship of the meaning of each word, it is represented in the categories of euphemizing aspects, sensory aspects, experiential values, relational values, and expressive values that embody the idea of forming a character according to its characteristics and identity. method this research employs a qualitative methodology due to the natural character of the data. in addition, data is directly obtained through research subjects as data sources. the characteristics of the research data obtained are complete and thorough, and the form or form of the data has not changed and remains the same as the original form. this is so that qualitative research can fulfil the characteristics and benefits of an in-depth research approach (moleong, 2011). in addition, the qualitative approach is interpretive research that is closely related to cultural studies (denzin & lincoln, 2009). the relevance of the object of study from this research shows the type of ethnographic research because the object of study interprets language features in the form of meaning relations in verbal teaching interactions in language actions at iain palopo. this study uses a descriptive qualitative design because it is related to the characteristic data (characters) used in the research analysis. (1) data sources and data are natural (not engineered). (2) the critical instrument for making arrests, namely researchers. (3) data is discussed and presented in an interpretive manner. (4) data analysis was carried out in an interactive-inductive way. (5) the primary focus of this research is utilising language features about meaning. (6) the theory is used only as a guide in analyzing. ((mulyana & rakhmat, 1990). this study uses word and phrase form data that embody meaning relationships generated through spoken text. next, it was adapted using a tape recorder. this characterizes qualitative research, namely data originating from words in text form and then interpreting their meaning (creswell, 2015). so, the primary research data is in the form of words and phrases that embody the meaning of the relationship. in addition, secondary data is also needed from research results in scientific writings regarding the analysis of the form of meaning relations as supporting data in research. procedures and stages of research activities carried out, namely: recording, transcription, corpus data, data reduction, results, discussions, and findings. data was collected using a recording device, namely a handycam, to capture data about meaning relations in learning interactions at iain palopo. in addition, researchers are also instrumenting that play a direct role in planning, implementing, and freezing data. furthermore, research on the validity of the data uses the methods of the researcher's persistence, the scope or coverage of the data, and the extension of the observation time of the data that has been recorded. then the data were analyzed using the paradigm of critical discourse analysis through three stages, namely description, interpretation, and explanation. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1967 results language units have meaning relations in words, phrases, and sentences. in this regard, certain words about meaning relations are often used in learning interactions at iain palopo. it is produced through oral discourse to construct ideas. the meaning relations used in discourse can be identified through antonymy, synonymy and hyponymy to express the idea of character formation. 1. antonym the term antonym is different from antonym. antonyms express the meaning of denial of other terms. thus, stating the affirmation of other terms (words with the opposite meaning). the term antonymy is a word that has a conflicting meaning and is not positioned as contradictory, but its position can be ranked lexically. forms of meaning relations in the use of antonyms can be identified and represented in the form of euphemizing, censorship, experiential values, relational values, and expressive values. a. euphemization aspect the representation of meaning relations through antonymic language features that embodies aspects of euphemism in learning interactions is shown below. data (1) nah, kita lihat bersama bahwasanya a’, begini kesalahan gambar… pertama terdapat di kata dijual, yang seharusnya di dalam kamus bahasa indonesia kata di dengan jaul tidak dipisah, tetapi harus disambung tidak dipisahkan kata di dengan jual (uk). sentences in data (1) show that the words dipisah and disambung to express the relation of meaning in the form of antonyms to be the subject of discussion. this was expressed by the speaker (lecturer) to express the idea of obedience to the implementation of puebi (pedoman umum ejaan indonesia). using these meaning relations in language features (antonyms) shows opposite meanings that contrast between dipisah and disambung words to explain examples of spelling applications. from the use of antonyms that express meaning relations, it is understood that indonesian writing rules must be followed. therefore, the presence of antonym words that have the opposite meaning shows that the idea conveyed by the speaker is expressed in the form of obedience which is expressed massively through the affirmation of meaning using the conjunction. still, the modality must be to express confirmation of the idea in the form of obedience which embodies character formation. disclosure of the idea of obedience is intended by speakers (lecturers) to sukirman character formation through meaningful relationships in learning interactions at islamic higher education 1968 express concern for the use of indonesian spelling so that listeners (students) realize the need to pay attention to and follow the writing rules applied in indonesian. so, the idea that speakers want to represent is the idea of obedience embodied in the use of indonesian writing conventions. b. sensory aspect the representation of meaning relations through antonymic language features that embody sensory aspects in learning interactions is shown below. data (2) jangan anda semena-mena berbahasa tidak, ya bahasa itu punya aturan ya (mw). sentences in data (2) show that arbitrary words semena-mena and aturan are meaning relationships through antonyms. the speaker (lecturer) expresses two opposite words to emphasize ideas in the form of politeness towards the use of indonesian. the meaning of semena-mena words is described in terms of understanding, as desired, without being based on rules, or there is no sense of care for the spelling that has been applied. in contrast, aturan are related to the manner or conditions that form the basis of behaviour. through the relation of meaning between the two antonym words, the speaker fights for the idea of language politeness and concern for using language rules because there is no freedom in language. therefore, the indonesian language must be based on standardized rules to no longer create problems and different understandings in the public sphere. expression of ideas in the form of language politeness by speakers (lecturers) is carried out through the moral method of honour. the idea in the form of politeness is that the use of language as a communication tool must be based on applicable rules so that the delivery of messages can be precise and get a good response. therefore, the regularity of language will create politeness in the attitude of speech. thus, the ideas represented by speakers are expressed in the form of language politeness embodying high moral behaviour. c. experiential value representation of meaning relations through antonymic language features that embody aspects of experiential value in learning interactions is displayed through the following data. data (3) selanjutnya, kita masuk ke cara berkomunikasinya, dengan keunggulan dan kelemahan tadi sudah dijelaskan. contoh perbedaan ragam lisan dan tulisan, misalkan kosakatanya, tata bentuk katanya, struktur kalimatnya, kalau ragam tulisan, harus baku, dan tidak baku sudah dijelaskan (uk). data (4) lecturer: apa perbedaan dan persamaan rangkuman dan ikhtisar (iw)? ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1969 sentences in data (3) and (4) show that the word's keunggulan and kelemahan, perbedaan and persamaan express meaning relationships in the form of antonyms. the speaker (lecturer) displays two pairs of words that have opposite meanings but are not contradictory. this shows that the lecturer as a speaker expresses ideas in the form of affirmation, which describes the explanation of the content of knowledge regarding the variety of spoken language and the variety of written language, as well as summaries and summaries. the way of explanation is expressed through descriptions of examples of differences related to vocabulary, word order, and sentence structure. furthermore, in data (4), the expression is expressed in interrogative sentences to concretize the explained object. the relation of meaning expressed in the language features of the two pairs of antonyms expresses ideas in the form of affirmation of explanations about the object of material study. the affirmation form states clarity because the lecturer, as a speaker, tends to direct it to a more concrete form. thus, the function of antonymy in the position of the two data states the characteristic as a form of deepening understanding of the clarity of the material being discussed. the antonymic representation is intended so that students as listeners can gain clarity and understand and know the variety of spoken and written language and the differences between summaries and summaries. thus, the idea of affirmation aims to develop students' competencies so that they can think more critically and productively. d. relational value the representation of meaning relations through antonymic language features that embodies aspects of relational values in learning interactions is displayed through the following data. data (5) lecturer: kita sadar diri saja. nah sadar diri yang dimaksud di sini adalah bagaimana anda menjadikan suatu kekurangan anda menjadi kelebihan. (uk). sentences in data (5) show that the words kekurangan and kelebihan express a relation of meaning in the form of antonyms. the lecturer, as a speaker, does not contest the use of two antonym words with opposite meanings. this is shown through the statement that deficiencies are used as strengths. thus, the two meanings of the word deficiency and excess state an interaction relationship towards giving a form of reinforcement to students as listeners. the speaker (lecturer) empowers two antonymic words to build student confidence to learn from a mistake to know more things. sukirman character formation through meaningful relationships in learning interactions at islamic higher education 1970 the idea of reinforcement in using antonymic words shows that the lecturer advises and motivates listeners (students). the position of the two words with opposite meanings states the function of the interaction relationship with students to change attitudes and self-confidence in learning behaviour. thus, the position of antonymic language features aims to build student awareness to learn from mistakes to gain strengths. the speaker (lecturer) connects two opposite words, kekurangan and kelebihan, in a position that is not contradicted so that a depth of meaning is formed, namely self-awareness and motivation to think and be creative in increasing competence. e. expressive value the representation of meaning relations through antonymic language features that embody aspects of expressive values in learning interactions is displayed through the following data. data (6) student: ...tidak semua pemikiran orang itu sama-sama pasti berbeda-beda. tidak semua tenmanta’ dalam kelas itu sama pemikiranta’, pendapata’ (uk). sentences in data (6) show that the words sama-sama and berbeda-beda express meaning relationships in the form of antonyms. students expressed this as speakers to express ideas about affirmations related to thoughts or ways of opinion related to competence so that they influence different points of view. using meaning relations as antonyms show opposite meanings that are not contested. still, their meanings are related to expressing ideas in the form of affirmation of the explanation of the existence of the ability of the discussion participants to express opinions. the formed idea of affirmation in the use of these two words is clarified by the presence of definite adjectives showing a determination that is hard to deny. the use of meaning relations that are built through the antonym of words sama-sama and berbeda-beda , their existence expresses the characteristics that embody the identity of each participant in the discussion. thus, speakers (students) express ideas about characteristics or identities embodied in different ways of thinking. the idea in the form of an affirmation shows that students as speakers want to make it clear that it is not permissible to force opinions on other discussion participants because the perspective of each participant is different. likewise, expressing opinions cannot be forced because the discussion participants have different abilities and competencies. in this regard, students as speakers expressed interaction through affirmation to clarify the identity of the discussion participants in the form of their abilities and competencies. 2. synonyms synonymy is defined as two or more words with related meanings, even though these words cannot always be substituted for each other in a sentence. synonyms or synonyms are two or more words in a language structure in the form of words, ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1971 phrases and sentences with similar meanings. the relation of meaning that occurs in synonyms or synonyms is two-way and can occur in an utterance. a. euphemization aspect the representation of meaning relations through synonymous language features that embodies aspects of euphemism in learning interactions is shown below. data (7) kita tahu dari sabang sampai meraoke pendidikan di indonesia tidak merata mereka mempunyai bahasa masing-masing bahasa wilayah sendiri. maka bahasa pendidikan yang wajib dan mutlak digunakan sesuai dengan undangundang 1945 adalah bahasa indonesia (mw). sentences in data (7) show that the words wajib and mutlak express meaning relations as synonyms. lecturers, as speakers, express ideas in the form of obedience. the use of meaning relations in the form of synonyms shows a relationship of similarity in meaning to express the sharpness of meaning as a form of firmness towards ideas in the form of compliance with the application of the 1945 constitution, which deals with the use of indonesian as the language of instruction. the lecturer, as a speaker, expresses the idea of obedience subtly through the use of the meaning relation expressed in the words synonymous with wajib and mutlak. this is understood as a form of affirmation and reinforcement of the necessity to use a uniform language as the language of instruction in the world of education. this idea is strengthened by using synonyms so that the message conveyed, namely obedience to a rule, becomes an obligation that is considered and implemented. b. sensory aspect the representation of meaning relations through synonymous language features that embody sensory aspects in learning interactions is shown below. data (8) kalau yang baik itulah tadi yang dikatakan yang penting anda mengerti saya mengerti maka terjalinlah komunikasi yang baik. apakah bagus menggunakan kata, kan kalu kita biasa marah kan, biasa menggunakan kata ini “dasar kamu tolol, setan kamu”. apakah itu sesuai bahasa yang baik (uk)? sentences in data (8) show that the words bagus and baik express meaning relations in the form of synonyms. the meaning of the two words is contrasted in the form of a question to say affirmation in politeness. in addition, to emphasize the explanation of the idea of language politeness, the lecturer as a speaker states a form sukirman character formation through meaningful relationships in learning interactions at islamic higher education 1972 of impropriety, such as the essential words dasar kamu tolol, setan kamu. thus, the synonymous language features represent ideas in the form of politeness by identifying moral honour. the lecturer as a speaker uses the adjectives baik and bagus to indicate not only the way of language, which refers to understanding the form of communication whose meaning is easy to understand, but also shows the content or contents of the diction used must be ethical—using the two synonymous words in the interaction between lecturers as speakers and students as listeners aim to clarify statements about the idea of language politeness to students. the concept of language politeness, formulated in excellent and good diction, shows that utterances are not only easy to understand but also the words used can have a positive effect (personality). c. experiential value the representation of meaning relations through synonymous language features that embodies aspects of experiential value in interactions is displayed through the following data. data (9) ... jadi, penggunaan struktur kalimat lisan, itu dia tidak ada subjek predikat, yang penting saya tahu, anda tahu, anda mengerti, kamu mengerti, selesai persoalan. tetapi kapan ragam tulisan, dan itu sifatnya baku maka harus menggunakan penggunaan ejaan bahasa baku (uk). sentences in data (9) show that the words tahu and mengerti express meaning relations in synonyms. lecturers use the two synonymous words as speakers to express ideas by strengthening the explanation of the variety of spoken language and the type of written language. it is explained that for the kind of spoken language, the structure of the language is not considered. the important thing is to know and understand the purpose of communication, but in the variety of written language, attention must be paid to language rules. so, using synonyms confirms the idea of strengthening the form of explaining knowledge of various languages. revealing the idea of reinforcement is conveyed through language features synonymous with the words tahu and mengerti. the concept of the form of reinforcement that the speaker is fighting for is to emphasize a wrong understanding of the perception of the use of spoken variety which assumes that it is essential to know and understand the purpose of communication. this is due to a sense of indifference to the rules due to habits in the narrative that are commonplace so that understanding develops; the important thing is that communication takes place well and can be understood. this needs to be careful because not all contexts in the language of understanding are acceptable. d. relational value representation of meaning relations through synonymous language features ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1973 that embody relational value aspects in learning interactions is displayed through the following data. data (10) ...ada beberapa kelompok yang belum dapat poin ya. silakan kejar poinnya supaya kalian bisa dapat nilai (mw)! sentences in data (10) show that the words poin and nilai express meaning relations in synonyms. the lecturer, as a speaker, says the idea of a form of reinforcement through the relationship between the two meanings of synonymous words. the form of the relationship between the use of synonymous words is understood that the acquisition of points can determine the value for students. therefore, if there are points, then there is value. so, using the two synonymous words, namely the word poin and the word nilai, forms an affirmation of a relationship that contains meaning to reinforce that the point determines the value. the lecturer affirms the relationship of ideas in the form of strengthening by explaining the two conditions of synonyms. the purpose of the reinforcement statement is to address students that points are a requirement for obtaining grades. therefore, acquiring points for lecturers is vital because it is considered for giving rates. thus, synonyms make it clear to students the need to pursue points as a condition for awarding grades. so, the affirmation point is critical because it is the aspect that most determines value quality. e. expressive value representation of meaning relations through synonymous language features that embody expressive value aspects in learning interactions is displayed through the following data. data (11) ...walaupun sama-sama perempuan. dia memiliki ideolek masing-masing. coba perhatikan, termasuk juga laki-laki. jadi, setiap orang itu memiliki ragam bahasa masing-masing (mg). the sentences in data (11) show that the word setiap and masing-masing expresses a relation of meaning in the form of synonyms. using synonymous terms by lecturers as speakers indicate ideas in the form of affirmation of the characteristics or identity of individual language use: the synonyms setiap and masing-masing show personal meanings. the lecturer reinforces the explanation conveyed by showing features. this can be seen from the word conjunction, which shows that both women still use specific characteristics in language. disclosure of ideas in the form of affirmations to state identity is conveyed through explanations using synonymous language features. the purpose of sukirman character formation through meaningful relationships in learning interactions at islamic higher education 1974 asserting identity is to clarify that no one has the same narrative in language. so, even though they are of the same sex and ethnicity, they still have differences that characterize and show identity in interacting with other people. 3. hyponymy the term hyponym is a semantic relationship between a form of speech whose meaning is included in the sense of another state of address. therefore, it can be understood that a hyponym is a semantic relationship or relationship of importance that occurs in two or more general (generic) and specific (specific) words or shows a top-down relationship. a. euphemization aspect the representation of meaning relations through hyponymy language features that embodies aspects of euphemism in learning interactions is shown below. data (12) nah selanjutnya, ini latar belakang puebi. selain itu, kaidah-kaidah yang tadi, kaidah sintaksis, kemudian kaidah makna, kaidah sosial, kaidah mengarang. itu semua saling mendukung sehingga nantinya tulisan anda akan menjadi terstruktur atau berstruktur dan bernilai, serta lebih mudah dipahami dan dimengerti oleh orang lain (uk). sentences in data (12) show that the word kaidah-kaidah, kaidah sintaksis, kemudian kaidah makna, kaidah sosial, and kaidah mengarang express meaning relations in the form of hyponyms. the word kaidah have a general meaning, while words with special meaning, namely kaidah sintaksis, kaidah makna, kaidah sosial, and kaidah mengarang. the forms of these rules are interrelated so that if applied, they will produce writing that is structured, valuable, and easily understood by others. the word hyponymy is a speaker's way of deepening and clarifying students' understanding of ideas in the form of obligations related to the use of writing conventions. the use of meaning relations in hyponymic language features emphasizes ideas in the form of obligations that the lecturer fully states. the delivery is fully displayed by explaining ontology, axiology, and epistemology. the concept of obligation to the rules is meant for students to have a sense of concern and interest in the use of the laws, which is confirmed through the use of the word hyponym. thus, rules are understood as criteria for determining the quality of writing. b. sensory aspect the representation of meaning relations through hyponymy language features that embody sensory aspects in learning interactions is shown below. data (13) lecturer: puji dan syukur selalu ke hadirat allah swt., karena rahmat dan ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1975 karunia-nyalah sehingga kita masih diberi nikmat kesehatan berkumpul di tempat ini dan selalu bahagia, yang tersenyum gembira bersama ibu ya (uk). sentences in data (13) show that the words puji dan syukur, rahmat, karunia, bahagia, and gembira express meaning relations in hyponyms. puji dan syukur represent general meanings positioned as rahmat dan karunia-nya, nikmat kesehatan, selalu bahagia, and tersenyum gembira convey special meanings placed as subordinates. the statements of these words are interrelated and reinforce the idea of moral reinforcement that the speaker is fighting for in the form of contentment, serenity, and sincerity, which shows the concept in the form of piety. the disclosure of these words offers religious feelings and invitations marked by the positioning of the words praise and gratitude as superordinates which express praise to allah swt. as a giver of favours. then, it is strengthened by showing subordinate comments, such as grace, gift, favour, happiness, and joy. the idea of purity is described through the use of hyponymous words, which are understood as the ideas of purity, decency, and generosity, which are represented in a moral way of honour. the lecturer, as a speaker, expressed the concept of a form of piety which invites students to be grateful to allah swt., which is emphasized by the meaning relation of the presence of words that contain special meanings to embody religious attitudes and morals. c. experiential value the representation of meaning relations through hyponymic language features that embodies aspects of experiential value in learning interactions is displayed through the following data. data (14) lecturer: iya, kadang memang ada orang, jika kita membuat suatu karangan, dalam karangan itu menulis mulai dari paragraf satu sampai akhir yang dalam kalimatnya tentang pendidikan. nah, itulah topiknya tentang pendidikan, jangan ada yang melenceng dari topik itu sendiri (ee). sentences in data (14) show that the words karangan , topik, paragraf, and kalimatnya express meaning relations as hyponyms. the term "karangan" contains a general meaning, while the words " paragraf, kalimatnya, topik " have a special meaning of the karangan. lecturers as speakers use hyponymous words that express general and special meaning relationships. the form of hyponymy presented by the lecturer as a speaker shows meaning by convincing students as listeners about the contents of essay writing. this is reinforced by an explanation of how to write an essay. meaning relations are built through hyponymic language features of karangan, topik, paragraf, and kalimatnya affirming ideas in a convincing form about sukirman character formation through meaningful relationships in learning interactions at islamic higher education 1976 knowledge of how to write articles that are stated starting from general explanations to details on specific things. this is intended to sharpen the cause so that students easily understand it. this is known through the disclosure of words that have special meaning in aspects of essay writing. the idea is represented by the speaker, namely explaining the knowledge of composing essays based on the choice of words in the form of hyponyms. d. relational value representation of meaning relations through hyponymy language features that embody relational value aspects in learning interactions is displayed through the following data. data (15) adalah ragam yang dikaitkan dengan profesi, lembaga, lingkungan kerja, atau kegiatan tertentu. misalkan kalau dunia pendidikan pasti berhubungan dengan? apa yang berhubungan dengan kalau dunia pendidikan? siswa, mahasiswa, kemudian tenaga pengajar a, itu masuk (uk). sentences in data (15) show that the words pendidikan, siswa, mahasiswa, and pengajar express meaning relations using hyponyms. the superordinate word is pendidikan, while the subordinate is siswa, mahasiswa, and pengajar. from pairs of words with hyponyms displayed by lecturers as speakers, it shows that language variety from a functional perspective is the result of interactions that occur between a person and the social environment, such as professions, institutions, backgrounds, and specific activities that lead to to the birth of available varieties. the meaning of the description shows the use of the word hyponym, an idea of a form of reinforcement about the relationship between the profession and the variety of languages. thus, the concepts that speakers stand for are embodied in the relationship between the use of various languages and the professional environment in the language features of the hyponymous form. the idea in the form of reinforcement is conveyed by the lecturer as a speaker through an explanation by describing the relationship of social aspects by presenting a form of hyponymy as concretization based on the patterning in the example, namely mentioning the educational superordinate hyponymous pair. the use of hyponymy states the strengthening of the relationship between the clarity of understanding of students as listeners and information from the study of material obtained about the position of language variety. by explaining the form of hyponymy, there is a growth in students' competence regarding the variety of languages. the hope to be achieved is that students get a complete explanation so that their critical and creative thinking abilities can increase. e. expressive value representation of meaning relations through hyponymy language features that embody aspects of expressive values in learning interactions is displayed through ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1977 the following data. data (16) misalnya, seperti usia lihatlah usia antara anak-anak, remaja dengan orang dewasa. itu beda ragam bahasanya (mg)? sentences in data (16) show that the words usia, anak-anak, remaja, and dewasa express meaning relations as hyponyms. the word usia express a superordinate form or general meaning, while the anak-anak, remaja, dewasa, and orang tua show subordinate or specific purposes. lecturers use the hyponym form as speakers to identify ways of speaking for each age group, such as children, adolescents, adults, and the elderly. thus, the hyponymic form in the discourse is utilized by speakers expressing ideas in the form of reinforcement to identify based on age as a way of distinguishing the types of language varieties. the relation of meaning in hyponymic language features is used by speakers to classify, explain, and emphasize the characteristics or identification of spoken language varieties. the form of hyponymy expresses the strength of the relationship between age and language variety. so, the role and function of synonyms essentially form identity or characterize age as a determinant of language variety. the lecturer, as a speaker, states the disclosure of ideas in the form of reinforcement by explaining through identification of age to show a person's social characteristics or identity. the focus of meaning that is built, namely strengthening the attributes as a differentiator for giving birth and classifying language varieties based on age. discussion based on the description in the data description section, the meaning relations represented in the language features consist of antonymy, synonymy, and hyponymy. these three language features display the idea of forming character uniquely into euphemizing aspects, sensory, experiential, relational, and expressive values. language features represented in the form of antonyms are expressed to be utilized by speakers in the formation of characters related to education, such as affirming, explaining, and convincing. speeches in the form of antonyms in learning interactions express ideas or messages in obedience, obedience, politeness, affirmation, and strengthening of identity. the statement reflects the character. they are empirically explained by (firman, 2016) that the choice of words that are opposite in meaning tends not to contradict and even becomes a prerequisite for others. thus, using antonymic forms aims to clarify and emphasize the message of learning. this is one of the educational character-based approaches lecturers use (nugraheni, 2019). the impact is that students become more focused, so they can easily understand the learning material. so, the language features of antonymic forms have opposite meanings but tend not to be contradicted; they function as an affirmation of the clarity of the speaker's (lecturer's) idea or message. this becomes sukirman character formation through meaningful relationships in learning interactions at islamic higher education 1978 a strategy for delivering teaching materials. speaker uses synonymous words in learning interactions at iain palopoeinforcement, affirmation, and explanation. language features expressed in the form of synonyms embody the ideas of obedience, politeness, competence, declaration of relationships, and commitment to identity/characteristics. even though synonyms express overlapping meanings, the concept of their use is still acceptable because they have a practical purpose, which is to accelerate an understanding of the meaning of a (keraf, 2002). in addition, synonyms are used to express ideas and at the same time sharpen the difference in meaning between words (sofia, 2017) thus, the empowerment of synonymous language features becomes a medium for conveying ideas that clarify and sharpen the information shared in learning interactions. lecturers use synonym language features in learning interactions in addition to clarifying students' understanding of the discussion material and deepening the meaning function of synonymous words with affective values. this is explained by (halik, 2013) that language features are indispensable in all activities, including learning because it facilitates and accelerates the transformation of ideas, desires, wills and feelings of value towards others. therefore, the synonym chosen by the speaker is inseparable from the meaning aspect. (sudiyono, 2019) explained that the meaning aspect of understanding in the interaction of speech acts could be achieved if speakers and listeners use the same language elements. this shows that empowering synonyms in learning interactions is needed to support ideas about explanation and understanding as an effort to build student competence. the relation of hyponymic meaning used by lecturers and students in learning interactions at iain palopo contains violence of importance, namely strengthening the explanation of hierarchical teaching material. in this case, it is mentioned ordinately and then explained in a subordinate way about its components. (wibowo, 2001) that hyponymy is a relationship between words manifested in the up and down form containing meaning to several other features. then, (djajasudarma, 2013) explains that the hyponymy meaning relation has a paradigmatic identity and is inclusive so that it is classified into a broader class; for example, inclusive of superordinate animals is included in chickens, ducks, and cows as subclasses. thus, the use of hyponymic language features describes and describes in detail, and thoroughly the part focused on in the discussion so that a quick and in-depth understanding is obtained. this is intended to invite students' attention to be more focused. in (badara, 2014), burke explained that using certain words not only focuses attention on certain things but also directs perceptions on specific ways of thinking and beliefs. the hyponymy language features utilized by the speaker embody ideas of obligation, righteousness, belief, strengthening relationships, and strengthening identity. this was revealed by (yuniarti, 2014) that the utterances expressed by a ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1979 particular speaker in an interaction have a special purpose. so, about the educational context, because the role and function of the lecturer provide motivation and direction as reinforcement for achievement, the hyponymic language features used contain the meaning of reinforcement and explanation. motivation is needed to achieve maximum learning outcomes. motivation determines the intensity of learning efforts for students. motivation influences and encourages students to carry out learning activities (hasriadi, 2020). therefore, the use of language features in the form of hyponyms is the right choice in an educational context because their meaning influences and builds confidence and the strength of the meaning of narrative in explaining and presenting lecture material that aims to influence as an effort to generate motivation. conclusion referring to the results of the research described in the previous section, it is concluded that language features of meaning relations can be manifested in the form of antonyms, synonyms, and hyponyms. the form of choice of words used in teaching interactions at iain palopo produces character forms. ideas in conveying messages are represented in euphemizing aspects, sensorization aspects, experiential values, relational values, and expressive values. each element states the ideological message that embodies the character's shape. in general, the ideas of character forms that are expressed through learning interactions include (1) obedience, (2) politeness, (3) affirmation/trust, (4) strengthening relationships, (5) affirming identity or characteristics, (6) obedience, (7) politeness, (8) strengthening/competence, (9) obligation, (10) piety, and (11) convincing/motivation. references alwi, h., & sugono, d. (2011). politik bahasa: rumusan seminar politik bahasa. badan pembinaan dan pengembangan bahasa, kementerian pendidikan dan kebudayaan. aziez, f., & alwasilah, a. c. (1996). pengajaran bahasa komunikatif: teori dan praktek. pt remaja rosdakarya. badara, a. (2014). analisis wacana: teori, metode, dan penerapannya pada wacana media. prenada media. chaer, a. (2003). psikolinguistik: kajian teoretik. rineka cipta. creswell, j. (2015). riset pendidikan: perencanaan, pelaksanaan, dan evaluasi riset kualitatif & kuantitatif. denzin, n. k., & lincoln, y. s. (2009). qualitative research. yogyakarta: pustakapelajar, 9(2), 139–160. djajasudarma, f. (2013). semantik 2: relasi makna paradigmatik, sintagmatik, dan derivasional. bandung: refika aditama. firman, f. (2016). konstruksi ideologi dalam wacana keagamaan jaringan islam liberal (jil). litera, 15(1), 38–50. sukirman character formation through meaningful relationships in learning interactions at islamic higher education 1980 halik, a. (2013). komunikasi massa. halliday, m. a. k. (1992). bahasa, konteks, dan teks: aspek-aspek bahasa dalam pendangan semiotik sosial. gadjah mada university press. hasriadi, h. (2020). pengaruh e-learning terhadap hasil belajar mahasiswa pendidikan agama islam. iqro: journal of islamic education, 3(1), 59–70. keraf, g. (2002). diksi dan gaya bahasa. jakarta: pt gramedia pustaka utama. moleong, l. j. (2011). metodologi penelitian kualitatif, cetakan xxix. bandung: pt. remaja, rosdakarya. mulyana, d., & rakhmat, j. (1990). komunikasi antarbudaya. remaja rosdakarya. nugraheni, a. s. (2019). bahasa indonesia di perguruan tinggi berbasis pembelajaran aktif. prenada media. nurohmah, n., huda, m. n., & zahro, l. (2019). pendidikan karakter dalam pengembangan budaya sekolah. icess: education, constitutional law, economics and management, sociology, 1(1), 83–89. purba, b., gaspersz, s., bisyri, m., putriana, a., hastuti, p., sianturi, e., yuliani, d. r., widiastuti, a., qayyim, i., & djalil, n. a. (2020). ilmu komunikasi: sebuah pengantar. yayasan kita menulis. sadapotto, a., hanafi, m., & agussalim, h. (2021). filsafat bahasa. media sains indonesia. simatupang, r. r., rohmadi, m., & saddhono, k. (2019). tuturan dalam pembelajaran bahasa indonesia (kajian sosiolinguistik alih kode dan campur kode). kajian linguistik dan sastra, 3(2), 119–130. sofia, a. (2017). metode penulisan karya ilmiah. bursa ilmu. sudiyono, a. c. (2019). korelasi tindak tutur representatif dengan kemampuan berbicara peserta didik dalam pembelajaran bahasa indonesia. prosiding seminar nasional bahasa dan sastra indonesia (senasbasa), 3(2). turner, b. s. (2012). teori sosial dari klasik sampai postmodern. yogyakarta: pustaka pelajar. wibowo, w. (2001). manajemen bahasa: pengorganisasian karangan pragmatik dalam bahasa indonesia untuk mahasiswa dan praktisi bisnis. gramedia pustaka utama. yuniarti, n. (2014). implikatur percakapan dalam percakapan humor. jurnal pendidikan bahasa, 3(2), 225–240. 902 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 902 907 figurative language in digital frank sinatra’s song lyrics my way martina girsang1, bernardus batara tuahta praditya ginting2, asima rohana parulian tamba3, anna catharina samosir4 jessica anastasia kianlin5 martinagirsang235@gmail.com, bataraginting22@gmail.com, asima510tamba@gmail.com, samosirannacatharina@gmail.com, jessicakianlin01@gmail.com prodi sastra inggris fakultas sastra universitas methodist indonesia received: 2022-06-13 accepted: 2022-12-15 doi: 10.24256/ideas.v10i2.3652 abstract interest in the meaning of song lyrics “my way” by frank sinatra has made the writers do this research. this research aims to know how many types and what is the meaning of figurative language used by the song writer in this song lyrics. in this song lyrics the writers found four types of figurative language, they are: metaphor, repetition, hyperbole, and paradox. the writers took the song lyrics from genius.com/frank-sinatra-my-way-lyrics. the dominant types are metaphor and repetition. they are used to show and to say his/her feeling and the experienced too. the feelings and the experiences are the happy and the sad one. actually, how to face this life it depends on the person. finally, he/she the one who face what the life brings to his way. keywords: figurative language, frank sinatra, frank sinatra. introduction literary work describes human characteristic and life (taufik & b, 2017). according to muzakki (2011), literary work presented the actuality or reflection that logically in life (ekaningsih, 2019). literary works is form of media that portray of life or sometimes emotion which described words and sentences. human express their emotion or feeling in many ways. those things usually can be found in communication or writing an idea. write is also known as the attempt to the describe in human expression or experience. one of the ways to express the emotion by writing media is literature. literature is a represent of imagination fact to express human feelings. literature is referred to entirety of written expression and it also has artistic values in it (klarer, 2004: 01). literature helps us grow, both the personally and intellectually, it means that an objective based for the knowledge and understanding. according to krappe (1930), songs that we heard in society is a poem with melody. http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 903 songs existence is very popular in society. songs is very favourited by every class of people and it has been live with people long time ago, so it cannot be separated. the lyric of song is an example of someone about something that has been seen, heard, or experience. in way to express his/her experience, the poet or artist of the song do play on words and language to create attraction and distinctiveness of the lyrics or poems. song is a work of art that shows voice performance through singing with music instrument accompaniment. according to hornby (1995: 1133) as cited in triayulin (2012), song is a piece of music with words that is sung. on other thought, a song is a composition made up of lyrics and music, with the intent of the lyrics being sung, for the purpose of producing a proportionate feeling or emotion in relation to a particular matter (guerra, 2020). in this study, the writer focus will analysis the figurative language in selected songs from popular indonesian band. in the writing poem, figure of speech role is to beauty and clarity to the writing. figurative language is language that uses to express an expression that has different meaning from the literal interpretation. figurative language refers to language that communicates ideas beyond the literal meaning of word. figurative language is tools that used to have a communication with other people so that, it can be understood well. the general types of figurative language are five, they are simile, metaphor, personification, hyperbole, and idiom. so, poem or lyric use figurative language in the conveying experience, ideas, expression or emotion the writer or artist, to create the figurative in minds of the listeners as well. in this study, the writer focus will analysis the figurative language in selected songs from popular song. in the writing poem, figure of speech role is to beauty and clarity to the writing. figurative language is language that uses to express an expression that has different meaning from the literal interpretation. figurative language refers to language that communicates ideas beyond the literal meaning of word. figurative language is tools that used to have a communication with other people so that, it can be understood well. the general types of figurative language are five, they are simile, metaphor, personification, hyperbole, and idiom. so, poem or lyric are using figurative language in the conveying experience, ideas, expression or emotion the writer or artist, to create the figurative in minds of the listeners as well. figurative language is language that communicate the idea beyond the literal meaning itself (mckenzie, 2016 as cited in nuraeni & peron, 2017). according to dancygier and swetser (2015), figurative language is a kind of aspect that gives a poetic text has aesthetic value. figurative language could be a path of an idea or emotion to be expressed with using language and it’s related to create the meaning behind a sentence (keraf, 2007 as cited in minda, 2021). figurative language is talking about how the writer build the audience’s imagination through the hidden meaning that covered in the language. the audience are required to think and understand in order to uncovered the hidden meaning in it. figurative languages that involves in this research are only 4 types of them, the writers using the definition from mac arthur (1992) as cited minhatul maula, (2013)) and keraf (2009, as cited in nurhaida & leni marlina, 2017) : 1. hyperbole: type of figurative languages that giving overemphasis figure of speech in order to describe the feeling to the listeners. hyperbole is how to describe something exaggerated from reality. e.g.: “the sun is hot as hell” (it means the sin rays is burning the skin than usual) 2. metaphor: figure of speech that comparing two objects into an analogy between them. metaphor is the way to see two things differently but easy to understand (keraf, 2009). martina girsang1, bernardus batara tuahta praditya ginting2, asima rohana parulian tamba3, anna catharina samosir4 jessica anastasia kianlin5 figurative language in digital frank sinatra’s song lyrics my way 904 e.g.: “you are my sunshine” (it means this person means so important like the sunshine in our life) 3. paradox: figurative language that has a conflicted situation of two things but it does have an explicit meaning in real life. paradox is how to say something in different way, means that something has a contradiction meaning with the words itself (keraf, 2009). e.g.: the end of beginning (he already knew he will fail, before it started) 4. repetition: kind of figure that repeating the word, phrase, or maybe sentences in order to create an emphasis of the idea or feeling. repetition is how to say the words again and again to emphasize the meaning so the readers can grab the meaning of the words (keraf, 2009) e.g.: “i’ll have a blue, blue, blue christmas” (the word blue is a symbol of sadness, and the writer want to emphasize, that he will not be having a nice christmas there are several studies that have been done previously by some writers that relevant to this study. a study was written by erin diniati and fitrawati (2017) entitled “comparison of figurative language between pop-punk songs lyric by “paramore and blink 182””. the writers analysed songs by paramore entitled monster, ain’t it fun, and decode. the songs that use by the writers from blink 182 are i miss you, when i was young, and boxing day. th results of this study shows that: first, the writers found out thirteen figurative languages from paramore songs lyric. they are: metaphor with total (10), simile with total (1), personification with total (1), and hyperbole with total (1). meanwhile, the types of figurative language that found in blink 182 songs lyric are eighteen types. they are: metaphor with total (13), simile with total (3), personification with total (2). ibrahim, muhaiminah akib, ruslan hasyim (2019) entitled “the analysis of figurative language in “endless love” song lyric”. the result of the study shows that: the figurative languages were found on each stanza of the song lyric. there are: repetition with percentage 36%, hyperbole with percentage 32%, metaphor with percentage 12%, pleonasm with percentage 8%, personification with percentage 4%, dispersonification 4%, and onomatopoeia 4%. also, the figurative language that dominated in this song lyric is repetition. method this research will be conducted with descriptive qualitative method. the data are in form of lyric text and contain a lot of language figure that used in peradaban song by .feast. according to nassaji (2015), descriptive method purpose is to draw an occurrence and its characteristics. in this research, descriptive qualitative will be a tool to define the meaning behind the figurative languages that appeared in the song. the writer will be using the types of figure of speech from merriam-webster’s encyclopedia of literature (1995 as cited astriani & bhuana, (2021)) to identify and classified the type of figurative language. results the data of this finding is “my way” lyric text by frank sinatra in genius.com. the classification of figurative language in the finding is presented in table below: lyric stanza figurative language ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 905 ”so i face the final curtain” 2 (verse 1) metaphor “i will state my case, of which i’m certain” 4 (verse 1) metaphor “and more, much more than this” 7 (verse 1) & 7 (verse 2) repetition & hyperbole “i did it my way” 8 (verse 1), 8 (verse 2) & 8 (verse 3) repetition “and did it my way” 6 (chorus 1) & 6 (chorus 2) repetition “each and every highway” 6 (verse 1) repetition “when i bit off more than i could chew” 2 (chorus 1) paradox “i ate it up and spit it up” 4 (chorus 1) paradox “i took blows” 5 (chorus 2) paradox discussion 1. metaphor the lyric: “so, i face the final curtain” this sentence is located in stanza 2, verse 1. this sentence means the end of his journey, the writer has been going in a journey for a long time and it’s time for him to stop from his journey. martina girsang1, bernardus batara tuahta praditya ginting2, asima rohana parulian tamba3, anna catharina samosir4 jessica anastasia kianlin5 figurative language in digital frank sinatra’s song lyrics my way 906 “i will state my case, of which i’m certain” the sentence is located in stanza 6, verse 1. this sentence means the writer ensure the listener that he has done with his journey and will start his day off from his journey 2. hyperbole the lyric: “and more, much more than this” these sentences are located in stanza, in verse 1 & 2. these sentences want to emphasize that the journey he has been going through is made by his way. 3. repetition the lyric: “i did it my way” and “and did it my way” these sentences are located in stanza 6 chorus 1 & 2. this sentence is repeated in some stanza in different verse, because the sentence is the affirmation of the whole song. the writer wants to tell the listener his succession was done by his struggle and he proud for it. “each and every highway” this sentence is located in stanza 6 verse 1. this sentence means to tell listeners that he has experience many things and everywhere he has travelled. 4. paradox lyric: “when i bit off more than i could chew” this sentence means the time in his journey become success, it describes the time when he took a lot of risky chance that he could take, he seizes the moment even he knew his limit. “i ate it up and spit it out” this sentence refers the time when he was struggling, he took a lot of lesson and spit out the bad things in order to achieve his success. “i took blows” this sentence means the record of the writer’s music become greatest hit in world of music. it becomes the trophy of his success career ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 907 conclusion in this research the writers analyzed the figurative language used in “my way” song lyrics by frank sinatra. the writers found four types of figurative language; they are metaphor, repetition, hyperbole, and paradox. metaphor and repetition are the dominant form used. both forms are used to describe a person’s life journey and all the stories he/she has gone through. it’s both a happy story and a sad one. but in the end, it all comes down to oneself as a person who lives it his/her own way. suggestion in this research the writers only focus on one song lyrics, for the further research is expected to analyze more than one song lyrics. it will make the data collected more varied and enrich knowledge of the results of the analysis along with pre-existing theories. references taufik, m., & mukarramah, b. (2015). an analysis of love in matthew logelin’s novel “two kisses for maddy”. english and literature journal, 2(1), 31-44. nurhamidah, i., purwanto, s., & ekaningsih, n. (2019). a literary work as self-reflection of the author: why and how it is manifested. edulite: journal of english education, literature and culture, 4(2), 194-203. klarer, m (2004:1). an introduction to literary studies.london:routledge dundes, a. (1963). [review of fundamentals of folk literature, by g. w. boswell & j. r. reaver]. midwest folklore, 13(2), 115–117. http://www.jstor.org/stable/4318026 dewi, p., & sari, d. (2022). perception of digital storytelling in overcoming fear for speaking english through interdisciplinary project of gender issues. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1635 – 1642. doi:https://doi.org/10.24256/ideas.v10i2.2748 triayulin, e. (2012). english songs as media to teach english. jurnal bahasa lingua scientia, 4(2), 167-180. https://doi.org/10.21274/ls.2012.4.2.167-180 nuraeni, c., & peron, p. a. (2017). figurative language in kelly darrow's selected poetry. wanastra: jurnal bahasa dan sastra, 9(2), 122-129. minda, s. (2021). figurative language in students’ english book. asian tesol journal, 1(1), 10–21. https://doi.org/10.35307/asiantj.v1i1.8 masruddin, m., & nasriandi, n. (2022). lexical and syntactical errors performed by junior high school student in writing descriptive text. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024 astriani, g. p., ai siti; bhuana. (2021). an analysis of figurative language in a thousand years song lyrics by cristina perri. ikip siliwangi, 4, no 6 (2021): volume 4 number 6, november 2021. alfatihah, a., ismayanti, d., syam, a., & santaria, r. (2022). teaching speaking skills through project-based learning for the eighth graders of junior high school. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 152-165. doi:https://doi.org/10.24256/ideas.v10i1.2555 keraf, gorys. 2009. diksi dan gaya bahasa. jakarta: pt. gramedia pustaka guerra, p., feixa pa mpols, c., blackman, s., & ostegaard, j. (2020). introduction: songs that sing the crisis: music, words, youth narratives and identities in late modernity. young, 28(1), 5–13. https://doi.org/10.1177/1103308819879825 rimehaug, s. (2015) “barbara dancygier and eve sweetser, figurative language,” english text construction, 8(2), pp. 269–275. available at: https://doi.org/10.1075/etc.8.2.07rim. http://www.jstor.org/stable/4318026 https://doi.org/10.24256/ideas.v10i2.2748 https://doi.org/10.21274/ls.2012.4.2.167-180 https://doi.org/10.35307/asiantj.v1i1.8 https://doi.org/10.24256/ideas.v10i1.3024 https://doi.org/10.24256/ideas.v10i1.2555 https://doi.org/10.1177/1103308819879825 532 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 532 – 543 lexicons in ajisaka dance komang suryandewi1, i gede budasi2, dewa ayu eka agustini3 suryandewi@undiksha.ac.id 1 pendidikan bahasa inggris, universitas pendidikan ganesha, bali 2 pendidikan bahasa inggris, universitas pendidikan ganesha, bali 3 pendidikan bahasa inggris, universitas pendidikan ganesha, bali received: 2023-07-8 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3491 abstract ajisaka dance is a traditional balinese dance that has lexicons and their cultural meaning. the ones who practice and perform the dance do not know about the lexicons of the dance. it can cause language death because the native speaker does not maintain their language. this study aimed to find out the lexicons and their cultural meaning related to ajisaka dance movements. the setting of this study was conducted in buleleng regency. it was designed in the form of a qualitative method using an ecolinguistic approach. the data were obtained through observation and interview techniques. the results of the study show that the lexicons are classified into eye movements (two lexicons), neck movements (two lexicons), body movements (four lexicons), hand movements (eight lexicons), finger movements (four lexicons), and leg movements (eight lexicons) and the cultural meaning of the lexicons of movements refers to the firmness, obedience to responsibility, authority, majesty, intelligence and agility, the subtlety of mind and soul, and the strong principles of the king and his soldiers. the results of this study can be used as teaching material for the dance teacher to teach lexicons and their cultural meaning to their students and introduce it to foreigners who want to learn this dance. specifically, this study can help maintain a local language and lead to avoiding language death. keywords: ajisaka dance; balinese dance; cultural meaning; ecolinguistic; lexicons introduction minor language has a strong possibility of becoming extinct from time to time. one of them is the balinese language which can be extinct one day (dewi et al., 2020). the one that can prevent extinction is the balinese people themselves. culture has a deep relation with language. thus balinese people can use culture to maintain the balinese language. moreover, language becomes under the scope of culture (fatimatuzzakrah et al., 2020). dance is a familiar culture in balinese society. moreover, bali has many meaningful dances but still rarely learned by the community. dance can be used as a medium to maintain the local language, especially balinese. therefore, language and culture especially dance, need to be preserved by learning it continuously to prevent language death. in line with the explanation above, balinese people have started to forget about balinese dance, and there are still only a few studies done to study balinese dance related http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 533 to language death. according to sriwati (2022), in buleleng regency, there is a dance that tells a story about ajisaka and his two loyal soldiers who died because of a misunderstanding with ajisaka king until he made an inscription on a large stone to commemorate the loyalty of his soldiers by writing "anacarakadatasawalamagabangapajayanya." the name of the dance is ajisaka dance, and it was created by ni made sriwati with i made suarjaya in 1996. both were maestros from buleleng. the connection between language, language death, and culture finally leads to language maintenance that can be solved by documenting the language term in the dance. according to suktiningsih (2016). lexicons can be defined as a word list in a language accompanied by descriptions to explain the words. lexicon is a language term that can be used to maintain local language through dance (dewi et al., 2020). lexicons are described as the essential meaning of the word that emphasizes a language (renjaan, 2014). thus, lexicons can be the medium to make documentation of the language. so, people who learn the dance can also know the lexicons to prevent language death. as a result of preliminary observation with the dance creator, a few people still learn the ajisaka dance. during the practice, people rarely use the technical term of the dance and do not know the cultural meaning of the dance. we can conclude that in the ecolinguistic approach, the lexicons are still mentioned by the dancers during the dance practice to represent something alive. thus, this study focuses on investigating the lexicons in ajisaka dance movements and the cultural meaning of the lexicons. it is based on the consideration that the dancers do not know the importance of the technical term in the ajisaka dance movement. therefore, the documentation of the ajisaka dance movement's lexicons and the cultural meaning of the lexicons can be used during dance practices to maintain the balinese language and prevent language extinction. this study use ecolinguistic as the approach. akmal and dermawan (2021) said that the ecolinguistic approach focuses on the relationship between the environment and the use of language in society. besides, silalahi (2018) mentions ecolinguistic is related to the close relationship between language and the environment that influence the existence of language in the community. thus, from those theories, ecolinguistic shows how language and environment are related. it shows that the environment can impact a certain language's existence. in this context, people praising the culture, like dance in their environment, show that the language can still be maintained there. the way the local people praise their culture, especially dance, is not yet enough to maintain the local language. there is a need to focus on the language of the culture as well. thus, documenting the lexicons can be beneficial to support the maintenance of the language. suktiningsih (2016) said that lexicons could be described as words completed by meaning and descriptions related to linguistic information. other than that, based on budhiono (2017, lexicons can be a medium to anticipate the loss of understanding of words meaning in a language. therefore, lexicons have an important role in society, especially in preventing language death, since documenting them makes people understand the meaning of the words they didn't know before. the documentation of lexicons can avoid language death. according to sumarsono and partana (2002), a language can be forgotten by native speakers and caused by the pressure from the other language that influences their life. thus, a language can be dead without people realizing it. in other words, jendra (2010) mentions that language death is also a murder of a language because the speakers of the language do not use the language any longer. thus, this can be a serious problem if a certain language does not maintain the language. language maintenance can be done by praising the culture that is had by the speakers of the language (wijana & rohmadi, 2006). mostly, the speakers of the language komang suryandewi,i gede budasi,&dewa ayu eka agustini pendidikan bahasa inggris, universitas pendidikan ganesha, bali 534 love to honor their culture as pride, so using culture to maintain a language can be done to prevent language death. the study of lexicons gains improvements each time. many previous studies related to lexicons, such as from dewi et al. (2020), conducted research entitled "lexicons in legong keraton dance" that also used the ecolinguistic approach. also, budasi and satyawati (2021) conducted research entitled "an ethnolinguistics perspective on lexicons of traditional house in menyali village, north bali." most of the study was undertaken to prevent the language death of a certain language. that is the reason this topic is interested in being researched. however, no research has been done research the lexicons in ajisaka dance. therefore, the dance should be raised to the surface by documenting the lexicons and analyzing the cultural meaning of the lexicons. the research questions that guide this study are: what are the lexicons in the ajisaka dance's movements? and also, what is the cultural meaning of the lexicons in the ajisaka dance's movements? this study aimed to find the lexicons and their cultural meaning related to ajisaka dance's movements. any researcher has not done the study to research those two research questions. therefore, it is a new and exciting topic that needs to be raised. method this research was designed in the form of a qualitative method. as supported by creswell (2008), qualitative is one of the techniques for collecting and serving the data descriptively, also using analysis of particular issues from social problems. the data were obtained through observation and interviews. the instruments that were used were observation sheets and interview sheets. this study was conducted in the buleleng regency. the object of the study was the lexicons in ajisaka dance movements also the cultural meaning of the lexicons. the research subject was the three informants that contain the dance creator and the dancers of the ajisaka dance, who are experts in knowing aspects related to the ajisaka dance. to obtain the data, the researcher uses two types of data: primer and secondary data. after the data were completely collected, they were listed in the table and then revealed descriptively. results there are two main results in this section. firstly, the lexicons in ajisaka dance's movements. secondly, the cultural meaning of the lexicons related to ajisaka dance movement. the results are described as follows: lexicons in ajisaka dance's movements twenty-eight (28) lexicons are found in the dance movement of ajisaka dance. the movements are divided into six body parts, such; as eye movements, neck movements, body movements, hand movements, finger movements, and leg movements. the description of the dance movements in the ajisaka dance can be seen in the following tables. table 1. lexicons in ajisaka dance based on eye movement no. lexicons description 1. nyeledet kanan the movement of the eye to the right side 2. nyeledet kiri the movement of the eye to the left side referring to table 1, two data were found in eye movement: nyeledet kanan ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 535 which refers to the eye's movement to the right side. secondly, there is nyeledet kiri, described as the eye's movement to the left side. the lexicons related to neck movement are presented in table 2 below. table 2. lexicons in ajisaka dance based on neck movement no. lexicons description 1. ngangget upward neck movement, then back to the middle of the chest 2. nyegut backward neck movement. eyes look down with a frown based on table 2, there were two lexicons found in ajisaka dance based on the next movement. ngangget is the lexicon described as the upward neck movement and then back to the middle of the chest. lexicon nyegut is described as backward neck movement. eyes look down with a frown. the lexicons in ajisaka dance based on body movement are revealed in table 3. table 3. lexicons in ajisaka dance based on body movement no. lexicons description 1. ngelung kanan turn the body to the right side with a strong foundation 2. ngelung kiri turn the body to the left side with a strong foundation 3. ngumad pulling the body 4. penangkilan doing meeting according to table 3, there found four lexicons, such as; ngelung kanan, ngelung kiri, ngumad, and penangkilan. lexicon ngelung kanan is described as turning the body to the right side with a strong foundation. lexicon ngelung kiri refers to turning the body to the left side with a strong foundation. then, ngumad is a movement of pulling the body. lastly, there is penangkilan, a movement of doing meetings. table 4 below are explained the lexicons related to hand movements. table 4. lexicons in ajisaka dance based on hand movement no. lexicons description 1. luk nagastru bow curtsey hand movement that looks elegant 2. luk nerudut bow curtsey hand movement that accompanied by side-by-side hand movement 3. luk ngelimat bow curtsey that accompanied by contrary hand movement komang suryandewi,i gede budasi,&dewa ayu eka agustini pendidikan bahasa inggris, universitas pendidikan ganesha, bali 536 4. nabdab gelung holding the crown called gelung 5. mentang laras one of the hands straight ahead 6. nyalud folded hands 7. nusuk stabbing movement 8. nangkis hand movement against certain attack table 4 shows that there are eight lexicons found in the hand movement. luk nagastru is a bow curtsey hand movement that looks elegant. luk nerudut is described as bow curtsey hand movement accompanied by side-by-side hand movement. lexicons luk ngelimat is bow curtsey accompanied by contrary hand movement. lexicons nabdab gelung is the movement of holding the crown called gelung. lexicon mentang laras is described as hand movement when one of the hands is straight ahead. there is also nyalud which is defined as folded hands movement. lexicon nusuk refers to the stabbing movement. lastly, lexicon nangkis is described as hand movement against specific attacks. the lexicons related to finger movements are presented in table 5. table 5. lexicons in ajisaka dance based on finger movement no. lexicons description 1. jeriring soft fingers movement 2. nuding the finger that points to something 3. ulap-ulap kanan paying attention to movement to the right side 4. ulap-ulap kiri paying attention to moving to the left side according to table 5, four lexicons are found: jeriring, nuding, ulap-ulap kanan, and ulap-ulap kiri. lexicon jeriring refers to the soft finger movement. then, nuding is described as the finger movement to point out something. lexicon ulap-ulap kanan is defined as paying attention to movement to the right side, while ulap-ulap kiri refers to paying attention to movement to the left side. the lexicons related to the leg movement can be seen in table 6 as follows. table 6. lexicons in ajisaka dance based on leg movement no. lexicons description 1. gandang arep walking forward 2. gandang uri walking backward 3. milpil buku subtle walking movement 4. nyeregseg kanan the feet step to the right side quickly ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 537 5. nyeregseg kiri the feet step to the left side quickly 6. tayog walk in place 7. ngelikas kanan walking across to the right side 8. ngelikas kiri walking across to the left side table 6 shows eight lexicons found in ajisaka dance based on leg movements. the first is gandang arep which is described as a forward walking movement. the second is gandang uri which refers to walking backward movement. there is also milpil buku which is described as a subtle walking movement. lexicons nyregseg kanan is the quick feet step to the right side. there is also nyregseg kiri refers to the quick feet step to the left side. lexicon tayog is the sixth leg movement, described as a walk-in-place leg movement. besides, there is also lexicon ngelikas kanan which means walking across to the right side. lasly, there is lexicon ngelikas kiri which refers to walking across the movement to the left side. in total, twenty-eight lexicons are found in the dance movement of the ajisaka dance. the movements are divided into six body parts, such as; eye movements (two lexicons), neck movements (two lexicons), body movements (four lexicons), hand movements (eight lexicons), finger movements (four lexicons), and leg movements (eight lexicons). the cultural meaning of the lexicons in ajisaka dance's movements each lexicon related to movement in ajisaka dance has cultural meaning. the cultural meaning is grouped from the body parts movements such as eye movements, neck movements, body movements, hand movements, fingers movements, also leg movements. the finding can be seen in the tables below. table 7. the cultural meaning of lexicons in ajisaka dance based on eye movement no. lexicons cultural meaning 1. nyeledet kanan looking for the situation to take a decision 2. nyeledet kiri looking for the situation to take a decision referring to table 7, lexicons nyeledet kanan, and nyeledet kiri have the same cultural meaning which shows how the king and his soldiers look around to see the situation as a consideration to make a clear decision. the cultural meaning of the lexicons related to neck movement is presented in table 8. below. table 8. the cultural meaning of lexicons in ajisaka dance based on neck movement no. lexicons cultural meaning 1. ngangget the king gives directions to the soldiers 2. nyegut the king gives directions to the soldiers komang suryandewi,i gede budasi,&dewa ayu eka agustini pendidikan bahasa inggris, universitas pendidikan ganesha, bali 538 based on table 8, there are lexicons ngangget and nyegut that have the same cultural meaning, showing how the king gives direction to his soldiers. the cultural meaning of the lexicons in ajisaka dance based on body movement is revealed in table 9. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 539 table 9. the cultural meaning of lexicons in ajisaka dance based on body movement no. lexicons cultural meaning 1. ngelung kanan the strong principle of the king and his soldiers 2. ngelung kiri the strong principle of the king and his soldiers 3. ngumad deciding to keep the king's mandate 4. penangkilan the king instructs the soldiers and asks them to keep the mandate according to table 9, lexicons ngelung kanan and ngelung kiri share the same cultural meaning that represents the king's and his soldiers' strong principles. meanwhile, the lexicon ngumad has a cultural meaning, showing how the soldiers decide to keep the king's mandate. then, lexicon penangkilan shows how the king instructs the soldiers and ensures they obey well. table 10 below explains the cultural meaning of lexicons related to hand movements. table 10. the cultural meaning of lexicons in ajisaka dance based on hand movement no. lexicons cultural meaning 1. luk nagastru the firmness of the king and his soldiers 2. luk nerudut the soldiers' obedience to the responsibility 3. luk ngelimat soft heart 4. nabdab gelung the king and his soldiers have the authority 5. mentang laras showing something 6. nyalud switching to the next part of the story 7. nusuk the soldiers stab each other 8. nangkis the soldiers avoid the stabbing attack table 10 shows that the lexicon luk nagastru points out the firmness of the king and his soldiers as the cultural meaning. lexicon luk nerudut has a cultural meaning that shows how the soldiers obey the king's instructions. lexicon luk ngelimat is how the dancers lead the soft heart of the king and the soldiers as the cultural meaning. there is also nabdab gelung represents the cultural meaning of emphasizing the authority of the king and his soldiers. lexicon mentang laras is the lexicon that komang suryandewi,i gede budasi,&dewa ayu eka agustini pendidikan bahasa inggris, universitas pendidikan ganesha, bali 540 shows how to point out something as the cultural meaning. the cultural meaning of nyalud is the transition of the story in the dance. lexicon nusuk shows the cultural meaning of the war of the soldiers stabbing each other. lexicon nangkis is the way the soldiers to avoid a stabbing attack as the cultural meaning. the lexicons related to the cultural meaning of the lexicon in finger movements are presented in table 11. table 11. the cultural meaning of lexicons in ajisaka dance based on finger movement no. lexicons cultural meaning 1. jeriring the subtle mind and soul of the king and his soldiers 2. nuding to point something, then emphasize the dialog 3. ulap-ulap kanan looking for the truth 4. ulap-ulap kiri looking for the truth according to table 11, lexicon jeriring carries cultural meaning as the subtle mind and soul of the king and the soldiers. lexicon nuding represents how the kings and the soldiers point out something and also emphasize their talk. then, the lexicons ulap-ulap kanan and ulap-ulap kiri have the same cultural meaning: the king and the soldiers are looking for the truth. the cultural meaning of the lexicons related to the leg movement can be seen in table 12. as follows. table 12. the cultural meaning of lexicons in ajisaka dance based on leg movement no. lexicons cultural meaning 1. gandang arep the confidence of the king to lead and aiming his goals 2. gandang uri the king surrender his trust to the faithful soldiers to carry out his mandate 3. milpil buku the intelligence and agility of the king and his soldiers in dealing with problems 4. nyeregseg kanan the intelligence and agility of the king and his soldiers in dealing with problems 5. nyeregseg kiri the intelligence and agility of the king and his soldiers in dealing with problems 6. tayog certain steps are done by the king and his soldiers 7. ngelikas kanan emphasize the dialog ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 541 8. ngelikas kiri emphasize the dialog based on table 12, the lexicon gandang arep carries cultural meaning as the confidence of the king to lead and aim for his goals. lexicon gandang uri mentions the king that surrenders his trust to the faithful soldiers to carry out his mandate as the cultural meaning. lexicons milpil buku, nyeregseg kanan, and nyeregseg kiri have the same cultural meaning that shows the intelligence and agility of the king and his soldiers in dealing with problems. lexicon tayog has cultural meaning as the certain steps done by the king and his soldiers. then, lexicons ngelikas kanan and ngelikas kiri share the same cultural meaning, which is to emphasize the dialog. generally, the cultural meaning of the lexicons related to the dance movements of ajisaka dance related to firmness, obedience to responsibility, authority, majesty, intelligence and agility, the subtlety of mind and soul, and the strong principles of the king and his soldiers. discussion this study found 28 (twenty-eight) lexicons in the ajisaka dance movement. the lexicons found are divided into six parts of the dancer’s body movements: eye movements (two lexicons), neck movements (two lexicons), body movements (four lexicons), hand movements (eight lexicons), finger movements (four lexicons), and leg movements (eight lexicons). those lexicons are listed according to the part of body from eye to leg with the descriptions of each lexicon. this is in line with suktiningsih (2016) who mention s lexicon is a list of words with a description. thus, this study follows her theory, in which the lexicons found in the ajisaka dance are listed and then carry their descriptions. each lexicon found in this study has a cultural meaning too. referring to liliweri (2002), cultural meaning is described as the meaning that expresses cultural aspects. in addition, ponno et al. (2019) shared that meaning can exist in every part of life, such as song, literary work, cultural work, etc. dance is one of the cultural works. it makes sense that each lexicon in this study can have a cultural meaning since each one has cultural aspects in the dance. for that reason, the result of this study supports the theory of cultural meaning, which show cultural elements that can be counted as cultural meaning. moreover, this study is also in line with the prevention of language death which is about language maintenance. this study focuses on the lexicons in the ajisaka dance movement and the cultural meaning in the lexicons that were based in the prevention of language death. thus, in line with jendra (2010), language maintenance is a condition when the native speakers of a certain language find ways to prevent language shift that can lead to local language by praising the culture they have. according to sumarsono and partana (2002), language death can happen because of the pressure of the other languages that influenced their life, but at the same time the native speakers do not realize that. in relation with that, the result of this study can help the balinese people to maintain their local language by having the documentation of lexicons in ajisaka dance. this reason is supported by budhiono (2017) that knowing the lexicons can be a way to anticipate the local people forgetting the words meaning in their language. the ones that want to learn the dance can also understand the lexicons of the dance. thus they will keep their language from extinction. the ecolinguistic theory mentioned by akmal and dermawan (2021) focuses on the relationship between the environment with the use of language in societies. by practising and performing the dance, people can still learn about the lexicons in that dance. so, it shows komang suryandewi,i gede budasi,&dewa ayu eka agustini pendidikan bahasa inggris, universitas pendidikan ganesha, bali 542 that the dance and the language remain in that environment, indicating how people maintain the language. conclusion based on the data found, two main focuses can be concluded. firstly, there are twenty-eight (28) lexicons found in the ajisaka dance movement, including eye movements that have two lexicons, neck movements that have two lexicons, body movements that have four lexicons, hand movements that have eight lexicons, finger movements that have four lexicons, and leg movements that have eight lexicons. secondly, the cultural meaning of the lexicons of movements refers to the firmness, obedience to responsibility, authority, majesty, intelligence and agility, the subtlety of mind and soul, and the strong principles of the king and his soldiers. considering the result of the study, there are suggestions for balinese people and other researchers. the balinese people, who are the ones that have a responsibility to maintain the local language, have to keep using the lexicons in the dance to prevent language death. it is because language and culture cannot be separated. thus, the prevention by maintaining the language by praising the culture is necessary. other than that, this study also suggested that other researchers who want to continue this study research the word formation of the lexicons in ajisaka dance movements. references akmal, & dermawan, a. 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https://www.ejournal.warmadewa.ac.id/index.php/jret/article/view/54/54 https://www.ejournal.warmadewa.ac.id/index.php/jret/article/view/54/54 457 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 457 470 an analysis of presupposition triggers in “turning red” dianfitriani1, mhd. johan2 1pb191210010@upbatam.ac.id 2mhd.johan@puterabatam.ac.id 1english literature department, universitas putera batam, batam, kepulauan riau 2english literature department, universitas putera batam, batam, kepulauan riau received: 2023-01-17 accepted: 2023-07-19 doi: 10.24256/ideas.v11i1.3522 abstract this research analyzes the triggers of the presupposition that can be discovered in the movie "turning red." the purpose of this study is to identify the use of triggers of the presupposition that are employed in the movie "turning red." in the movie "turning red," there are several triggers of presupposition can be found. in this study, the researcher adopted levinson's theory about the triggers of presupposition. a qualitative descriptive approach was adopted in this study. the data was gathered primarily through direct observation. data were collected using a non-participatory approach, which meant the researcher was not present during data analysis. after doing the investigation, the researchers identified twenty items that function as the triggers of presupposition in the film turning red. the most prevalent triggers of presupposition in the film "turning red" are change-of-state verbs, iterative, and counterfactual conditionals. each of them has three utterances. the second most common triggers of presupposition are implicative verbs, temporal clause, and cleft. each of them has 2 utterances. there was only 1 utterance each sentence for definite description, factual verbs, comparisons and contrasts, nonrestrictive clauses, and wh-questions. there have been no discoveries about of judging verbs and implicit clefts with stressed constituents. keywords: pragmatics, presupposition, triggers of presupposition introduction language is the most important thing for humans. it has the biggest role for humans to communicate with each other. with language, humans can share and socialize information and thoughts. this information and thoughts can have many different meanings. these different meanings can be said without literal meaning. it can be identified with the context. meaning can be identified through context. the study of context is called pragmatics. pragmatics is one of the linguistics branches that study meaning based on context. yule (2017) defined that pragmatics studies "invisible" meaning, or how we know what's intended when it's not expressed or written. speakers (or writers) must rely on shared assumptions and expectations when communicating. examining assumptions and expectations reveals how we perceive more than utterances' linguistic content. pragmatically, more is transmitted than said. one of the pragmatics branches is a presupposition. there are some definitions http://u.lipi.go.id/1457703302 dian fitriani & mhd. johan an analysis of presupposition triggers in “turning red” 458 of presupposition according to some experts. yule (2017)defined presupposition asa presumption made by a speaker or writer regarding something that the audience already has knowledge of or is aware of already. huang (as cited in thoyyibah 2017)emphasized that a presupposition can be thought of as an inference or a proposition whose veracity is assumed to be correct when it is used in a phrase. instead of having a direct relationship with sentences, the presupposition is more closely related to speakers. in addition, it is essential to understand the sentence as a whole in order to acquire pragmatic meaning in the paragraph. levinson (1983) explained pragmatics as the study of those grammaticalized or embedded in the structure of language interactions between language and situation. a statement is considered suitable in its context only if both the speaker and the listener are aware of, or assume, the existence of a given presupposition. words, phrases, and clauses immediately after the presupposed sentences serve as triggers for their actualization. presupposition triggers are the words, phrases, and sentences that are commonly prompted by the presence of presupposition in conversation. a small group of linguists have devised a system for categorizing presupposition triggers. karttunen's classification of the presupposition triggers into thirty-one different types of presupposition was published in levinson (1983).levinson (1983) identified thirteen presupposition triggers.those triggers are definite descriptions, factive verbs, implicative verbs, change-of-state verbs, iterative, verb of judging, temporal clauses, cleft construction, implicit cleft with stressed constituents, comparisons and contrasts, non-restrictive relative clauses, counterfactual conditionals, and questions. additionally, the use of presupposition is common in movies. movie has become one of the favorite things for some people. people watch movie in order to spend their free time. the movie contains conversations that may produce the use of presupposition. the use of presupposition that is stimulated by some specific words, phrases, and clauses can be called a trigger of presupposition. the trigger of presupposition can be identified from a movie. for example, there is a conversation from a movie title to kill a mockingbird that is released on december 25 1962. dill : why do you call your daddy atticus? scout : ‘cause jem does. dill : why does he? scout : i don’t know. he just started to when he first began talking. the verb "started" triggers presupposition. the trigger is considered as a change state of verbs. when he starts talking, jem calls his father by name. scout spoke about her brother jem, who calls his father solely by his name. lexical presupposition describes this statement. the speaker says a word implies one thing, but listeners would think it means another. turning red also makes use of the presuppositional trigger. in the film "turning red," starring chiang, a chinese-canadian teen named meilin "mei" lee (13 at the time of filming) has the ability to transform into a giant red panda whenever she experiences intense feelings. on march 11th, 2022, the film finally hit theaters. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) there is one statement spoken by ming that demonstrates the use of a presupposition trigger in this film. ming : as you know, our ancestor, sun yee, had a mystical connection with red pandas. the sentence above contains the trigger of presupposition “know”. it is considered as factive verb. it is because that verb “know” gives the information about a mystical bond between their ancestors, sun yee with red pandas. additionally, there are some studies that have the similarities with this study. first research was conducted by roza and ayumi (2020).the goal of this research was to identify the types of presuppositions made by audiences based just on the taglines of horror film posters. the results showed that definite descriptions are the most common presupposition trigger out of the total of 42 found in the taglines of horror movie posters. the second research is conducted by murillo and yeh (2021). this research analyzed the presuppositions made in philippine president rodrigo duterte's fifth state of the nation address (sona). this study suggests that studying presupposition enhances comprehension, particularly in political speeches when ineffectual rhetoric may be a symptom of a larger societal issue. both historical research and the research being done now share something in common. to be more specific, they both utilize levinson's idea about that is adopted from karttunen as a reference for conducting data analysis. the researcher’s sort all of the information they have gathered into many categories in order to identify the factors that led to the hypothesis. on the other hand, the data sources used by prior researchers and this study are distinct. the information presented in the film "turning red" will be analyzed as part of this research project. review on related literature pragmatics yule (2017)explained pragmatics is the study of what people actually mean when they speak, sometimes known as "speaker meaning. "understanding what people mean by what they say depends not only on being able to identify the meaning of individual words within a sentence, but also on being able to identify what others mean by what they say in the context in which it is said. pragmatics is sometimes described as the study of "invisible" meaning, or the method in which we understand what is intended even when it is not explicitly stated. to accomplish this, it is necessary for those attempting to communicate to be able to rely on a large number of commonly held assumptions and expectations. examining these presuppositions and expectations helps shed light on how we process information beyond the literal words spoken. from a pragmatics point of view, the communication is always more than what is spoken. presupposition before making a statement, a person will often make certain assumptions dian fitriani & mhd. johan an analysis of presupposition triggers in “turning red” 460 about the world around them. these are called presuppositions. presupposition is part of the reader's (interlocutor's) pragmatic assumptions about common knowledge in a dialogue. a presupposition is an assumption that forms the basis for a statement. it does not matter what's going on or who's saying it, as long as we have some idea of the setting. yule (1996) defined presupposition is an assumption made by the speaker before to uttering a statement. it shows that the speaker is making an assumption before uttering a comment and that the listener will understand what the speaker means. the assumption is in the speaker, not the words. the study of presupposition is engaging because it requires that we be aware of the statement's assumption. these assumptions may be accurate depending on the speaker's words. in addition to being present in utterances, we can also find presumption in advertisements, slogans, and taglines. according to levinson (1983), a presupposition is "the common ground inherent in an utterance that is assumed to be normal by all participants in a speech event," including the speaker/writer and the reader/hearer. the study of presupposition has led to the discovery of more words and constructions that give birth to presupposition, known as presupposition triggers, despite the widespread belief that presupposition consists of a wide variety of unrelated occurrences. the implementation of these presuppositions is stimulated by specific words, phrases, and clauses that come after the specific presupposed sentences. the use of presupposition can be called a trigger of presupposition. levinson (1983) stated there thirteen triggers of presupposition: 1) definite description there must be something concrete to describe. this is distinguished by the presence of noun phrases, possessiveness, and the verb stating the presence of certain entities. example : john saw/didn’t see the man with two heads. (levinson, 1983), p. 181) "the man" describes a two-headed man. 2) factive verbs verbs that take a sentence as a complement are called "factive verbs." the factive verb takes the truth of the proportional complement as given. factive verbs include sorry, aware, strange, know, regret, proud, happy, indifferent, happy that, realize, and sad. example: frankenstein was/wasn’t aware that dracula was there. (levinson, 1983), p. 181) the word "aware" tells that dracula was there. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 3) implicative verbs an implicative presupposition is usually set off by words like "avoid," "forget," "dream," "figure out," "pretend," and so on. if a statement follows one of these words, its presupposition is automatically disregarded as untrue. example: john managed/didn’t manage to open the door. (levinson, 1983), p. 181) john tried to open the door. this is shown by the word "managed." 4) change state of verb the use of "change of state" verbs denotes a transition from one state or condition to another. verbs like "stop," "begin," "continue," "go," "take," "leave," "start," and "take" are assumed in this context. example: john stopped/didn’t stop beating his wife. (levinson, 1983), p. 181) john was apparently assaulting his wife at the time the verb “stopped.” 5) iterative iterative is another way of saying "repeated." words like "repeat," "restore," "reestablish," "again," "too," "come back," "step back," and so on all imply the same thing. these cues reveal background data about the speaker or the world at large, such as when something existed or what they did before. example: the flying saucer came/didn’t come again. (levinson, 1983), p. 182) the presence of the term "again" demonstrates that the flying saucer existed in the past. 6) verbs of judging the verb of judging is the process of developing an opinion from an opinion that has already been formed as a result of an activity that has been carried out. this presuppsition does not include speakers as a subject in any way, shape, or form. example: agatha accused/ accuse ian of plagiarism. dian fitriani & mhd. johan an analysis of presupposition triggers in “turning red” 462 (levinson, 1983), p. 182) the usage of the word "accused" demonstrates that agatha considers plagiarism to be unethical. 7) temporal clauses this temporal trigger makes an assumption and then links two statements. the use of a time conjunction, such as before, after, during, so far, whenever, or midway, prompts this presupposition. example: before strawson was even born, frege noticed/didn’t notice presupposition. (levinson, 1983), p. 182) the information that strawson was born is given through the grammatical construction of before, which is a temporal clause. 8) cleft as a general category of presuppositional syntactic structures, clefts can take many distinct shapes. the it-cleft (also known as simply cleft), the wh-cleft (also known as pseudo-cleft), and the reverse wh-cleft (also known as pseudo-cleft. backwards) are the most prevalent types of clefts. example: it was/wasn’t henry that kissed rosie. (levinson, 1983), p. 183) the fact that "it" is cleft indicates that rosie was kissed by another person. 9) implicit clefts with stressed constituents this kind seems to have been generated from two different split sentences, and it is only active when the elements are under a significant amount of stress. example: linguistics was/wasn’t invented by chomsky! (levinson, 1983), p. 183) chomsky is the indication that someone was responsible for the creation of linguistics. 10) comparisons and contrasts comparison and contrast can be defined in a number of different ways, including by using stress (or other prosodic methods), particles like "too," or comparable formulations. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) example: carol is/isn’t a better linguist than barbara. (levinson, 1983), p. 183) it is clear that barbara is a linguist because of the emphasis placed on the phrase "better linguist." 11) non-restrictive clause a nonrestrictive clause adds further information to the sentence. typically, a proper or common noun is used to refer to the person, object, or event that is being discussed. commas are used to indicate that the information that comes after them is not necessary. example: the proto-harrapans, who flourished 2800-2650 b.c., were/were not great temple builders.(levinson, 1983), p. 184) more data shows that the proto-harrapans reached their peak between 2800 and 2650 b.c. 12) counterfactual conditional there is an implicit untruth in the counterfactual condition. this assumption proves the validity of a counterintuitive one. use the if clause and other conditional words like "imagine" and "dream" frequently. example: if the notice had only said ‘mine-field’ in english as well as welsh, we would/would never have lost poor llewellyn.(levinson, 1983), p. 184) the word ‘mine-field’ was not included in the english warning. 13) wh-questions according to levinson (1983), three types of inquiries are yes/no, open-ended, and worthless. alternative inquiries, however, presuppose the disjunction of their solutions and are not empty. finally, the wh question adds the presupposition by substituting wh with the appropriate existential quantifying variable, such as who by someone, where by someplace, how by somehow, etc. example: who is the professor of linguistics at mit? (levinson, 1983), p. 184) someone at mit teaches linguistics. dian fitriani & mhd. johan an analysis of presupposition triggers in “turning red” 464 method the study's data was gathered from a watching of the film turning red and was categorized in accordance with levinson's theory. quantitative methods were used to determine how the presupposition's triggers are presented and discussed in the movie. this study employs a qualitative descriptive approach to research. the data came from the film “turning red” since the researcher claimed to be analyzing the triggers of presupposition. the researcher employed an observational method in the data collection process that is defined by sudaryanto (2015). he emphasized the observational method as a technique for gathering information through careful observation. since the researcher was not involved in the production of the film, she employed a non-participatory method to gather information for this study. the study's researcher did not appear in the film in any capacity and had no hand in its production. data analysis was conducted using the principle of sudaryanto (2015). the researcher employed a number of methods for data analysis, including the ones listed below: 1. the data were collected and categorized based on the triggers of presupposition. 2. levinson’s theory is used for describing the triggers of presupposition. 3. the research question was explained by providing an explanation of the results in view of the underlying theory. 4. the result has been made. results after conducting the research, researchers discovered twenty facts that serve as the triggers of presupposition in the movie turning red. table 1. result triggers frequency definite description 1 factive verbs 1 implicative verbs 2 change-state of verbs 3 iterative 3 verbs of judging temporal clauses 2 cleft 2 implicit clefts with stressed constituents comparisons and contrasts 1 non-restrictive clause 1 counterfactual conditional 3 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) discussion data 1 in the prologue of the movie, the main character, mei-mei talked about honoring her parents. she described the things that parents do to their children. mei-mei :they’re the supreme beings who gave you life who sweated and sacrificed so much to put a roof over your head, food on your plate, an epic amount of food. the sentence above contains one of the triggers of presupposition which is a definite description. it is considered as definite description due to the phrase “the supreme beings” that refers to “they” which is her parents. data 2 it is in the same prologue where mei-mei talked about honoring her parents. she described the things that parents do to their children. mei-mei : they’re the supreme beings who gave you life who sweated and sacrificed so much to put a roof over your head, food on your plate, an epic amount of food. the sentence above contains the trigger of the presupposition which is nonrestrictive clause. it is considered as non-restrictive clause because the sentence contains the dependent clause, which cannot stand alone. data 3 it is in the same prologue where mei-mei talked about honoring her parents. she is giving a quotation about honoring parents. mei-mei : “honoring your parents sounds great, but if you take it too far, well, you might forget to honor yourself.” luckily, i don’t have that problem. the utterance above shows the use of the trigger of the presupposition that is counterfactual conditional. it is considered as counterfactual conditional because it contains the “if clause” that gives false and contrast information that mei-mei would forget to honor herself if she honors her parents that much. data 4 there is a conversation between the character that are ming and mei-mei. the conversation is about ming who angrily talked to mei-mei about the pictures of a boy wh-questions 1 total 20 dian fitriani & mhd. johan an analysis of presupposition triggers in “turning red” 466 that mei-mei liked that are created by mei-mei. there is a sentence that contains the trigger of presupposition. ming : you are her pride and joy, so act like it! mei-mei : this will never happen again. from the sentence above, mei-mei’s utterance contains the use of the trigger of the presupposition that is iterative. it is considered as iterative because the word “again” gives another piece of information that mei-mei drew pictures of a boy before. data 5 there is another utterance from ming in a conversation between ming and mei-mei where ming angrily talked to mei-mei about the pictures of a boy that mei-mei liked that are created by mei-mei. there is a sentence that contains the trigger of presupposition. ming : you sicko! what were you thinking? why would you draw those things? the utterance above contains the trigger of presupposition that is wh-questions. it is considered as wh-questions trigger because the word “why” gives the information that mei-mei drew the pictures. data 6 there is a conversation where all of mei-mei’s family gathered in order to do a ritual for mei-mei. ming : the red moon is about to begin. mei-mei, go get ready. the sentence above shows there is a trigger of presupposition that is change-state of verb. it is considered as change-state of verb because the use of the verb “begin” that shows the information that the red moon does not start yet before the utterance happens. data 7 there is a conversation between ming and mei-mei that happened in the car talking about the boy that mei-mei liked. ming : thank goodness i was here. that degenerate won’t come near you again. the sentence above contains the trigger of the presupposition that is the changestate of verbs. it is considered as a change-state of verbs because the verb “come” functions as a word that gives another information that the boy appeared and approached mei-mei. data 8 there is an utterance that happened where ming and mei-mei were praying together at the house of worship. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) ming : we humbly thank you for protecting and guiding us. especially meimei. mei-mei : may we continue to serve and honor you and this community. mei-mei’s utterance contains the trigger of the presupposition that is change-state of verbs. it is considered as a change-state of verbs because the verb “continue” functions as a word that gives another information that ming and mei-mei have already served and honored the ancestor before the utterance even happened. data 9 there is a conversation happened between mei-mei and her friends. they were planning to go to karaoke. miriam : mei, every day is cleaning day. can’t you just get one afternoon off ? mei-mei : but i like cleaning. plus, i got this new feather duster and, oh, my gosh, you guys, it picks up so much dirt, it’s bananas! mei-mei’s utterance above contains the trigger of presupposition that is cleft. it is considered as cleft because the utterance contains the word “it” that refers to the new feather duster. data 10 there is an utterance created by ming where ming and mei-mei talked about meimei’s transformation into a red panda. ming : i thought, if i watched you like a hawk, i’d see the signs and be able to prepare. the utterance contains the trigger of the presupposition that is counterfactual conditionals. it is considered as the counterfactual conditionals because there is “if clause” that shows the information is false and also contrast. it shows the information that it is not true that ming sees the signs of mei-mei turning into a red panda. data 11 there is a conversation among mei-mei and her friends about going to the concert without her mom’s permission. mei-mei : forget my mom. i’ll be back before she even knows i’m gone. the utterance above shows the use of the trigger of the presupposition that is temporal clause. it is considered as temporal clause because the word “before” gives the information that mei-mei will return to her house while her mom does not even aware that she leaves the house. data 12 there is an utterance from other character named lily, who was talking about meimei’s ability controlling the red panda. lily : mei-mei’s better than any of us at controlling the panda. dian fitriani & mhd. johan an analysis of presupposition triggers in “turning red” 468 the utterance above shows the trigger of the presupposition that is comparison and contrast. it is known from the phrase “better than” that gives the information that mei-mei is also a red panda just like her family. data 13 there is a conversation among mei-mei and her parents, talking about mei-mei transformation into a red panda. ming : how is this possible? what happened to your panda? mei-mei : it’s easy. when i start to get emotional, all i do is imagine the people i love most in the whole world. mei-mei’s utterance contains the use of a trigger of the presupposition that is the temporal clause. it is considered as temporal clause because the bold clause gives the information that mei-mei needs to think about her parents in order to prevent get emotional. data 14 there is a conversation between mei-mei and her friends about her transformation. miriam : is it gone? mei-mei :for now. but if i get too excited, it’ll come right back… ow! mei-mei’s utterance contains the trigger of the presupposition that is counterfactual conditionals. it is considered as counterfactual conditionals because the if clause gives the information the condition where mei-mei gets too excited, she will turn into a red panda. data 15 there is a conversation between mei-mei and her friends about a boy named devon. mei-mei : he looks like a hobo. abby : a hot hobo. mei-mei : may i remind you what real men look like? the utterance that is created by mei-mei contains the use of the trigger of presupposition that is cleft. it is because that the word “what” indicates the information about the appearance of real men. data 16 a conversation between ming and mei-mei happened when ming finds out that meimei is freaking out in the bathroom. ming : mei-mei, i know this is upsetting, but we are going to get through this together. i have ibuprofen, vitamin b, a hot water bottle, and pads. ming’s utterance contains the use of the trigger of the presupposition which is factive verbs. it is because the word “know” indicates information that it is fact that getting period makes mei-mei upset. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) data 17 there is an utterance from ming asking about mei-mei’s transformation. ming : how is this possible? what happened to your panda? the utterance above shows the use of the trigger of the presupposition which is implicative verbs. it is because the phrase “happened to” indicates information about the mei-mei returning into human after being a red panda. data 18 a conversation between mei-mei and her friends about going to karaoke is happened. mei-mei : we’ll karaoke another time, i promise! miriam : okay, sure, mei! mei-mei’s utterance contains the use of the trigger of the presupposition that is iterative. it is because the phrase “another time” gives the information that another karaoke will happen in the future. data 19 there is an utterance of mei-mei that happened when she confronted her mother about her lies. mei-mei : i’m not your little mei-mei anymore! i lied, mom! the utterance above indicates the trigger of the presupposition that is iterative. it is because the word “anymore” gives the information that mei-mei was her mom’s little girl. data 20 there is an utterance created by mei-mei when she was calming herself. mei-mei: okay. no biggie. you’ll figure this out, lee. just be the calm, mature adult you totally are. the utterance above contains the use of the trigger of presupposition that is implicative verbs. it is because that the verb “figure this out” gives the information that things are completely the opposite of what mei-mei expected, which is to get normal without getting turn into a red panda. conclusion in this investigation, twenty data including presupposition's triggers have been collected. using levinson's theory, the researchers assess each piece of data and classify it according to its function after collecting the data. according to levinson (1983), these are definite descriptions, factive verbs, implicative verbs, change-of-state verbs, iterative, judging verbs, temporal clauses, cleft constructions, implicit clefts with stressed constituents, comparisons and contrasts, nonrestrictive relative clauses, counterfactual conditionals, and questions. presupposition is most easily triggered in "turning red" by verbs that indicate a change in state, iterative constructions, and counterfactual conditionals, dian fitriani & mhd. johan an analysis of presupposition triggers in “turning red” 470 according to the study. a total of three new forms of language have been discovered by each of them. next to cleft, temporal clauses and implicative verbs are the most common linguistic cues for assuming something before it is proven. they can each speak twice. with the exception of wh-questions, each phrase only had one utterance when using definite description, factual verbs, comparisons and contrasts, and nonrestrictive clauses. when it comes to assessing verbs and implicit clefts with stressed components, no new findings have been made. references ekasiwi, a., & bram, b. (2022). exploring euphemisms in bridgerton: diamond of the first water. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 240-248. doi:https://doi.org/10.24256/ideas.v10i1.2599 levinson, s. c. (1983). pragmatics. cambridge university press. murillo, m. a., & yeh, a. (2021). the failed rhetoric: presupposition analysis on duterte’s 5th state of the nation address. international journal of language and literary studies, 3(2), 1–20. https://doi.org/10.36892/ijlls.v3i2.587 rahma, q. (2022). developing multimodal mindful material for secondary school in indonesia post covid-19 pandemic. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1220-1234. doi:https://doi.org/10.24256/ideas.v10i2.3227 roza, y., & ayumi, a. (2020). pragmatics analysis of presupposition as found in the tagline of horror movie posters. vivid: journal of language and literature, 9(2), 98. https://doi.org/10.25077/vj.9.2.98-104.2020 sari, e., & agustina, m. (2022). thematic development in students’ argumentative essay. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 166-174. doi:https://doi.org/10.24256/ideas.v10i1.2563 sidabutar, k. (2022). grice's types of maxims in "willoughbhys" movie. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 326-337. doi:https://doi.org/10.24256/ideas.v10i1.2661 sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: sanata dharma university perss. thoyyibah, l. (2017). presupposition triggers a comparative analysis between oral news and written online news discourse. jall (journal of applied linguistics and literacy), 1(2), 10. https://doi.org/10.25157/jall.v1i2.1733 yule, g. (1996). pragmatics. spain: oup oxford., pp. 1–76. oxford university press. yule, g. (2017). the study of language. in the study of language. cambridge university press. https://doi.org/10.1017/9781108582889 violita, v., & cholsy, h. (2022). speech acts equivalence of audiovisual translation on enola holmes netflix movie subtitle. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 209-225. doi:https://doi.org/10.24256/ideas.v10i1.2589 https://doi.org/10.24256/ideas.v10i1.2599 https://doi.org/10.24256/ideas.v10i2.3227 https://doi.org/10.24256/ideas.v10i1.2563 https://doi.org/10.24256/ideas.v10i1.2661 https://doi.org/10.24256/ideas.v10i1.2589 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 445 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 445 456 transitivity analysis of aj hoge’s short story “day of the dead” alan jaelani1, ihda ’abidat2, amalul umam3, movi riana rahmawanti4 alan.jaelani@uika-bogor.ac.id1, ihdaabidat19@gmail.com2, amalul.umam@uikabogor.ac.id3, movi.riana@uika-bogor.ac.id4 english education department, ibn khaldun university, indonesia received: 2023-01-06 accepted: 2023-07-18 doi: 10.24256/ideas.v11i1.3474 abstract this study analyzes a short story created by aj hoge, a well-known english materials creator of effortless english learning with his short story. it aims to reveal how meanings are constructed and what characterizes the story. transitivity system, a framework of halliday's systemic functional linguistics (sfl), is used as an analytical tool. the data are gathered from the short story entitled “day of the dead”. this study employs qualitative descriptive analysis incorporating sfl into the methodology and transitivity system analysis. this study finds that the creator employs all six process types of transitivity i.e., material, mental, relational, behavioral, existential, and verbal processes. in constructing meanings, the six processes are manifested in the three elements of the story: orientation, sequence of events, and reorientation. the employment of the six processes is as an effort to expose learner to the clause as representation completely, that is to provide learners with all possible represented experiences through processes that may happen in the world. the dominant process of material becomes the characteristic of the text and meets the linguistic features of recount text. keywords: short story; systemic functional linguistics; transitivity analysis introduction the use of short story as a resource of language teaching offers both literary awareness and a better linguistic understanding for learner because of its simplicity with only a few characters without long or detailed description of story setting. aj hoge, an english language teaching (elt) practitioner and english materials developer, employs the concept of simplicity in short story in teaching english to get an effortless and simple way to master spoken english. previous research confirms that aj hoge’s strategy in teaching english provides simple inputs of linguistic features in term of vocabulary, contraction, nouns, sentences, and repetition (sujatmo, 2012). the strategy gives comprehensible inputs and natural approach of language learning (basari, 2011). furthermore, ali (2020) suggests that the teaching material resource gives considerable results that emphasize ideas for simple language inputs. those studies are concerned with aj hoge’s short story in term of linguistic features, natural approach of comprehensible language learning, and the http://u.lipi.go.id/1457703302 mailto:alan.jaelani@uika-bogor.ac.id1 mailto:ihdaabidat19@gmail.com2 mailto:amalul.umam@uika-bogor.ac.id3 mailto:amalul.umam@uika-bogor.ac.id3 mailto:movi.riana@uika-bogor.ac.id4 alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 446 simplicity of language input. however, no study particularly explores meaning construction and the language features of the short story. such kind of study is essential for further confirmation in revealing what beyond the story and what makes it eligible as english materials resource. given the current understandings, the present study poses two research questions: 1. how are meanings in aj hoge’s short story constructed? 2. what characterizes the discourse of the story? this study focusses on these two questions from systemic functional linguistics (sfl) perspective. sfl is defined as the theory of choice in any act of communication (jaelani & sujatna, 2014). it considers language as a meaning-making resource and a social semiotic system (halliday and matthiessen, 2004). the linguistic theory examines how people use language to construe and create meaning to fulfil their communicative purposes in social contexts (martin and rose, 2003). sfl emphasizes the function of language. some functional linguists contend that the goals for which a language is employed impact its structure (roberts & spencer, 1993). functional means that language system must serve in the structure and organization of language at all levels. the language organization is achieved via metafunction. metafunction can reveal how language works and how speaker or writer generates language output of both spoken and written. it conveys the intended meanings by relating words to the world. halliday & matthiessen (2004) state that experiences of the world are translated into words, which are subsequently translated into meanings. this concept is essential to explain how the semantic system of language is organized. emilia, e, moecharam, n., & syifa, i (2017) assume that there are three metafunctions in sfl: ideational meaning, interpersonal meaning, and textual meaning. ideational meanings are meanings about ideas and realized in the system of transitivity. interpersonal meanings are meanings about social relations and realized in the system of mood. textual meanings are meanings about what makes language contextually and co-textually relevant and realized in the system of thematic progression. the aims of this study are to investigate how a writer constructs meanings in a text and what characterizes the text. therefore, ideational meaning with its transitivity system is employed as the framework in the short story analysis. transitivity is the system to analyze ideational meanings. transitivity outlines that what we experience is a reality and comprises processes of sensing, doing, saying, being, and having. the three primary parts of transitivity are the process (verb), the participant (subject or the person doing the action), and the conditions related to the adverbial group (syed, nazir, hafiz, & shahbaz, 2021). transitivity is a system that shows how the processes achieve the context. in transitivity, languages operate with some system of types of process, some repertory of doing and happening, sensing and saying, being and having (halliday & webster: 2009). emilia, e, moecharam, n., & syifa, i (2017) assume that the grammatical system in transitivity achieves the experiential meaning of the clause and becomes the resource for interpreting and expressing events, happenings, goings-on, mental states, sayings, behaviors, and relations of different kinds. transitivity is generated with processes as its central of analysis. the term processes refer to verbs in explaining what is going in the context of event. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 447 the idea is that the small number of syntactically critical semantics influence transitivity systems. transitivity also explains how one person's actions influence another person or the patient (roberts & spencer, 1993). it may be examined for all texts (wahyuni & hamzah (2019) and (yolanda & zaim (2021). halliday and matthiessen (2004) asserts that six processes: material, mental, relational, linguistic, behavioral, and existential processes, help transitivity analysis carry out its intended purpose. every process in transitivity has a unique collection of components. 1. material process gerot & wignell (1995) explain that material processes are the processes of doing. these processes express the idea that the participant physically does something or takes actions, which are usually concrete actions. in this process, the participant who does something is the actor, and the goal is the participant to whom the process is directed. example 1. jenny threw her book participant process participant actor material goal the participant jenny is labelled as actor, who physically does something with the material process threw. her book, the participant to whom the process is directed, is labelled as goal. 2. mental process mental processes contain the meaning of thinking, feeling, and perceiving, such as to understand, like, hurt, and other similar things. in this process, the participant roles are senser and phenomenon. the senser is a conscious being that can think or see consciously. in contrast, the phenomenon is the one that is sensed. example 2. my mother likes banana participant process participant senser mental phenomenon the one who feel something is called senser. in this example, senser is labelled to my mother because she likes something. banana is the thing that my mother likes and then is labelled as phenomenon. 3. relational process this process involves states of being and having. eggins (2004) mentioned that relational processes are where things are stated to exist about other things. the processes which establish identity are identifying processes, while processes that assign a quality are attributive processes. each process has its participant role. in attributive, the participants are carrier and attribute, while the participants of identifying processes are token and value. attributive and identifying processes has slightly different processes or verb. alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 448 sometimes it is difficult to determine whether the process included in the attributive or identifying process. however, there is a difference that may make it easier to identify both processes. attributive processes are reversible, while identifying processes are not. if attributive processes are reversed, the clauses will not make sense. example 3. hoggart is the fattest one here participant process participant carrier identifying value example 4. hoggart is very fatty participant process participant carrier attributive attribute the process is in example 3 is classified as identifying because the fattest one here is the identity for hoggart. if the clause is reversed to the fattest one here is hoggart, the meaning still makes sense. however, the process is in example 4 is classified as attributive because very fatty is the identity for hoggart. therefore, if the clause is reversed to very fatty is hoggart, the meaning does not make sense. 4. behavioral process behavioral processes are processes of physiological and psychological. this process relates to physiological and psychological behavior, such as breathing, smiling, watching, laughing, and other similar things. this process is described as a midway between material and mental processes (eggins, 2004). the participant of behavioral process, called behaver, is a conscious being that can feel, think, or see. nevertheless, it differs from mental processes since behaver is in action, not sensing. in this process, mostly there is only one participant who is behaver. however, sometimes in a clause, there is a range that specifies the scope of the process. example 5. he sneezes loudly participant process participant behaver behavioral circumstance example 6. she took a nap participant process participant behaver behavioral range the participants he and she are labelled as behaver because the processes sneezes and took refer to human behavior. the range a nap is the scope of the process. 5. existential process existential processes are the processes of existence. it simply states that something exists. this process is expressed by existing verbs, ‘be’, ‘exist’, and ‘arise’. the only participant in existential processes is called existent. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 449 example 7. there is a pimple on the woman's face process participant existential existent there is not labelled as participant because it has no representational function. it is needed because english requires a subject. the process is is labelled as existential process and a pimple on the woman's face is labelled as existent. 6. verbal process verbal processes are processes of verbal action or saying or symbolic signaling. in verbal processes, the participant who is the speaker must appear. three participants may or may not appear in the clause: the receiver, target, and verbiage. sayer is the participant that has the responsibility to do the verbal process, so that is why this participant has to appear in every verbal process. sayer has to be able to signal, yet it does not have to be a conscious being. the receiver is the one to whom the verbalization is addressed. in comparison, the target is acted upon verbally (insulted, complimented, and other similar things). the last is verbiage, which is a name for the verbalization itself. example 8. he said that he believed her participant process participant process participant sayer verbal senser mental phenomenon example 9. justin told kim about his past sayer verbal receiver verbiage example 10. sam scold dick sayer verbal target in example 8, 9, and 10 he, justin, and sam are sayers that have the responsibility to do the verbal process. kim is the receiver to whom the verbalization is addressed. about his past is verbiage which is the name about the verbalization. dick is the target who is acted upon verbally insulted by sam. the six types of process in the framework of transitivity are used to determine how a writer employs or arrange sentences to accomplish a particular objective. it may clarify the writer's use of language to convey their views (pramono, 2019). processes are crucial because they express meanings of each clause or sentence in transitivity. additionally, verbs are aware that it might be difficult for authors to choose the correct verb for a specific context (kencana, hikmah, & gemilang, 2022). this research focuses on the ideational meaning by using transitivity system. the researchers put the short story by aj hoge on the analysis of transitivity system of halliday's theory. transitivity system is used to find the dominant process in the alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 450 story along with its meaning construction and reveal the text characteristic of the story. method this research uses qualitative descriptive analysis to investigate the type of processes employed in aj hoge's short story "day of the dead" to reveal how meanings are constructed and what characterizes the discourse. this research incorporates sfl into its methodology and transitivity system analysis. to obtain the data, this research involves the short story which consists of 32 clauses. the analysis of the research is concerned with the organization of the clauses in the data, the types of process, and the segmentation analysis within the framework of transitivity system. this research entails the following steps: a. the texts were broken down into a clause level, b. the components of participants and processes are categorized, c. the components of processes, the central to transitivity, are then calculated, d. once the calculation is accomplished, an interpretation within the ideational meaning and text genre is conducted, e. the segmentation analysis of each process is then displayed. results and discussion based on the data analysis within the framework of transitivity system of sfl, it reveals that the overall 32 clauses involve the six types of processes: material, mental, relational, behavioral, existential, and verbal processes. table i shows the data analysis by categorizing the process of each clause. table i. the analyzed clauses and the types of process no analyzed clauses types of process 1 i arrive in guatemala on the day of the dead, november 1st. material 2 i’m curious about this holiday, mental 3 so i go to the cemetery material 4 to see mental 5 what’s happening relational 6 what i find is quite interesting. relational 7 the atmosphere is like a party. relational 8 there are people everywhere. existential 9 families are sitting around the graves of their dead ancestors. material 10 they clean the graves material 11 and add fresh flowers. material 12 i walk through the cemetery material 13 and admire the beauty of all the colorful flowers. mental 14 there is also color in the sky, existential 15 because many kids are flying kites. material 16 some families are having a picnic next to the graves. relational 17 they eat, drink, and chat together. material 18 people laugh and smile. behavioral 19 in the unites states, cemeteries are always somber relational 20 we certainly never have festivals or parties next to graves. relational ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 451 21 we don’t laugh or play music behavioral 22 or fly kites in cemeteries either. material 23 i find that mental 24 i prefer the guatemalan approach. mental 25 i like the way they remember mental 26 and celebrate those who have passed away. behavioral 27 i like that they acknowledge death, instead of denying it the way americans do. mental 28 i like that mental 29 there is life, as well as death, in their cemeteries. existential 30 guatemalans call it “the day of the dead”, verbal 31 but it is also a day relational 32 a day to appreciate life. behavioral the generic structure of the data has three elements: orientation, sequence of events, and reorientation. the orientation of the story in which the participant arrives at guatemala begins is construed by material process. the material process also sets the scene. in clause 2, the curiosity of the participant about the holiday is realized in mental process. the orientation of the story is followed by a sequence of events. the first event happens in clause 3 in which the participant goes (material process) to the cemetery to see (mental process) what’s happening. clause 6 uses relational process to describe what is happening in the cemetery. clause 7 to 11 act as the supporting ideas for clause 6 by employing relational, existential, and material process. the second event happens in clause 12 in which the participant uses material process walk. the third event happens in the clause 13 in which the participant uses mental process admire. the following clauses are used to support the event by employing existential, material, relational, behavioral, and mental sequentially. clause 30 to 32 is the orientation, a punchline or the climactic conclusion of a story. the distribution of processes is described in table ii. table ii. distribution of processes types of processes number of clause material processes 1, 3, 9, 10, 11, 12, 15, 17, 22 mental processes 2, 4, 13, 23, 24, 25, 27, 28 relational processes 5, 6, 7, 16, 19, 20, 31 behavioural processes 18, 21, 26, 32 existential processes 8, 14, 29 verbal processes 30 distribution of processes in table ii is arranged from the larger to the smaller number of distributions. the number of clauses shown in the table above, whether material, mental, relational, behavioral, existential, and verbal processes, are the number extracted or described in table i. the clause with one type of process such as material in clause 1 is supported by the other kind of process type such as mental process in clause 2 and so forth. this indicates that the author of the story employs not only one types of process in conveying ideas in the discourse but also various types of processes to enrich and expose learner to the experience of the world view. alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 452 however, domination of a process would happen to characterize the text. table iii shows the involvement of types of processes and the calculation of each number of the clause. table iii: the percentage of process distribution types of processes percentage (%) material process 28.125% mental process 25% relational process 21.875% behavioral process 12.5% existential process 9.375% verbal process 3.125% total 100% table iii shows the percentage of each process employed in analyzed text: material process (28.125%), mental process (25%), relational process (21.875%), behavioral process (12.5%), existential process (9.375%), verbal process (3,125%). the subsequent highest placement frequency was the relational process (9 occurrences or 21,875%), and the verbal process (1 occurrence or 3.125%). it reveals that material process occurs most frequently in the analyzed text. in contrast, existential, verbal, and behavioral processes have a low appearance. the dominant process of material meets the linguistic features of recount text with personal recount as the type. several aspects of linguistic features or the lexicogrammar of recount text according to gerot and wignell (1995) are focusing on specific participants, use of material processes, circumstances of time and place, use of past tense, and focus on temporal sequences. however, the unique thing found in the data is that the author uses present tense instead of past tense. this is to manipulate the story for further learning activity where the author provide some modified questions in the past tense for the learner. for example: statement : i arrive in guatemala on the day of the dead, november 1st. question : did i arrive in guatemala? question : what day did i arrive in guatemala? question : where did i arrive on november 1st? statement : i am curious about this holiday, so i go to the cemetery to see what was happening. question : was i angry about this holiday? the author uses wh and yes/no questions to invite learner to answer and describe the questions based on the statement of fact. the modification is used as an act of understanding personal experiences in a chronological order with meaningful choice of word by learner. the exposure of all process types into the story is essential for the success of understanding various experience in the world. the other essential features that should be taken into account are including other types of participants in each process of the clauses. the following segmentation of each process in the clauses further reveal how meanings are realized. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 453 the segmentation analysis of material process material process is a process of material doing, event, or workflow that represents an event. material processes are realized with verbs denoting physical activity. it can be seen in the data sample below. data 1. i arrive in guatemala on the day of the dead, november 1st. i arrive in guatemala on the day of the dead, november 1st. actor material circumstance as seen in data 1 above, the material process is arrive. since the process is the material, the participant must be an actor. the "i" used participant refers to the actor and "in guatemala on the day of the dead, november 1st" refers to the circumstance of time. there optionally is an entity to which the process is extended or directed. the entity which may be done is the goal or circumstance. the segmentation analysis of mental process mental processes are the processes of the senses, that is, the processes that explain perception, affect, cognition, and desire. data 2. i prefer the guatemalan approach. i prefer the guatemalan approach. senser mental phenomenon the verb of the mental process is prefer. it constitutes the features of cognition in the mental process, which indicates that the senser tends to take action about the choice of senser. the participant i refers to the senser and the guatemalan approach refers to the phenomenon. the segmentation analysis of relational process the relational process is the process of being that shows the relationship between the strength and extension of meaning. the participants is labelled as values. it can be seen in the data 3 below. data 3. the atmosphere is like a party. the atmosphere is like a party token identifying value as seen in data 3 above, the verb of the relational process is "is", it indicates the identifying relational process of the participant, which shows that the actual situation is affected because of the treatment of people around. the participant of the atmosphere refers to the cemetery of their dead ancestors, shown as a value. the segmentation analysis of behavioral process behavioral processes are processes that exhibit physical and psychological behavior, and behavioral processes are similar to participants’ processes in terms of performing behaviors, and mental processes and language-like in terms of cognitive tasks. the process by which the participant behaves by speaking. the behavioral process has behaver and phenomenon (optional) members, and the mental behavioral process has actions and goals. it can be seen in the data sample below. alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 454 data 4. we don’t laugh in cemeteries either. we don’t laugh in cemeteries either. behaver behavioural circumstance as can be seen in data 4 above that the verb of the behavioral process is don’t laugh. it constitutes the features of the behavioral process which indicates that people in cemeteries do not deserve to laugh at other people’s deaths. the participant we refers to the first and the third persons in cemeteries as the behaver. the segmentation analysis of existential process the existential process is a process that shows the existence of something. the existential process is similar to the relational process in the relational and the existential process refers to the existence of something. this existential process does not involve any active participants. this part only analyzes the process. it can be seen in the data sample below. data 5. there is also color in the sky, there is also color in the sky existential existent circumstance: place there is not labelled as participant because it has no representational function. it is needed because english requires a subject. data 5 shows the existential process is indicated by is and color is the existent. the segmentation analysis of verbal process verbal process is those in which a notice or declaration is presented. both sayer and verbiage are involved in the language process. it can be seen in the data sample below. data 6. guatemalans call it “the day of the dead” guatemalans call it “the day of the dead” sayer verbal receiver verbiage the process of the clause is call. the participant guatemalans refers to sayer and it refers to receiver. the day of the dead refers to the verbiage, the name for the verbalization itself. conclusion from the above segmentation, the author of the short story employs all process types in constructing meaning to provide learners with various experiences that may happen in the world. all processes employment gives learners rich of understanding about ideas. learner understanding of how ideas are managed in the story is essential for them to imitate the organization of ideas the same way in the speaking practice. not limited to the grammatical knowledge, learner also need to know how all processes support one another in constructing the text. the results show that material process is the most abundant process whose frequency is 9 of 32 clauses that makes 28.125%. the second most frequently occurring process is the mental process 25%. the third process is relational with 7 occurrence or 21.875%. similarly, behavioral, existential, and verbal processes constitute 4, 3, and 1 of the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 455 total process 12.5%, 9.375%, and 3.125% respectively. in constructing meanings, the six processes are manifested to the three elements of the story: orientation, sequence of events, and reorientation. the dominant process of material becomes the characteristic of the text and meets the linguistic features of recount text. however, the use of present tense violates the normal realization of past tense in recount text. the author uses present tense to manipulate the story for further learning activity in which the author provides some modified questions in past tense with wh and yes/no questions. the modification helps learner make a comparison of present and past tense. references ali, b. w. 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(2022). speech acts equivalence of audiovisual translation on enola holmes netflix movie subtitle. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 209-225. doi:https://doi.org/10.24256/ideas.v10i1.2589 wahyuni, r., hamzah, h., & wahyuni, d. (2019). an analysis of transitivity system in memoirs written by efl students. e-journal english language and literature, 150-157. yolanda, f., & zaim, m. (2021). transitivity analysis of hortatory exposition written by third years student of english education program at universitas negeri padang. journal of english language teaching, 160-169. https://doi.org/10.24256/ideas.v10i1.2589 the particular dialect or language that a person chooses to use on any occasion is called a code 157 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 157 168 the synesthesia in john keats' ode martina girsang1, mega patrisia manalu2, prity cecilia3, rainy agria agnes4, rifkha sinambela5 martinagirsang253@gmail.com1, megapatrisiamanalu@gmail.com2, ceciliands12@gmail.com3, rainyagriaagnes0710@gmail.com4, rifkhasinambela33@gmail.com5 1,2,3,4,5faculty of literature, universitas methodist indonesia received: 2023-02-09 accepted: 2023-06-15 doi: 10.24256/ideas.v11i1.3591 abstract this article explores the role of synesthesia in baudelaire's poetry, focusing on its rarity and exceptionality compared to other literary works of the 19th century. through a descriptive qualitative research method, the study examines john keats' "ode" as a means to define synesthesia from a cognitive standpoint and demonstrate its significant impact on emotional expression in writing. the data collection technique employed is library research, gathering relevant information about figurative language from various sources. the qualitative analysis employs content analysis to identify and analyze synesthesia metaphors in keats' odes. the discussion highlights keats' poetic brilliance and his pursuit of truth and beauty in his works. synesthesia emerges as a prominent feature in his poetry, with the poet employing unique creative techniques and forms of expression. the cognitive analysis of synesthesia metaphors reveals their profound influence on the thematic depth and artistic conception of keats' odes. the study delves into specific examples, such as visual and auditory synesthesia, synesthesia of taste and hearing, synesthesia of vision, smell, and taste, as well as visual and olfactory synesthesia. this research contributes to the broader understanding of synesthesia in literature, shedding light on its significance in baudelaire's poetry and its impact on emotional and aesthetic experiences. it invites further exploration of synesthesia as a powerful tool for artistic expression and its implications across different literary works and genres. keywords: cognition; john keats; ode; poetry; synesthesia http://u.lipi.go.id/1457703302 mailto:martinagirsang253@gmail.com mailto:megapatrisiamanalu@gmail.com mailto:ceciliands12@gmail.com mailto:rainyagriaagnes0710@gmail.com mailto:rifkhasinambela33@gmail.com martina girsang1, mega patrisia manalu2, prity cecilia3, rainy agria agnes4, rifkha sinambela5 the synesthesia in john keats' ode 158 introduction synesthesia comes from greek: synmeans "together", "and" and "fusion"; aesthesia means "feeling", meaning "together perception" (feeling together or at the same time). cytowic (1997) interprets it as: synesthesia, also called telepathy, is one of the rhetorical techniques. in people's daily life, various senses such as vision, hearing, touch, smell, and taste can often have psychological experiences intertwined with each other. therefore, when expressing the impression of things that belong to the scope of the first sense, it can be described as comprehending beyond its scope. impressions of the second sensory range to create novel and unique expressive effects. qian zhongshu, the "cultural kunlun" who a lot of people called "the great confucian of china and the master of today's people", wrote a special chapter on synesthesia: "in daily experience, vision, hearing, touch, smell, and taste can often be connected with each other, and the fields of eyes, ears, nose, tongue, and body can be separated. colors seem to have temperature, sounds seem to have images, cold and warm seem to have weight, and smells seem to have sharpness. this short-lived intercommunication between different senses must have its presentation form in language symbols, and then the phenomenon of synesthesia in language appears. in daily vocabulary, many of them are formed under the effect of synesthesia, such as: sneer, wry smile, excitement, enthusiasm and so on.” although it is a sensory phenomenon of neurological origin which effectively concerns physiological science, synesthesia is becoming more and more a very frequent subject in several fields, such as: in theatre, in music, in painting and it does not stop not there but it goes beyond the literary field. in fact, synesthesia has attracted the attention of men of letters for a long time, and more particularly, since the 19th century, considered the century of modernity, oddity and revolution in literature. thus our goal in this article is to analyze the role of synesthesia in baudelaire's poetry and to better understand the reasons behind its rarity and its exception compared to other literary works of the 19th century. first of all, the word "synesthesia" originates from the greek word "syn," which means "whole" and "unity." the word "aesthesis," on the other hand, refers to the act of perceiving something. hermann parret defines synesthesia by asking, "what about synesthesia?" synesthesia can be understood in its most straightforward form as a phenomenon characterized by the ongoing association, in the same subject, of perceptions originating from various sensory domains. "the action of perceiving one thing at the same time as another; simultaneous sensation or perception" was already the meaning of the word "sunaisthe sis" when it was first used in the greek philosophical language. many people believe that synesthesia has a pathological origin, as it is defined as a disturbance of sensory perception in which a normal sensation is automatically accompanied by a simultaneous complementary sensation in a region of the body that is different from that where the excitation occurs or in a different sensory domain. synesthesia is a term that has been used to refer to this phenomenon (parret, 2006, p. 62). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 159 however, synesthesia is the arbitrary association of two or more senses. it is an obligatory and automatic stimulation that occurs simultaneously between two or more sensations, one superimposes the other. admittedly, this alliance of sensations takes many forms, such as: "grapheme-color" synesthesia which is considered the most famous type of synesthesia and which is also based on the fact that numbers and letters evoke colors. moreover, there is "synoptic" synesthesia by which synesthesia see colors while listening to music, seeing an image and even breathing in odors. in addition, there is synesthesia of personification which crystallizes around the establishment of logical relationships between colors and characters. however, this phenomenon is a result of the arrival of white substances in the brain which is, on its part, responsible for making the connections between the areas of the cortex and the transfer of information. previous studies on synesthesia mainly analyzed the aesthetic effects and rhetorical functions of synesthesia, but seldom interpreted the meaning of synesthesia from the cognitive level. with the vigorous development of cognitive linguistics, especially since lakoff and johnson's conceptual metaphor theory came out, metaphor has gradually been included in the category of cognition. from the perspective of cognition, synesthesia is also a special kind of metaphor. like other metaphors, synesthesia metaphor also contains metaphorical cognition and thinking processes, and is an important means and tool for human beings to perceive the world. taking keats's poetry as an example, this paper aims to study synesthesia metaphor from the cognitive level, in order to analyze and interpret the function of synesthesia metaphor in poetry. the purpose of this research is twofold: to investigate the nature of synesthesia in john keats' "ode" and to explore its impact on the author's emotional expression. the research aims to achieve these objectives through a meticulous analysis of the poem's text. by closely examining the work, the study seeks to identify and analyze the instances of synesthesia employed by keats, unveiling the specific sensory combinations and metaphorical associations that contribute to the synesthetic experiences within the poem. this analysis will provide valuable insights into the presence and function of synesthesia in keats' literary oeuvre, enhancing our understanding of how this rhetorical technique enriches the emotional expression of the author. furthermore, by exploring the impact of synesthesia on keats' emotional expression, the research aims to illuminate the profound connection between sensory perception and the evocation of deep emotional responses in readers. overall, this research contributes to the broader scholarly discourse on synesthesia and its significance in literature, shedding light on its role as a potent tool for authors to create immersive and emotionally resonant literary experiences. conceptual metaphor and poetic synesthesia (1) conceptual metaphor theory words can serve as heuristics, with the help of which we can quickly classify information. their strength lies in the associations that arouse them. this is martina girsang1, mega patrisia manalu2, prity cecilia3, rainy agria agnes4, rifkha sinambela5 the synesthesia in john keats' ode 160 especially true for metaphors. they transfer a concrete experience to an abstract concept. an idea must be digested, a theory underpinned, an argument sharpened. metaphors are at the interface between perception and action on the one hand and thinking on the other. what is metaphor in cognitive linguistics? it is certainly no longer a figure of style that we encounter in poetry. in his work, lakoff calls for the rectification of the status of metaphor: it should no longer be considered as a simple instrument of rhetoric that serves to decorate our discourse but as a cognitive process that organizes our faculty of thought, forms our judgments and structures our language. according to this author, the empirical evidence of this cognitive role of the metaphor is the immense systematicity of this phenomenon: the individual systems of the metaphor (like time = money, love = travel) have a great generative capacity and these systems manifest themselves under a wide variety of appearances (lakoff & johnson 1980). to prove it, it is necessary to show how the metaphor facilitates thought. lakoff explains that it is by providing an experiential framework in which new abstract concepts can be grasped. in this way, the networks of metaphors that are at the basis of thought form a kind of cognitive map: its function is to link abstract concepts to the physical experience of the cognitive agent. as for experience, it comes from its relationship with the external world. so the metaphor links the conceptual representation to its sensory and experiential basis. the metaphors project the cognitive map of the domain, in this way, the objective is " " lived" in the physico-spatial experience thanks to the source. the result is that the patterns that are mediators between the conceptual and sensory levels in the source also become active in the objective. the notion of pairing between mental spaces is the central component of the theory of mental spaces (fauconnier, 1984). lakoff says that it is extremely common for metaphors to have image-squemes for input. a large number of metaphors use the space domain as their source domain. here is an example of lakoff (1987, 435): the play is over. here we use the spatial preposition over to express a non-spatial meaning: an event is over. lakoff explains that in general activities with a predefined structure (such as the play or concert) are understood as extended sites and that performing such an activity is metaphorically understood as a journey along the way. when the actor reaches the end, the activity is over. lakoff's conceptual metaphor theory is an important part of cognitive linguistics. this theory points out that people's thinking process is largely metaphorical, and the essence of metaphor is to use one kind of thing to understand and experience another kind of thing, that is, use familiarity, specific concepts to understand unfamiliar and abstract concepts. wu jingfang and others believe that this is functional definition of metaphors. lakoff uses source and target domains. mapping and image schema explain the phenomenon of metaphor, pointing out that metaphor is a mapping between two conceptual domains, and its psychological basis is abstract image schema, which is the structural definition of metaphor. according to this theory, when understanding more abstract concepts such as ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 161 love, use the concrete and familiar field of journey. love is journey is the same mapping behind different expressions like our relationship had a dead-end street to describe a crisis in a relationship or marriage. lakoff pointed out that metaphor is not based on similarity, but metaphor creates similarity between two fields. although metaphor is embodied through language structure, it is a conceptual structure rather than a language structure. metaphor is the mapping of metaphorical relations between the whole conceptual domain, and the conceptual mapping between the two domains, but the mapping is unbalanced. conceptual metaphor is complex, systematic, multi-layered and experiential. (2) conceptual metaphor and poetic synesthesia ulmann studied 2,000 examples of synesthesia in poetry, and found that the main law of synesthesia is: more than 80% of the examples of synesthesia are distributed upwards, that is, the law of the direction of sensory movement is generally from lower to higher, from simpler to higher. to more complex. ulmann arranged the sequence of synesthesia sensory transfer as: touch-warm-taste-smellhear-visual; william's research also came to a similar conclusion, and william also mentioned the sense of dimension. classen summarizes the order of the synesthesia senses: senses of having to hear, sight, smell, taste, and touch. german also confirmed this rule, researchers also mentioned the concept of temperature sensation, and conducted a study on english and german literary works. the analysis shows that the order of sight and smell in german is just opposite to that in english. the two domains (source domain and target domain) of poetic synesthesia metaphor represent concepts that belong to different senses respectively. according to conceptual metaphor theory, metaphor is the mapping between two conceptual domains, and poetic synesthesia metaphor is the mapping between two senses. in short, it is to use the concepts belonging to the second sense to describe the concepts belonging to the first sense. as a type of conceptual metaphor, is there any rule to follow in the mapping direction of poetic synesthesia metaphor? the researcher uses examples to analyze: (1) “let my deep silence speak for me, more than for them their sweetest notes” by william h. davies the poem "the moon" is pure and natural, describing what the author sees, hears and feels under the moonlight. from witnessing the brightness of the moonlight, the innocence of children, to hearing the melodious singing of birds, all these are drawn into a fascinating and beautiful picture scroll. what's even better is that the author has incorporated his own unique feelings: under the radiance of the moon, silence is the best good expression. the author uses sweetest notes to describe the auditory experience with the sense of taste. (2) “soft music like a perfume and sweet ligh, golden with audible odours exquisite, swathe me with cereents for eternity.” by a. symons martina girsang1, mega patrisia manalu2, prity cecilia3, rainy agria agnes4, rifkha sinambela5 the synesthesia in john keats' ode 162 the poet combined the senses of hearing, touch (soft), smell (perfume, odours), and taste (sweet) together, wonderfully expressing the feelings after listening to chopin's music, making readers seem to be able to directly experience chopin's music from all directions and from multiple angles, which is hard to describe an indescribable musical beauty. (3) “cold candle smokeless green wax dry, the heart is still shy of spring cold.” by tang qianxu the newly grown plantain heart leaves, which have not yet unfolded, are shaped like a green candle. the green candle is a visual image, but the poet said it is a cold candle, and cold is a sense of touch, which is synesthesia. because seeing the green is affected, there is a feeling of coldness. the stillness of the heart is also an anthropomorphic visual image, while the fear of spring and cold is invisible, and the cold is the sense of touch, which is also synesthesia. (4) “the autumn moon is like a wine talk in the evening, it was hung on the tree by the second uncle some sour, some sweet.” by tang qianxu the autumn moon turns into sweet and sour wine, which is coveted and enviable. such pear is drunk and hazy just by looking at it with eyes. this is the transformation of visual imagery to taste, challenging readers' taste buds. example (1) shows that sensory features are mapped from taste to hearing. the sensory features shown in example (2) are mainly mapped from touch, smell, and taste to hearing. example (3) is the mapping from touch to vision. example (4) is mapped from taste to vision. the analysis of these ancient and modern poetry examples shows that poetic synesthesia is a mapping process between senses, that is, mapping from one sense to another, and the mapping generally follows the mapping from low-level sensory forms (touch, temperature, taste, smell) to highlevel, and the law of sensory forms (hearing, seeing). metaphor is the normal way for human beings to perceive the world. it would seem to make sense, according to fundamental principles of cognition, to map from concepts that are easier to understand to those that are more difficult. in general, metaphors employ wellknown and straightforward concrete examples to help understand unfamiliar and difficult abstract concepts. for instance, the spatial metaphor is an extension of the spatial concept of the material world, which originates from the personal experiences that people have had throughout their lives. people are able to carry out spatial metaphorical cognition by projecting the image schema of surface space, such as up, down, inside, and outside, that they have experienced personally onto abstract things, such as emotion and state. during the process of projection, the internal logic among things functions as the soul that bridges the gap between the original domain and the target domain. poetic synesthesia is a type of poetic metaphor, which means that poets use one sensory experience to express another sensory experience when they write, and ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 163 it is the communication between the senses. the author believes that poetic synesthesia also follows the above cognitive principles. in poetic synesthesia, the concepts formed by the lower senses are easy to understand, while the concepts formed by the higher senses are difficult to understand, for example, oh, sweet silence: nectar of your kiss. (vijali), i loved the sweet silence of hay as it cured (fred marchant). poets use sweet silence instead of silent sweetness, because sweet belongs to the sense of taste, and silence belongs to the sense of hearing, mapping from the lower sense of taste to the higher sense of hearing more natural and easier to understand. it can be seen that the meaning construction and interpretation process of poetic synesthesia is constrained by another law, that is, from the perception that embodies more bodily features to express the perception that embodies less bodily features, and from the concept of more accessible senses in synesthesia metaphor, projection and correspondence between the target domain and the source domain primarily follow two laws: mapping from low-level sensory forms to high-level sensory forms, and from the perspective of accessibility strong concepts map to less accessible concepts. the analysis of the examples presented above confirms the research results obtained by previous researchers; specifically, that the projection and correspondence between the target domain and the source domain in synesthesia metaphor follow these laws. method descriptive qualitative research was used for this research. descriptive qualitative research, as stated clearly by gay (1996), necessitates collecting copious amounts of data on numerous variables over a lengthy time frame in a naturalistic setting. a concise and understandable description of the analysis's findings was provided by the author. the research focused on john keats' "ode". through an examination of keats' ode, this article uses a qualitative approach to define synesthesia from a cognitive standpoint, as well as to demonstrate the significant impact synesthesia can have on the emotional expression of writers. the information was characterized using a synesthetic approach. qualitative methods were used for analysis, and the results were presented in a descriptively. in this study, researchers employed a systematic approach to gather data in order to address a specific question or problem. the chosen research method was library research, focused on collecting data about figurative language in william's poems. this involved utilizing relevant books and resources to support the analysis of the poems, followed by thorough reading, comprehension, and note-taking to draw conclusions. the qualitative research methods were applied, with data classified and analyzed descriptively, presented through words and sentences. two aspects were considered: figurative language analysis and poems analysis. content analysis was utilized as the technique for analyzing the data, where the researcher repeatedly read john keats' poem "ode" to extract information about its context. synesthesia instances within the poem were identified through underlining specific words, and subsequent analysis and coding were conducted using a data sheet. this approach facilitated the examination of synesthesia in the poem. martina girsang1, mega patrisia manalu2, prity cecilia3, rainy agria agnes4, rifkha sinambela5 the synesthesia in john keats' ode 164 result and discussion keats was brilliant, as famous as shelley and byron. his short life has left many brilliant and magnificent poems for people. he successively created a series of carols, including "ode to laziness", "ode to the soul", "ode to the nightingale", famous works such as "ode on a grecian urn", "ode to melancholy" and "ode to autumn" are the most popular. keats advocated that beauty is truth and truth is beauty. therefore, his poems are known for their beautiful language and profound thoughts, and they are persistent in the pursuit of truth and beauty. they not only have serious thinking about life, but also reflect the truth and beauty of life. existing researches on keats's poetry mostly focus on its theme and content, and the expression of his poetic emotion is also an important reason why his poetry is unique, so it is worthy of our discussion. in the ode, the use of synesthesia metaphor became an important means for keats to express his feelings. by using synesthesia metaphors, keats formed his own unique creative techniques and forms of expression. keats's poems are rich in sensory imagery, and the poet uses extraordinary imagination to express complex themes vividly with direct and concrete images. analyzing the synesthesia metaphors in keats's odes from the perspective of cognition can make readers understand the theme of his poems more deeply and deeply perceive the artistic conception of the poems. the following is a cognitive analysis of the typical phenomena and types of synesthesia metaphors in keats' odes. (1) visual and auditory synesthesia among the phenomena of synesthesia, the combination of audiovisual senses is the most common, because among the various senses of human beings, hearing and vision are the most soulful, the most detailed, the richest and the most closely combined. psychological basis, as cytowic said: sound moves people, making people think that its shape is like this. the shape is silent, and the sound is invisible. the sense of hearing expresses vision, giving things a sense of dynamism, and the sense of hearing is expressed with visual images, it makes the virtual things real, and the combination of virtual and real sublimates the sensibility of beauty, so that people can have a deeper understanding of the unique experience brought by aesthetic objects. (5) “flowery tale (ode on a grecian urn, l.4)” flowery story “ leaf-fring's legend (ode on a grecian urn, l.5)” a legend bordered by green leaves “silent form (ode on a grecian urn, l.44)” silent form “whispering roof of leaves (ode to psyche, l.10)” whispering leaves “pines shall murmur in the wind(ode to psyche, l.53)” ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 165 pine trees rustling in the wind “ wide quietness (ode to psyche, l.58)” murmuurous haunt of flies( ode to nightingale, l.50) “weeping cloud( ode on melancholy, l.12)” "stories like flowers" and "legends surrounded by green leaves" are visual and auditory connections, making readers feel as if they are in a flowery story. telling that beautiful story. silent form, visible form, silent, what kind of wisdom and precipitation is this? it symbolizes eternity, transcends thought, and trees seem to have souls, singing in the wind, and leaves tell their own stories. what kind of emptiness and solitude is shown in the "vast silence", contrasting with the noise of the harbor where mosquitoes and gnats are camping in the summer night. "the weeping cloud" brings melancholy emotions, what kind of sadness does that depression and depression come from! visual and auditory synesthesia endows still pictures with vitality, making people seem to be able to hear colors and see sounds. the auditory effect turns into a vivid picture, and the still picture has more connotation and tension because of the integration of the auditory effect. (2) synesthesia of taste and hearing taste and hearing can be connected, food can be tasted, and music can also be tasted. in the food, you can taste the taste, ups and downs; in the music, you can also taste the emotions, the various aspects of life. (6) “a flowery tale more sweetly than our rhyme (ode on a grecian urn, l.4)” flowery stories are sweeter than our poems “heard melodies are sweet, but those unheard are sweeter (ode on a grecian urn,l.11)” “delicious moan (ode on a grecian urn, l.4)” the sweet rhythm and beautiful music are silent music for the soul. the perfect combination of taste and hearing senses can express the sweetness of the elegant melody, while the mournful chant expresses the mixed flavors. resentment. the combination of taste and hearing makes rhythm, singing and sighing seem to have a sweet taste. the taste of beauty and bitterness is projected to the auditory field, which can better reflect the taste and express the emotion. (3) synesthesia of vision, smell and taste the food culture pays attention to all kinds of colors, fragrances, and the word "color" is the first, which is enough to prove the importance of visual experience. its influence on the sense of smell and taste cannot be underestimated. as the saying goes, beautiful colors can be eaten, and beautiful visual experience brings joy to the mood. will greatly enhance the sense of smell and taste. (7) “tasting of flora and the country green (ode to nightingale, l.13)” once you taste it, you will think of the god of flowers and the land of green “musk-rose full of dewy wine (ode to nightingale, l.49)” this musk rose full of dew “mellow fruitfulness season (to autumn, l.8)” sweet wrapped in nuts martina girsang1, mega patrisia manalu2, prity cecilia3, rainy agria agnes4, rifkha sinambela5 the synesthesia in john keats' ode 166 there are too many stories in the delicious wine. after a sip, it seems that you can be intoxicated in the land of green, see the flower god dancing, hear the love song and the warm laughter of the sun, and all kinds of beautiful musk and roses full of dew. its attractive fragrance and charming posture have become the favorite in mid-may, and autumn shows a picture of mellow and ripe fruits. this colorful and fragrant autumn landscape picture. the comprehensive use of vision, taste and smell perfectly integrates various sensory images and enhances visual receptivity. (4) visual and olfactory synesthesia the close relationship between vision and smell is self-evident. olfactory perception often affects visual perception. pleasant smells usually remind people of beautiful pictures, while unpleasant smells greatly reduce visual perception. at the same time, the beautiful visual experience has a positive effect on the sense of smell; correspondingly, the less beautiful picture brings a relatively negative feeling. (8) “fragrant-eyed flowers (ode to psyche, l.13)” fragrant pistil “embalmed darkness (ode to nightingale, l.43)” fragrant darkness "fragrant pistils" shows the fragrance and tenderness of flowers, they bring a lot of beauty to this world, even the darkness seems to have a sweet fragrance. the sense of fragrance and fragrance is projected on the vision, showing a beautiful picture with color and fragrance, adding to the beauty of enjoyment. conclusion in conclusion, john keats, a brilliant poet of the romantic era, left a remarkable legacy through his short but impactful life. his poems, including famous works such as "ode to a nightingale," "ode on a grecian urn," and "ode to autumn," showcase his deep exploration of truth and beauty. keats believed that beauty is truth and truth is beauty, and his poetry reflects this belief with its profound thoughts and beautiful language. keats employs synesthesia to connect taste and hearing, adding another layer of richness to his poetry. the combination of these senses allows him to express the sweetness and mixed flavors of different experiences, be it in the form of flowery stories, delicious melodies, or the taste of musk roses. through this blending, keats enhances the emotional impact of his poems and brings a unique sensory depth to his expressions. keats utilizes synesthesia to intertwine vision, smell, and taste, creating a multisensory experience for the readers. the incorporation of these sensory images enhances the aesthetic appeal of his poems, evoking a heightened sense of pleasure and appreciation. by engaging multiple senses simultaneously, keats captivates his audience and elevates the sensory experience of his poetry. keats also employs the combination of visual and olfactory senses to create a profound impact. the connection between vision and smell allows him to evoke powerful emotions and associations. fragrant pistils and embalmed darkness, for example, illustrate how scent influences visual perception, creating a rich tapestry of images that enhance the overall sensory experience of his poems. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 167 the use of synesthesia in keats' poetry enables the intangible to be expressed through the tangible, the imaginary through the real, and the infinite through the finite. this artistic technique expands the poetic realm, immersing readers in the beauty and complexity of his work. by analyzing the cognitive aspects of synesthesia, readers can delve deeper into the profound themes and emotions conveyed in keats' poems, appreciating the artistry of his language and exploring the philosophical reflections on life encapsulated within his verses. overall, john keats' masterful use of synesthesia metaphors, along with his profound insights and beautiful language, make his poetry a treasure trove of aesthetic and intellectual exploration. his poems continue to inspire and captivate readers, inviting them to delve into the depths of truth, beauty, and the human experience. . references balla, b. 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(2015). the cognitive function of synesthetic metaphor. journal of language teaching and research, 6(6), 1305. https://doi.org/10.17507/jltr.0606.18 https://doi.org/10.24256/ideas.v10i1.2661 https://doi.org/10.24256/ideas.v10i1.2589 the particular dialect or language that a person chooses to use on any occasion is called a code 1899 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 1899 -1920 exploring the students’ attention level in teaching and learning of english risti trias yuliani1, made adi andayani t2, eka wahjuningsih3 1risti3as@gmail.com 2madeandayani.fkip@unej.ac.id 3merrynining@gmail.com 123english education program, universitas jember received: 2022-11-18 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3430 abstract this research investigated the students' attention level in teaching and learning of english. the purposes of this research were to find out the students’ attention level and to find out the most dominant factor affecting the students’attention in teaching and learning of english. this research used a descriptive design with questionnaires as the data collection method. the researcher distributed the questionnaires at the end of english class. the data collected through the questionnaires were analyzed by using walizer's (1990) formula to answer the research questions. in this research, the result showed that the level of students' attention in teaching and learning of english was at the moderate level and the most dominant factor affecting students' attention was the internal factor. keywords: students’ attention level, factors of attention, the dominant factor of attention, descriptive design, closed questionnaire, walizer's formula introduction staying focused and paying attention is a challenge student must face in the teaching and learning process. although the teachers play an important role in getting the students’ attention, the students must also have the intention to give their attention. according to posner & peterson (1990), attention is a state in which we are mentally alert to focus on an activity. meanwhile, prakash (2015) explains that when students focus their attention on a stimulus, they will find it easier to determine what features are following their learning objectives. when students have determined which characteristics, they should pay attention to, they place those characteristics on their consciousness. it will make it easier for students to select and learn the information. unnecessary thoughts do not need to be involved in their consciousness. the students' attention in the english teaching and learning process is influenced by internal and external factors (calster et al. (2018)). to maximize the learning process, educators must know in advance what is the dominant factor affecting the students' attention in english teaching and learning process. therefore, the http://u.lipi.go.id/1457703302 mailto:1risti3as@gmail.com mailto:madeandayani.fkip@unej.ac.id risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1900 purposes of this research were to find out the students’ attention level and to find out the most dominant factor affecting the students’ attention in teaching and learning of english. this research used a descriptive design with questionnaires as the data collection method. a descriptive study aims to describe individuals, events, or conditions by studying the themes in them (mertler, 2014). thus, this study was a means of finding new meanings, describing what exists to provide an accurate explanation of individual, situation, or group characteristics. similar studies were conducted by some researchers. shah and saleem (2015) investigated 420 students in the chakwal district to know the correlation between the students' attention level and academic achievement. they found that the level of attention directly affected students’ achievements. cicekci and sadik (2019) conducted descriptive research that investigated the teachers' and students' opinions about the problems of students' attention during the learning process. this study showed that students' experience attention problems during learning was caused by the students themselves, their classmates, the teachers, and the environment. however, the previous studies did not lead to english subject. among the previous studies that have been mentioned, no research conducted in senior high school and investigated the dominant factor affecting students' attention. to fill in the gaps, i conducted a study at one of the senior high schools in jember to find out how far the students’ attention level is in teaching and learning of english, as well as find out the most dominant factor affecting the students' attention. according to merriam-webster dictionary, attention is the ability to mentally focus to someone or something. attention is one of the essential phenomena in educational psychology. the importance of attention is undeniable, and this is the ability to focus regardless of the things that can be disturbing (posner & peterson, 1990). then it is specifically explained by taylor and parsons (2011) about the definition of students' attention. they state that students’ attention refers to students' desires, needs, willingness, and even compulsion to participate and succeed in every learning process. students’ attention is the concentration of psychic energy in dealing with an object. in this case, students' attention is related to concentration, desire, and willingness to learn in the learning process in the classroom. furthermore, taylor and parsons (2011) stated that students can be stated to pay attention if they are being active and concentrating during the lesson. from some of the opinions above, it can be concluded that students' attention is an awareness in processing information based on the students’ willingness, desire, and needs in learning. the students find it difficult to pay attention in teaching and learning of english because several factors could affect their attention. according to calster et al. (2018), ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1901 there are two factors affecting students’ attention, namely internal and external factors. a. internal factors are factors that exist within students. the internal factors consist of. 1. physical condition or health, students will give better attention in good physical condition. 2. needs, students who feel the need to pay attention to something will automatically give more attention. 3. personality characteristics, the students' personalities will affect the quality of attention. examples: talent, experience, intelligence, and habits. b. external factors are stimuli that occur outside students. 1. the intensity or strength of the stimulus, a stimulus that has a higher intensity will attract more attention than a stimulus with a lower intensity. 2. attractiveness, stimuli that are very different from other stimuli will have the power to attract attention. 3. movement, stimuli that are always changing or moving will attract more attention. the internal and external factors are interrelated. for example, if students have a high level of intelligence and desire to learn and then supported by a comfortable classroom atmosphere, the students will show a high level of attention. there were several research have been conducted by other researchers to investigate students' attention in the classroom. for instance, rosegard and wilson (2013) found out that boredom is a reason for students paying less attention. they use an experimental design in their study. kogler and gollner (2018) also used an experimental design and they had the same discovery as rosegard and wilson (2013) that boredom during the teaching and learning process has been considered a major pedagogical challenge that can affect students’ attention. shah and saleem (2015) conducted a descriptive study that aims to know the correlation between the students' attention level and academic achievement of 420 students from six secondary schools in the chakwal district. they found that the level of attention directly affected students’ achievements. there was a study using an experimental design that used technology to determine the level of students’ attention conducted by bunce et al. (2010), the research represented a unique use of technology named clickers. the program was used to find out how long students can pay attention in class. they found that for about 20 minutes, the students do not pay attention continuously. haynes et al. (2016) surveyed parents of 10 third graders at a catholic risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1902 primary school. knowing the correlation between how long the students sleep and the students' attention was the aim of this study. in their study, the researchers found that if a student slept more, the student had better attention. cicekci and sadik (2019) conducted descriptive research that investigated the teachers' and students' opinions about the problems of students' attention during the learning process. this study showed that students' experience attention problems during learning was caused by the students themselves, their classmates, the teachers, and the environment. in conclusion, the previous studies showed that students' attention is a common problem in the world of education. it shows that many factors could affect the students' attention. the present study tries to explore the students’ attention by focusing on how far the students’ attention level was in the english teaching and learning and discovered the most dominant factor that influenced it. method this research used a descriptive design with questionnaires as the data collection method. a descriptive study aimed to describe individuals, events, or conditions by studying the themes in them (mertler, 2014). thus, this study was a means of finding new meanings, describing what exists to provide an accurate explanation of individual, situation, or group characteristics. in addition, this design also aimed to find the correlations or relationships between the selected variables and answer the questions based on current events (burns and grove, 2001). then aggarwal (2008) stated that a descriptive design was devoted to gathering information about a condition or situation that applied for description and interpretation. this type of research method not only collected and tabulated facts but also included proper analysis, interpretation, comparison, and correlation or relationship. this study was conducted at one of the senior high schools in jember. the school is using the 2013 curriculum. english subject is considered as foreign language that not all students can master so that students found it difficult to pay attention in the teaching and learning of english. there were several factors affecting the students' attention. in this case, the researcher wanted to know how far the students’ attention level was and discovered the most dominant factor affecting students' attention in teaching and learning of english. the participants in this study were students at senior high school in jember in one of the classes. this school has 33 classes, and it was based on suggestions from the english teacher to determined which class to use. the participants of this research were the students of xi ips 3 because this class was purely conducting online classes so that the students’ attention in the teaching and learning process of english became a problem. xi ips 3 class consisted of 31 students. according to the school’s policy, students took turn to come to school to carry out face-to-face learning because only 50% of students did offline classes during the pandemic. the determination was that students with odd numbers took turn with students with ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1903 even numbers. therefore, i examined all students in class xi ips 3 to know how far the students’ attention level in teaching and learning of english was and the dominant factor affecting students’ attention. to collect the data, the researcher used a closed questionnaire method. in a closed questionnaire, the researcher had prepared answers that the respondents filled out according to their experience, and this provided consistent results. in preparing the questionnaire, the researcher adopts calster’s et al. (2018) questionnaire which consisted of internal and external factors affecting students' attention. the questions in the questionnaire consisted of 17 questions covering 8 internal factors showed in questions number 2, 7, 8, 9, 10, 12, 13, and 15; and 9 external factors showed in questions number 1, 3, 4, 5, 6, 11, 14, 16, and 17. the answers to each question consisted of 4 options, namely always, sometimes, seldom, and never. the researcher distributed the questionnaires at the end of the english class through hand delivery, where the researcher met the respondents and then distributed the questionnaires to be answered. in this study, the researcher used a descriptive design to know how far the students’ attention in teaching and learning of english was and to find the most dominant factor that influenced it. therefore, all data were analyzed systematically to answer the research questions by using walizer’s (1990) formula. p = f/n x 100% notes: p = the percentage f = the frequency of respondents’ answers n = number of respondents ( walizer, 1990) there were four options in the questionnaire, namely always, sometimes, seldom, and never. the researcher scored on every option based on the four-point likert’s (1932) scales to analyze the data questionnaire. a. 4 points for always. b. 3 points for sometimes. c. 2 points for seldom. d. 1 point for never. to find out how far the students’ attention level was in the teaching and learning of english, it was calculated using walizer's (1990) formula to find the average percentage. then, to measure the level of students' attention in the teaching and learning of english, the researcher gave some criteria as follows. risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1904 76% 100% is high 51% 75% is middle 0% 50% is low the researcher determined the dominant factor affecting students’ attention through the percentage of “always” option. the factors of students’ attention consisted of 8 internal factors shown in questions 2, 7, 8, 9, 10, 12, 13, and 15; and 9 external factors for questions 1, 3, 4, 5, 6, 11, 14, 16, and 17. to find the dominant factor, the researcher calculated using walizer’s (1990) formula based on the grouping of factors consisting of the number of questions that have been mentioned. result and discussion the factors affecting students’ attention in teaching and learning of english the researcher gave a questionnaire to each student consisting of 17 questions related to the factors affecting the students' attention level in english teaching and learning process. the questionnaires were given to all students of class xi ips 3 that were 31 students at the end of the english lesson. the data obtained through the distribution of questionnaires were presented in a table one by one with the following description. table 4.1.1 question 1 of the questionnaire: i have trouble concentrating when there is movement in the room i am in. option frequency percentage always 6 19.35% sometimes 17 54.83% seldom 6 19.35% never 2 6.45% the percentage was obtained through calculations of walizer's (1990) formula (f/nx100%). f belonged to the frequency of respondents' answers on each option, and n belonged to the number of respondents. the highest percentage was in the answer of sometimes. the result showed that sometimes the students found it difficult to concentrate if there was movement in a room. as stated by calster et al. (2018), movement is the external factor which means the stimuli that are always changing or moving will attract more attention. the students were unable to concentrate and follow the lesson if there was movement in the classroom because their attention was distracted and their focus was switching to something moving. the conclusion was a movement could stimulate brain activity. thus, when there was movement in the students’ classroom, the students’ concentration will be diverted to that movement. it was the cause of the students’ concentration problem. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1905 table 4.1.2 question 2 of the questionnaire: in general, i stay in control of my thoughts and do not let myself get distracted by interfering thoughts. option frequency percentage always 17 54.83% sometimes 10 32.25% seldom 4 12.90% never 0 0% always answer gained the highest percentage in question 2. the students were always stayed in control and did not let themselves get distracted by interfering thoughts. the ability to control their thoughts to keep paying attention was a part of personality characteristics. according to calster et al. (2018), the students' personality characteristics were the internal factors that would be affecting the quality of their attention. if the students decided to control their thoughts and did not let anything disturb them, the quality of students' attention would be better. the students were considered able to control their attention because the majority of students have always stayed in control of their thoughts and did not let themselves get distracted by interfering thoughts, which can be seen from the answer choices always which occupied the highest percentage. therefore, it can be concluded that the students were able to control their attention because they can stay focused on learning and did not let anything disturb them. table 4.1.3 question 3 of the questionnaire: i am easily drawn to new stimuli (for example, voices of people passing by, a sound in the house) that are not relevant to a task i am doing. option frequency percentage always 6 19.35% sometimes 11 35.48% seldom 14 45.16% risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1906 never 0 0% from the table above, we know that the highest percentage was in the answer of seldom. the students seldom easily drawn to new stimuli (for example, voices of people passing by, a sound in the house) that were not relevant to a task they were doing. it means the students seldom attracted to the new stimuli. calster et al. (2018) stated that attractiveness was the external factor that could affect the students’ attention. the very different stimuli from other stimuli would have the power to attract attention. to conclude, the students seldom distracted their attention. distraction was the process of diverting attention caused by attractiveness in something that was not the object of attention, thus obstructing the process of receiving the desired information. table 4.1.4 question 4 of the questionnaire: i can be so absorbed by a line of thoughts that i become more or less unaware of my surroundings. option frequency percentage always 7 22.58% sometimes 9 29.03% seldom 9 29.03% never 6 19.35% sometimes and seldom occupied the highest percentage. the students sometimes and seldom so absorbed by a line of thoughts that they became more or less unaware of their surroundings. calster et al. (2018) said that was the external factor related to the intensity or strength of the stimulus. it can be concluded that if a stimulus had a higher intensity, it would be attracted more attention than a stimulus with a lower intensity. when the stimulus around students was not greater than a series of students' thoughts, that stimulus would not be affected the students’ attention. table 4.1.5 question 5 of the questionnaire: when i am doing a task, i am often so focused i do not notice my surroundings. option frequency percentage always 6 19.35% sometimes 14 45.16% seldom 8 25.80% never 3 9.67% the highest percentage was in the answer of sometimes. the students sometimes focused and did not notice their surroundings when doing a task. that ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1907 was in line with calster et al. (2018), who said that was the external factor related to the intensity or strength of the stimulus. the conclusion was that if a stimulus had a higher intensity, it would be attracted more attention than a stimulus with a lower intensity. when the stimulus around students was not greater than a series of students' thoughts, that stimulus would not be affected the students' attention. table 4.1.6 question 6 of the questionnaire: i do not have difficulties to work while listening to music. option frequency percentage always 8 25.80% sometimes 13 41.93% seldom 6 19.35% never 4 12.90% we know that sometimes answer gained the highest percentage in question 6. the students sometimes did not have difficulties working while listening to music. calster et al. (2018) stated that this was the external factor related to the intensity or strength of the stimulus. if a stimulus had a higher intensity, it would attract more attention than a stimulus with a lower intensity. in conclusion, if the stimulus were comparable, the more intense stimulus would attract more attention than the subtle one. thus, when the students put their focus on doing their works and listening to music at the same time with the same intensity of the stimulus, then the stimulus around the students with a smaller intensity would not affect the students’ attention. table 4.1.7 question 7 of the questionnaire: it is hard for me to stay on one activity for a whole hour. option frequency percentage always 11 35.48% sometimes 10 32.25% seldom 9 29.03% never 1 3.22% the highest percentage was in the answer of always. the students always experience difficulty staying on one activity for a whole hour. this belongs to their risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1908 habits or experiences, which were part of personality characteristics (internal factor). calster et al. (2018) stated that the students' personality characteristics would affect the quality of their attention. to conclude, there was a correlation between personality characteristics and students' attention. in this case, the quality of students' attention would decrease because they cannot stay on one activity for a whole hour. table 4.1.8 question 8 of the questionnaire: during an activity, unrelated mental images and thoughts come to my mind. option frequency percentage always 6 19.35% sometimes 10 32.25% seldom 12 38.70% never 3 9.67% seldom answer occupied the highest percentage. the students seldom had unrelated mental images and thoughts that came to their mind during an activity. unrelated mental images and thoughts that suddenly appear and distract the students' attention can become a habit. the habit was the internal factor that was part of personal characteristics. according to calster et al. (2018), the students' personality characteristics would affect their attention quality. if the students were always had unrelated mental images and thoughts that came to their mind during an activity, the quality of the students' attention would decrease. in conclusion, the students still had a good quality of attention because they seldom had unrelated mental images and thoughts that came to their mind during an activity. the students need to be maintained and increased their attention in order to create a better quality of attention. table 4.1.9 question 9 of the questionnaire: i often put hold to an activity because i suddenly think about another one i have to start or continue. option frequency percentage always 8 25.80% sometimes 12 38.70% seldom 7 22.58% never 4 12.90% the table above showed that the highest percentage was in the answer of sometimes. the students sometimes put on hold to an activity because they suddenly thought about another one they had to start or continue. this habit would distract the students' attention because they cannot focus on just one activity. according to calster et al. (2018), the habit was the internal factor that was part of ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1909 personal characteristics, while the students' personality characteristics would affect the quality of their attention. thus, if the students did that activity repeatedly, the quality of students' attention would decrease. therefore, the students need good control of their personality characteristics to increase their quality of attention. table 4.1.10 question 10 of the questionnaire: i generally stay focused on a single task until it is finished. option frequency percentage always 9 29.03% sometimes 13 41.93% seldom 8 25.80% never 1 3.22% in question 10, the answer of sometimes gained the highest percentage. the students sometimes stayed focused on a single task until it was finished. doing the tasks one by one was a form of need. in line with calster et al. (2018), the students who feel the need to pay attention to something would automatically give more attention. the students with this characteristic would find it easier to focus on one activity by ignoring distracting things that would arise. it can be concluded that the students already had a good focus on the activity being undertaken. this can be seen through the attitude of students who sometimes stayed focused and gave more attention to a single task until it was finished. table 4.1.11 question 11 of the questionnaire: i can easily ignore my surroundings. option frequency percentage always 8 25.80% sometimes 13 41.93% seldom 5 16.12% never 5 16.12% the highest percentage was in the answer of sometimes. the students sometimes easily ignoring their surroundings. this showed that the stimuli around them did not easily attract the students’ attention. calster et al. (2018) stated that risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1910 attractiveness was stimuli that were very different from other stimuli; it would have the power to attract attention. if the students placed their focus on one activity, then the surrounding stimulus would not influence their attention. to conclude, the students had a good quality of attention because they sometimes easily ignoring their surroundings. they were not easily attracted by stimuli around them. ignoring unnecessary things and staying focused on one activity was a form of attention. table 4.1.12 question 12 of the questionnaire: sometimes i interrupt an activity to check an unrelated detail. option frequency percentage always 5 16.12% sometimes 13 41.93% seldom 8 25.80% never 5 16.12% sometimes answer occupied the highest percentage in question 12. the students sometimes interrupted an activity to check an unrelated detail, and it can become a habit. the habit was the internal factor that was part of personality characteristics. according to calster et al. (2018), the students' personality characteristics would affect the quality of their attention. if the students repeatedly interrupt an activity to check an unrelated detail, it would decrease the quality of the students' attention. the conclusion was that the students had a bad habit because sometimes they interrupt an activity to check an unrelated detail. in order to create a better quality of attention, the students must reduce the bad habit by focusing on one activity until it was finished so that they do not divide their attention. table 4.1.13 question 13 of the questionnaire: when i am working on my computer, i often go on the internet to visit websites that are unrelated to my work. option frequency percentage always 11 35.48% sometimes 3 9.67% seldom 9 29.03% never 8 25.80% from the table above, we know that the highest percentage was in the answer of always. the students always went on the internet to visit websites unrelated to their work while working on their computers. that was a habit that students should avoid because it would influence the quality of students' attention. that was in line with calster et al. (2018), who said that habit was the internal factor that was part of personality characteristics, while the students' personality characteristics would ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1911 affect the quality of their attention. to conclude, the quality of the students' attention was not good because they always went on the internet to visit websites unrelated to their work when they were working on their computers. the personality characteristics control need to be improved by not doing unnecessary things unrelated to their work. if students were able to control their personality characteristics, they would increase the quality of attention. table 4.1.14 question 14 of the questionnaire: i can easily concentrate on a task, even when there is movement in the room i am in. option frequency percentage always 9 29.03% sometimes 12 38.70% seldom 9 29.03% never 1 3.22% in question 14, the answer of sometimes gained the highest percentage. the students sometimes easily concentrating on a task, even when there was movement in their room. according to calster et al. (2018), a movement was the external factor which means the stimuli that were always changing or moving would attract more attention. it can be concluded that the students had a good quality of attention because they sometimes easily concentrating on a task, even when there was movement in their room. if the students still concentrated on a task even when there was movement in the room they were in, it can be said that they can control their attention. table 4.1.15 question 15 of the questionnaire: i can spend several minutes on a question and try to dissect it. option frequency percentage always 10 33.25% sometimes 7 22.58% seldom 9 29.03% never 5 16.12% risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1912 always answer occupied the highest percentage. the students always spent several minutes on a question and tried to dissect it. when the students found the need to focus on one question and try to dissect it for several minutes, they would give more attention to it. calster et al. (2018) said that students who feel the need to pay attention to something would automatically give more attention. thus, the students who felt the need to pay attention to something had a great quality of attention. it can be seen through the majority of students who answered that they always spent several minutes on a question and tried to dissect it. table 4.1.16 question 16 of the questionnaire: i have trouble thinking when there are noises, even if these noises are not intense. option frequency percentage always 9 29.03% sometimes 15 48.38% seldom 5 16.12% never 2 6.45% we know that the highest percentage was in the answer of sometimes. the students sometimes had trouble thinking when there were noises, even if these noises were not intense. they would attract to other stimuli, and it would influence the students' attention because they found it difficult to think if there were noises. according to calster et al. (2018), attractiveness was the external factor that could affect the students' attention; the stimuli that were very different from other stimuli would have the power to attract attention. the conclusion was that the circumstances could affect the students' attention. not all of the students were able to focus their attention if they were in a noisy place. the noisy place would reduce the quality of students' attention because their attention could be distracted, and they would have trouble thinking. table 4.1.17 question 17 of the questionnaire: i am often the first one to notice something has changed in a room. option frequency percentage always 5 16.12% sometimes 14 45.16% seldom 8 25.80% never 4 12.90% in the last question, the answer of sometimes gained the highest percentage. the students sometimes the first to notice something had changed in a room. something different would have the power to attract attention, and it would influence the students' attention if they were not feeling comfortable with it. that was in line with calster’s et al. (2018) statement that attractiveness was the external ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1913 factor that could affect the students' attention. the stimuli that were different from other stimuli would have the power to attract attention. in conclusion, the students had a good quality of attention because they were sometimes the first to notice something had changed in a room. however, the students' attention would be distracted if they were not comfortable with the changes that occur in the room. the students’ attention level in teaching and learning of english the researcher used a descriptive design to analyze the data. the collected data from the questionnaire were analyzed systematically to determined the students' attention level using walizer’s (1990) formula. the researcher scored on every option based on the four-point likert’s (1932) scales to analyze the data questionnaire; 4 points for always, 3 points for sometimes, 2 points for seldom, and 1 point for never. table 4.2.1 the recapitulation of students’ answers on questionnaire no name 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 1 arj 4 3 2 4 3 4 3 3 4 2 3 4 4 3 4 4 3 2 aka 1 3 2 3 2 1 3 3 2 3 2 3 4 2 2 3 2 3 ans 2 4 2 2 3 3 2 2 2 3 4 3 3 4 4 2 2 4 bca 2 3 2 1 2 4 4 4 2 4 3 1 1 4 2 3 1 5 dbh 3 4 2 2 3 4 4 3 3 3 4 2 1 3 2 4 3 6 ema 3 3 2 1 1 1 2 1 1 4 2 1 1 4 4 3 4 7 fa 3 2 2 2 3 3 3 3 3 3 4 3 2 3 3 3 3 8 hm 4 2 3 1 4 3 2 4 2 3 4 3 4 4 2 4 3 9 ina 2 3 3 2 3 4 2 3 3 2 3 3 2 3 3 2 3 10 ip 2 4 3 3 2 3 2 2 3 4 3 2 2 2 2 3 2 risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1914 no name 1 2 3 4 5 6 7 8 9 1 0 1 1 1 2 1 3 1 4 1 5 1 6 1 7 11 imd 3 2 3 1 1 2 3 3 3 2 2 2 2 3 2 3 3 12 jjs 3 4 2 2 4 2 3 2 2 4 3 3 3 4 4 4 3 13 lao 3 4 2 4 2 3 4 2 4 2 4 3 4 3 2 3 2 14 mkw 1 4 2 1 3 3 3 2 1 4 2 1 4 4 4 3 1 15 mw 3 2 4 3 3 4 4 3 4 2 4 2 2 2 1 2 1 16 map 3 4 2 1 4 4 1 1 3 4 1 1 1 1 1 1 1 17 mdks 3 4 3 3 3 3 4 2 3 3 3 4 3 2 2 3 3 18 nsq 3 4 3 3 4 2 2 1 4 3 3 3 4 3 4 4 3 19 nf 4 3 4 3 3 3 4 4 4 2 1 1 4 2 1 4 2 20 naa 2 4 3 2 4 2 3 3 2 3 4 3 1 4 3 3 4 21 nta 3 3 4 2 2 2 3 4 4 2 3 4 4 2 4 3 3 22 p 3 4 3 4 3 3 4 3 2 4 3 2 2 3 4 3 2 23 pnr 4 3 4 3 2 3 4 2 1 4 3 2 1 4 1 3 4 24 rak 3 4 3 4 3 2 2 2 3 2 3 2 2 3 4 3 2 25 sdl 3 4 2 3 4 3 4 2 4 3 3 3 4 3 3 3 2 26 sa 3 4 4 2 3 1 3 3 3 3 1 3 4 4 3 4 4 27 sks 4 3 2 4 1 3 2 4 1 1 3 4 2 2 2 4 3 28 tnk 2 4 3 3 2 4 4 2 3 4 1 3 1 3 3 2 4 29 vea 3 3 4 2 2 1 3 4 4 3 2 4 4 3 4 4 3 30 wr 4 4 3 4 3 3 2 2 3 3 4 3 2 2 1 2 3 31 ya 3 4 2 4 3 4 4 2 3 3 1 2 1 2 3 1 3 f 1478 notes: 4 = always 3 = sometimes 2 = seldom 1 = never f = the total scores of the respondents' answers on each option from the table above, the researcher noticed that the value of f was 1478. f value was the total scores of the respondents' answers on each option, namely 4 points for always, 3 points for sometimes, 2 points for seldom, and 1 point for never. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1915 furthermore, from the data obtained, the researcher presented a table containing the frequency of respondents' answers to each question as follows. table 4.2.2 the value of n option 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 always 6 17 6 7 6 8 11 6 8 9 8 5 11 9 10 9 5 sometimes 17 10 11 9 14 13 10 10 12 13 13 13 3 12 7 15 14 seldom 6 4 14 9 8 6 9 12 7 8 5 8 9 9 9 5 8 never 2 0 0 6 3 4 1 3 4 1 5 5 8 1 5 2 4 n 31x17x4=2108 notes: 31 = the number of respondents 17 = the number of questions 4 = the maximum score from the table above, the researcher noticed that the value of n was 2108. n value was obtained from the multiplication among the number of respondents (31), the number of questions (17), and the maximum answer score (4). to know the students’ attention level in teaching and learning of english, the researcher was calculate it using walizer's (1990) formula to find the average percentage. p=f/n x 100% = 1478/2108 x 100% = 70.11% moderate notes: p= the percentage f= the total scores of the respondents' answers on each option n= the total of the respondents' answers multiplied by the maximum score the criteria used to measure the level of students’ attention were as follows. 76% 100% is high 51% 75% is moderate 0% 50% is low risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1916 the calculation result using walizer’s (1990) formula was 70.11%, which was included in the moderate level of attention. shah and saleem (2015) stated that the level of students' attention was divided into three categories, namely high level, moderate level, and low level. students with a high level of attention also had high academic achievement. likewise, students with a moderate level of attention had moderate academic achievement, and students with a low level of attention fail. therefore, the result of this study showed that the level of students' attention in teaching and learning of english was at the moderate level, and this was the answer to research question number one. the most dominant factor affecting students’ attention in teaching and learning of english to know the most dominant factor affecting students’ attention, the researcher determined it through the percentage of “always” option. the table below showed the frequency of “always” answers for each item. table 4.3.1 option 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 always 6 17 6 7 6 8 11 6 8 9 8 5 11 9 10 9 5 the table above showed that there were 6 respondents who answered "always" on the question number one, 17 respondents who answered "always" on the question number two, 6 respondents who answered "always" on the question number three, etc. the questions in the questionnaire consist of 17 questions covering 8 internal factors and 9 external factors, shown in the table below. table 4.3.2 name of factors number of questions frequency percentage internal factors 2, 7, 8, 9, 10, 12, 13, 15 77 31,04% external factors 1, 3, 4, 5, 6, 11, 14, 16, 17 64 22,93% to find the most dominant factor, the researcher calculated the data using walizer’s (1990) formula based on the grouping of factors above. the precentage of the internal factors: p= f/n x 100% = 77/(31x8) x 100% = 31.04% notes: p= the percentage f= the frequently of students’ answers on always option ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 1917 n= the number of respondents multiplied by the number of questions on the internal factors the percentage of the external factors: p= f/n x 100% = 64/(31x9) x 100% = 22.93% notes: p= the percentage f= the frequently of students’ answers on always option n= the number of respondents multiplied by the number of questions on the external factors based on the results above, we know that the internal factors' percentage was higher than the external ones. calster et al. (2018) said that the students' attention was influenced by internal and external factors experienced by students. the internal and external factors were interrelated. both internal and external factors had a role in influencing the students' attention. however, the result of this study indicated that the internal factors had a greater influence than the external factors. therefore, it can be concluded that the most dominant factor affecting students' attention level in teaching and learning of english was the internal factors; and this was the answer to research questions number two. conclusion in conclusion, this study aimed to explore the students' attention level in teaching and learning of english. the answer to research question number one, namely “how far is the students' attention level in teaching and learning of english” was in the moderate level of students' attention. then, the answer to research question number two, namely “what is the most dominant factor affecting students' attention in teaching and learning of english” was the internal factor. after conducting the study, the researcher would like to recommend several suggestions related to the students' attention level in teaching and learning of english. for students, they were suggested to understand the factors that make it difficult for them to learn english. by understanding their own strengths and weaknesses, the students were expected to be able to overcome their difficulties and be able to increase their attention in teaching and learning of english. for teachers, it would be better if they could assist students by using an risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1918 approach that suited the students' needs. by taking the appropriate approach, it hoped that it would increase the level of students' attention in teaching and learning of english. for other researchers who want to conduct research on the level of students' attention, it would be better to conduct research with different perspectives so that studies on this topic were more developed. it was also suggested that other researchers conduct research at different grades with different research designs and analytical methods. references aggarwal, y. p. (2008). statistics of education. (2nd ed.) delhi: sterling. ainley, j., & luntley, e. m. (2007). the role of attention in expert classroom practice. j math teachereducation, 10, 3–22. https://doi.org/10.1007/s10857-0079026-z brown, j.d. (2001). using surveys in language programs. cambridge, uk: cambridge university press. bunce, d. m., flens, e. a., & neiles, k. y. (2010). how long can students pay attention in class? a study of student attention decline using clickers. journal of chemical education, 87(12), 1438-1443. doi: 10.1021/ed100409p burns, n. and grove, s.k. (2001) the practice of nursing research, conduct, critique, and utilization. 4th edition. philadelphia: w.b. saunders company. calster, l.v., d'argembeau, a., & majerus, s. (2018). measuring individual differences in internal versus external attention: the attentional style questionnaire. personality and individual differences, 128, 25-32. doi:10.1016/j.paid.2018.02.014 chen, c. m., & huang, s. h. 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(2015). level of attention of secondary school students and its relationship with their academic achievement. journal of arts and humanities, 4(5), 92-106. doi: 10.18533/journal.v4i5.613 https://www.merriam-webster.com/dictionary/attention.%20accessed%2017%20aug.%202021 https://www.merriam-webster.com/dictionary/attention.%20accessed%2017%20aug.%202021 https://psycnet.apa.org/doi/10.1037/h0031333 https://doi.org/10.1146/annurev.ne.13.030190.000325 http://www.preservearticles.com/201105206854/importance-of-attention-in-learning.html http://www.preservearticles.com/201105206854/importance-of-attention-in-learning.html https://doi.org/10.18533/journal.v4i5.613 risti trias yuliani, made adi andayani t, eka wahjuningsih exploring the students’ attention level in teaching and learning of english 1920 sugiyono. (2016). metode penelitian kuantitatif, kualitatif dan r&d. bandung: alfabeta taylor, l., & parsons, j. (2011). improving student engagement. current issues in education, 14, 1-32.issn 1099-839x thorne, g. (2020). what is attention?. the center for development & learning. https://www.cdl.org/what-is-attention/ walizer, r.m. (1990). research methods and analysis: searching for relationship. new york: harper & row publication weimer, m. (2014). students and attention: an interesting analysis. retrieved from https://www.facultyfocus.com/articles/teaching-and-learning/studentsattention-interesting-analysis https://www.cdl.org/what-is-attention/ https://www.facultyfocus.com/articles/teaching-and-learning/students-attention-interesting-analysis https://www.facultyfocus.com/articles/teaching-and-learning/students-attention-interesting-analysis the particular dialect or language that a person chooses to use on any occasion is called a code 2065 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2065 2087 students collaboration in developing english learning e-module assisted by canva ida lisdawati ida_lisdawati@ikipsiliwangi.ac.id pendidkan bahasa inggris, ikip siliwangi, cimahi, jawa barat received: 2022-12-12 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3297 abstract e-module is needed in the learning process because it can support the learning process to run effectively. based on the observation conducted by the researchers at three junior high schools in bandung barat, the textbook used in learning did not support students to understand the material, so the researchers plan to develop an e-module to help teachers and students in english learning. the purpose of this research is to identify the process of developing an e-module, investigate the feasibility of developing an e-module, find out students’ and teacher’s responses, and investigate the challenges in developing an e-module, but this research focuses on getting the validation result as the primary research. the researchers used the research and development (r&d) method by borg & gall and sugiyono's (2014) model. to get the validation result, the researchers used a validation sheet to collect the data. validators in this study were two supervisors and one english teacher. based on the results of validation, the average value obtained was 80%. it was included in the category of feasible and very interesting with excellent information. it could be concluded that the e-module was feasible, excellent, and practical for english learning. it is in line with the research conducted by arianti & zainul (2020). they obtain that e-module included in the category of valid and practical. in learning english, the researcher suggests students and teachers use e-module because it presents an attractive appearance and suits the need of students. in addition, the researcher hopes this research can keywords: canva; electronic module (e-module); research and development introduction in the program of teaching practice, three students of one university in bandung decided to develop an e-module because they felt it difficult to find the appropriate textbook that supported them in delivering the material in teaching practice held in senior high school. most schools let them create supplementary media that can be used in teaching practice. after examining the opportunity with their supervisors to develop an e-module as the proponent textbook, they did a set of observations involving three senior high schools in bandung barat. because they had a limitation http://u.lipi.go.id/1457703302 ida lisdawati students collaboration in developing english learning e-module assisted by canva 2066 of time, they decided to do the validation stage and continue it the next time. based on the observations in three of the schools in bandung barat, there were several interesting facts. at one of the schools in cihampelas, students still had difficulty reading and understanding the contents of descriptive text. some of the factors were that they still had deficiencies in vocabulary mastery, motivation in learning, and students were less familiar with the material in english learning. in addition, textbooks used in english learning were less supportive for students in understanding the material because they only focused on the practice, and the material presented did not explain it in detail. therefore, students had difficulties understanding the material. at one of the schools in batujajar, students had difficulty understanding the descriptive text material. several factors include the lack of mastery of the material due to textbooks that do not explain it in detail. in addition, the media used by the teacher in presenting learning in the classroom did not increase students’ motivation to learn, and the last was one of the schools in gununghalu. the students did not make a good interest in learning english because the teacher used a teacher-centered approach during the teaching and learning process. the lack of vocabulary also decreases their interest. to solve these problems, the usage of learning media can support the learning process so that learning can run effectively. one of the learning media that can be used is an electronic module (e-module). hervi & ristiono (2021) stated that the electronic module (e-module) could help the learning process to keep it running effectively. e-module is one of the teaching materials that can help students learn materials independently using electronic media (wulansari et al., 2018). in the presentation of the material, the content of the e-module is associated with daily life and leads learners to discover a concept independently to practice students' reading skills and understanding in learning descriptive text material in the preparation of the e-module draft, the module content is adapted to daily life and leads students to discover concepts independently to practice the ability to read and understand a descriptive text in the learning process. this draft refers to a module through several learning approaches, such as discovery learning to find a learning concept in learning english text. sari, farida, & rahmwati (2020) state that developing an e-module through a learning approach can develop students' active learning by investigating and discovering the concept of learning material for themselves. in addition, the e-module contains the stages of discovery learning: stimulation, problem statement, data collection, data processing, verification, and generalization. the stages of the learning model can encourage students to be active and discover a learning concept independently. it is in line with the research results by ariana, situmorang, & krave (2020), which states that module through discovery learning can encourage students to learn the subject matter and do the task given to attract and motivate students in learning. many applications can be employed to design learning media in the technology era, especially modules. one of them is canva. canva is a graphic design application that helps users design creative designs online (wiryani et al., 2021). canva is used ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2067 to increase student learning motivation, which can also help teachers teach materials (sukmawati et al., 2021). therefore, the researchers hope that using canva in the design module can help students and increase students' learning interest in the learning process. language skills are one of the main assets for students to develop their academic abilities. all learning activities done by the teacher are expected to be able to demonstrate student language skills, which are divided explicitly into speaking, listening, reading, and writing skills. writing is one of the skills that must be learned in teaching and learning english (sangkala, 2012, as cited in pertiwi, 2019). it is not only an act of communication but also a process allowing the writer to explore thoughts and ideas and make them visible and concrete. in addition, writing encourages thinking and learning, thereby motivating communication and making the writer's thoughts available for reflection. with the ability to write, students can express the main idea or ideas, both scientific and imaginative. one of the writing skills is writing descriptive text (juliyanti, 2018). the descriptive text aims to be able to express students’ ideas, opinions, and experiences in creative literary writing. in addition, writing skill identifies the main ideas and feelings of other parties through written language. according to judianty (2016), as cited in juliyanti (2018), writing skills can be acquired early by providing a stimulus for 5w&1h questions (what, who, when, why, where, and how). based on the description above, the writer developed a product, namely a descriptive text module created by canva to help students and teachers learn english. based on research conducted at one of the schools in batujajar, students had difficulty understanding the descriptive text material. several factors include the lack of mastery of the material due to textbooks that do not explain it in detail. in addition, the media used by the teacher in presenting learning in the classroom did not increase students’ motivation to learn. to overcome these problems, the writer argued that learning media could lift student motivation to stay focused on learning so that learning can run effectively. one of the media that can be used is a module made with canva. according to minarti et al. (2012), as cited in novera et al. (2019), a module as a medium of learning can explore students’ knowledge and analyze a problem that can be found. learning through modules aims to increase the efficiency and effectiveness of learning in schools. canva application can be used in the realm of education. canva helps teachers and students to facilitate learning based on technology, skills, creativity, and other benefits that can attract attention and interest in learning by presenting ida lisdawati students collaboration in developing english learning e-module assisted by canva 2068 interesting teaching materials (pelangi, 2020). this module is assisted by a discovery learning approach. according to hosnan (2014), as cited in salmi (2019), discovery learning is a model for developing active learning by discovering yourself and investigating yourself. then, the results obtained will be long-lasting in memory. through discovery learning, students can also learn to think analytically and try to solve the problems themselves. teaching in the classroom is one of the great moments for a teacher because being a teacher means you can help students to read and also write to speak what they want to say (yulianti, 2020). besides teaching, a teacher is expected to have a course book for the students to support the teaching and learning process; the textbooks used by the school or teacher will be a reference for the learning process. the book can be used for the learning process if it is feasible to use. based on roshaidai & arifin (2018), the feasibilities of the book based on bsnp include the feasibility of content, language features, presentation, and graphics. if the book does not have the feasibility of any of the above, it must be refined with other teaching materials to help the learning process more effectively and make the student understand the learning material better. based on amaranggani & emaliana (2020), reading is important for academic success because it is a fundamental language skill to learn. and harmer (1998), as cited in amaranggani & emaliana (2020), stated that reading as one of the language skills could become the basic language skill that has to be mastered by the students in learning english. the reason the researcher took narrative texts for research was that almost all students in grade ten are interested in legend or fiction stories. therefore the researcher makes a module containing stories that can entertain students. it does not only contain details material about narrative text to make student more comprehend in learning reading narrative text but also makes learning perfectly processed because this module will help the students learns the narrative text material independently, and the teacher acts as a guide, not as the learning process center. it is supported by the 2013 curriculum learning approach, where the teachers are asked to be able to use learning approaches such as discovery learning, problembased learning, and project-based learning; thus, when the teacher applies a teacher-centered approach, it does not relate to the new curriculum from the government. based on the problem above, the researcher is interested in developing an english module of reading narrative text assisted by canva using discovery learning for tenth-grade student’s senior high school. to support this research, the researcher uses several types of research that have been conducted by other researchers. based on the research conducted by the researcher, the results were obtained that an e-module based on discovery learning was valid and practical to use (arianti & zainul, 2020). in developing teaching material based on pakem, there were several stages of development carried out by ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2069 researchers, including potential and problems, data collection, product design, design validation, design revision, and preliminary field testing (ilahiyah, asih & pamungkas, 2019). furthermore, dinata & zainul (2020) concluded that based on the validation results, the score obtained was 0.92 with a very valid category. in addition, this e-module also had a score of 0.94 for teacher response and 0.83 for student response. it meant that the e-module was practical to use. in addition, the emodule was suitable for use in the learning process as a learning media (pamimaizita, 2022). to create an interesting e-module draft to teach english skills, the researcher decided to use research by anditasari, martutik, kusubakti, and andajani (2018). in this research, the researchers try to combine descriptive text and modules to create an exciting and ideal learning media. to support the creativity of the e-module draft, nasution (2020) stated that it is important to determine the need, feasibility, and effectiveness of developing the draft of teaching materials. it has been proven by the research done on the local culture of sipirok for seventh-grade students of smp negeri in the sipirok region, south tapanuli district. meanwhile, saputri, azizah, and hernisawati (2020) mentioned that the e-module had the specific purpose of determining the development and attractiveness of the module teaching materials with that approach. the developing e-module does not replace the textbook because it should be used as a substitute for the function of teaching materials educators (syakur,2020). it means making an interesting e-module supported by the textbook to increase students’ understanding of learning concepts with the communicative language teaching method (sembiring, 2020). in addition, mahendra (2022) suggests determining the effectiveness of the e-module combined with the pq4r approach on english narrative text material in improving student learning outcomes the usage several learning approaches, such as project-based learning or narrative text, can be used by using a mobile device (ramadhan, indriyani, asri, and sukma,2020) because lestari, bharati, and rukmini, (2018) stated by using projectbased assessment to stimulate students’ critical thinking and creativity in working on a project. there was an improvement in students’ writing skills by developing project-based assessments. furthermore, sinaga and fitriyani (2019) argue that the developing english written materials for narrative text materials using a genrebased approach, the researcher designed new research that was validated by experts. method in conducting the research, the researchers used the research and development ida lisdawati students collaboration in developing english learning e-module assisted by canva 2070 method. research and development (r&d) is a research method that educates about the process of developing and validating products used in research (sugiyono, 2014, as cited in wiguna et al., 2020). meanwhile, sukmadinata (2010), as cited in solihudin (2018), states that research and development (r&d) is a stage to create an alternative product that is more immaculate than an existing product. research and development (r&d) aim to generate a product by validation of effectiveness developed via several stages and improvements (ariana et al., 2020). the products that can be produced in research and development (r&d) include teaching materials, learning media, learning strategies, evaluation, etc. (ramadan et al., 2021). in this research, the researchers used the research and development (r&d) method by the sugiyono (2014) model that has ten stages, including; 1) potential and problems, 2) data collection, 3) product design, 4) design validation, 5) design revision, 6) preliminary field testing, 7) product revision, 8) main field testing, 9) product revision, and 10) mass production (wiguna et al., 2020), but for getting the result of validation, the researchers only applied the first stage until four stages. the subjects of this study were three validators which, consisted of two supervisors and one english teacher. the researchers conducted this research at smpn 2 cihampelas, smpn 3 batujajar, madrasah aliyah al-fatah, and smk 4 lppm padalarang in collecting data, the researchers used a validation sheet. a validation sheet is a data collection technique that was completed by validators to decide the feasibility of the product. it can be claimed that the data produced by the instrument are valid (arikunto, 2013). there were four aspects that needed to be assessed on the validation sheet used in this research, namely material, illustrations, media quality and appearance, and attractiveness. a validation sheet was given to validator 1 and validator 2, and the teacher assessed the four aspects of the validation sheet. calculations of the validation sheet used a likert scale to assess each indicator on the validation sheet. the likert scale consisted of five categories in table 3.2 (sugiyono, 2013 in pratama, 2017). 1.2 table of rating category ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2071 according to arikunto (2008), as cited in pratama (2017), the product would use a 5-scale achievement level conversion as shown in the following table: 1.3 validity table in this research, the researchers took four stages of the research and development (r&d) method by the sugiyono (2014) model. basically, in sugiono’s model stages are: 1. potential and problems potential is an ability or advantage possessed by a person as one of their own assessments. meanwhile, a problem is a problem that occurs both from several influencing factors, and it is not a desire that occurs. at this stage, the researcher would collect various information about the usage of textbooks and problems that occur in english learning. 2.data collection the next stage in developing the product was data collection. in collecting data, the 5 very good 4 good 3 fair 2 poor 1 very poor achievement level qualification information 81 – 100% very good very worthy 61 – 80% good worthy 41 – 60% fair less worthy 21 – 40% poor not feasible <20% very poor very unworthy ida lisdawati students collaboration in developing english learning e-module assisted by canva 2072 collected information had to correspond to reality, and the sources were taken based on current sources. 3.product design after the data collection stage, then the product design stage. it was in accordance with the needed analysis and data that had been collected in the previous stage. 4.product validation the next stage was product revision. the design validation stage was very important to be carried out to determine the quality, feasibility, and attractiveness of the product. 5.preliminary field testing after validating the product, the next stage was preliminary field testing. the preliminary field testing was carried out in small groups to find out and collect data that would be used as a basis to determine the effectiveness, practicality, or feasibility of the product developed. 6.product revision the next stage was product revision. product revision was a stage taken to provide a view of the product that was developed. at this stage, validators provided revisions or suggestions to the product, which was developed based on its weaknesses or disadvantages after preliminary field testing. 7.main field testing main field testing was carried out in large groups. it was done to determine the effectiveness or feasibility of the product developed. 8. product revision after conducting main field testing, the next stage was to revise the product. this stage was carried out to correct the disadvantages that still exist in the product which was developed. in this research, the researchers did four stages because the main of it was only figuring out the feasibility result for three senior high schools. to finish this research, they need not only more time to accomplish it but also guidance from the experts. results to get the result of the product feasibility, four students gave the validation sheet to three validators in four different schools. two validators were their supervisors, and one validator was an english teacher in each school. student 1 the first student did her research at smpn 2 cihampelas. the validation results were as follows: a. material validation ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2073 table 1. 4. material validation results no aspects indicators validators 1 2 3 1 material/ content kesesuaian materi dengan ki dan kd 4 3 3 2 kejelasan perumusan tujuan pembelajaran 4 3 3 3 kesesuaian materi dengan indikator 3 3 3 4 kesesuaian materi dengan tujuan pembelajaran 3 3 3 5 kelengkapan materi 3 3 4 6 kesesuaian contoh soal dan latihan soal dengan materi 3 3 4 7 penggunaan ilustrasi yang berkaiatan dengan kehidupan sehari-hari 3 3 3 8 presentation kejelasan penyampaian materi 4 3 3 9 sistematika penyampaian materi 3 3 3 10 kemudahan dalam memahami kalimat 3 3 3 11 ketersediaan contoh soal dan latihan soal 3 3 4 12 keruntutan materi 4 3 4 13 linguistics penggunaan kalimat yang efektif 3 3 3 14 bahasa yang digunakan komunikatif 3 3 3 15 menggunakan bahasa yang mudah dipahami 3 3 3 number of data collection result scores 49 45 49 max number of scores 60 feasibility percentage (%) 82 75 82 ida lisdawati students collaboration in developing english learning e-module assisted by canva 2074 based on table 1.4, the validators gave a score of three to four for each question item. these scores indicated that the validator gave a good appraisal related to the design of the product. based on the table, the first validator assessed the product design at 82 %. it got by the accumulation score from 15 question items. the higher score than the first validator gave was three, and four questions were assessed at four. meanwhile, for the second validator, she got 75%. the score was lower than the first validator appraisal. it was shown by the score that the validator gave for all question items got three, and the last score was an english teacher at smpn 2 cihampelas obtained a feasibility percentage of 82%. the score that the teacher gave was as high as the first validator. after discovering the feasibility percentage results by three validators, the next step was to convert the feasibility percentage results into a qualitative assessment form based on the feasibility criteria. table 1. 5. recapitulation of results of the material validation based on table 1.5, it could be concluded that the results of the feasibility percentage carried out by three validators, each validator obtained the result that the e-module included in the category of feasible and excellent. from the results of the feasibility percentage carried out by the three validators, the average percentage result obtained was 80% with the category of good and worthy. b. media validation this validation aimed to find out the media quality presented in the e-module. the results of the media validation data can be seen in table 1.6. table 1. 6. media validation results no validator percentage category information 1 supervisor 1 82% very good very worthy 2 supervisor 2 75% good worthy 3 english teacher in smpn 2 cihampelas 82% very good very worthy average percentage 80% good worthy ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2075 table 1.6 announced that the results obtained by the first supervisor were 46, the no aspects indicators validators 1 2 3 1 material/ content kesesuaian materi dengan tujuan pembelajaran 3 3 3 2 kelengkapan materi 3 3 4 3 kejelasan penyampaian materi 3 3 3 4 kesesuaian contoh soal dan latihan soal dengan materi 3 3 4 5 penggunaan ilustrasi masalah yang berkaitan dengan kehidupan seharihari 3 3 3 6 presentation kemudahan dalam menggunakan emodul 3 3 3 7 seluruh teks pada media dapat terbaca oleh pengguna 3 3 4 8 kesesuaian tata letak kalimat dan tabel 3 3 3 9 pemilihan background yang menarik 3 3 4 10 kesesuaian bentuk dan ukuran huruf 3 3 4 11 ilustrasi dan gambar jelas 3 3 4 12 e-modul dapat digunakan menggunakan smartphone dan computer 4 3 4 13 kemenarikan keseluruhan tampilan 3 3 4 14 linguistics penggunaan kalimat yang efektif 3 3 3 15 menggunakan bahasa yang mudah dipahami 3 3 3 number of data collection result scores 46 45 53 max number of scores 60 attractive percentage (%) 77 75 88 ida lisdawati students collaboration in developing english learning e-module assisted by canva 2076 second supervisor was 45, and the english teacher was 53. to determine the attractive percentage, the scores obtained were divided by the maximum number of scores and multiplied by 100%. the attractive percentage obtained by the first supervisor was 77%, the second supervisor was 75%, and the english teacher was 88%. after calculating the results of the attractive percentage obtained by three validators, then the student converted the results in accordance with the category of attractiveness. table 1. 7. recapitulation of the results of the media validation based on table 1.7, it could be completed that the validation results by three validators toward the e-module were the first supervisor and the second supervisor obtained a result of 77% and 75%, with the category of worthy. in addition, the english teacher at smpn 2 cihampelas obtained a result of 88%, with the category of very worthy. from the results obtained by the three validators, the researcher calculated the average attractive percentage and converted it based on the specified category of attractiveness. the result was 80%, it obtained with the category of worthy. student 2 the second student conducted her research at smpn 3 batujajar. the following are the validation results of material experts and media experts: a. material expert validation table 1.8 material expert validation results no validator percentage category 1 supervisor 1 77% worthy 2 supervisor 2 75% worthy 3 english teacher in smpn 2 cihampelas 88% very worthy average percentage 80% very interesting ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2077 no aspects indicator validators 1 2 3 1 material/content kesesuaian materi dengan ki dan kd 3 3 3 kejelasan perumusan tujuan pembelajaran 3 3 3 kesesuaian materi dengan indikator 4 3 4 kesesuaian materi dengan tujuan pembelajaran 3 3 4 kelengkapan materi 3 3 3 kesesuaian contoh soal dan latihan soal dengan materi 3 3 4 penggunaan ilustrasi yang berkaiatan dengan kehidupan sehari-hari 3 3 3 2 presentation kejelasan penyampaian materi 3 3 3 sistematika penyampaian materi 3 3 4 kemudahan dalam memahami kalimat 4 3 4 ketersediaan contoh soal dan latihan soal 3 3 4 keruntutan materi 3 3 3 3 linguistics penggunaan kalimat yang efektif 3 3 3 bahasa yang digunakan komunikatif 3 3 3 menggunakan bahasa yang mudah dipahami 3 3 3 number of data collection result scores 48 45 51 max number of scores 60 feasibility percentage (%) 80 75 85 ida lisdawati students collaboration in developing english learning e-module assisted by canva 2078 based on table 1.8. it exhibited that the validation of material experts carried out by the first validator was 80%. the first validator gave the highest score of two question items; the material compatibility with the indicator and the language used in developing the e-module. for the second validator, the student got 75%. this score was lower than the two validators. based on the score table, the second validator gave a score of three for all question items. meanwhile, the english teacher at smpn 3 batujajar acted as the third validator obtained assessed the product design of the e-module at 85%. it was a higher score given by previous validators. it was caused by the teacher's perspective on the design e-module. based on the result, it could be interpreted that the teacher was satisfied with the elements used in designing the emodule. after accepting the feasibility percentage results of the validators, the next step was to convert the feasibility percentage results into a qualitative assessment form based on the feasibility criteria contained in table 1.9. table 1.9 recapitulation of the results of the material experts validation in table 1.9, the results of the percentage of feasibility carried out by the three validators were good and worthy category because the results of the percentage of feasibility carried out by the three validators displayed 80% as an average percentage result. the different results given by validators caused the difference in the assessment of each question item. either the first validator or the english teacher gave a high score on the material design. meanwhile, the second validator gave the middle score to each question item. the difference in the score that the three validators did not affect the e-module feasibility. it is still categorized as a good design. b. media expert validation media expert validation aimed to find out the feasibility of the media. the results of the media expert validation data can be seen in table 1.10 no validator percentage category information 1 supervisor 1 80% good worthy 2 supervisor 2 75% good worthy 3 english teacher in smp 3 batujajar 85% very good very worthy average percentage 80% good worthy ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2079 table 1.10 media expert validation result ida lisdawati students collaboration in developing english learning e-module assisted by canva 2080 no aspects indicator validators 1 2 3 1 material/content kesesuaian materi dengan tujuan pembelajaran 4 3 3 kelengkapan materi 3 3 3 kejelasan penyampaian materi 3 3 4 kesesuaian contoh soal dan latihan soal dengan materi 4 3 4 penggunaan ilustrasi yang berkaiatan dengan kehidupan sehari-hari 3 3 3 2 presentation kemudahan dalam menggunakan modul 3 3 4 seluruh teks pada media dapat terbaca oleh pengguna 3 3 4 kesesuaian tata letak kalimat dan tabel 3 3 4 pemilihan background yang menarik 3 3 4 kesesuaian bentuk dan ukuran huruf 3 3 3 ilustrasi dan gambar jelas 3 3 4 kemenarikan keseluruhan tampilan 4 3 4 3 linguistics penggunaan kalimat yang efektif 3 3 3 menggunakan bahasa yang mudah dipahami 3 3 3 number of data collection result scores 45 42 50 max number of scores 56 feasibility percentage (%) 80 75 89 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2081 based on table 1.10, the results of media experts were comprehended that the validation of media experts carried out by the first was 80%. the first validator contributed a three-four score in assessing the media. she argued the media was appropriate not only for the learning purpose but also for the evaluation assigned. for the e-module appearance, it was an interesting one. the opposite of the first validator statement, the second validator obtained 75% as the feasibility percentage result. it was caused that the second validator classified the e-module as a good category. the second validator opined that the media used in the e-module was satisfactory enough. in another word, the english teacher at smpn 3 batujajar obtained percentage results was 89%. it was the highest score of the validator assessments. several points made by the third validator were interesting, were the appearance of the e-module and the usage was simplicity itself. after calculating the feasibility percentage results of the three validators, the next step was to convert the feasibility percentage results into a qualitative assessment form based on the feasibility criteria contained in table 1.11 table 1.11 recapitulation of the results of the media experts validation in table 1.11, the result of the percentage of feasibility carried out by the three validators was the very worthy category. from the result of the percentage of feasibility carried out by the three validators, the teacher contributed the highest score. it is also proven that the e-module draft could be considered to go the next step so that it could be used in the teaching-learning process as the supported teaching material. student 3 the third student did her research at al-fatah gununghalu senior high school. the no validator percentage category information 1 supervisor 1 80% good worthy 2 supervisor 2 75% good worthy 3 english teacher in smp 3 batujajar 89% very good very worthy average percentage 81% very good very worthy ida lisdawati students collaboration in developing english learning e-module assisted by canva 2082 result will be displayed in table 1.12 ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2083 table 1.12 material product validation no aspects validators 1 2 3 curriculum aspects 1. kejelasan identitas mata pelajaran 4 3 4 2. kesesuaian modul dengan indikator pembelajaran 3 3 4 3. kesesuaian modul pembelajaran dengan tujuan pembelajaran 3 3 4 4. kesesuaian tujuan pembelajaran dengan indikator pembelajaran 3 3 4 5. tujuan pembelajaran sesuai dengan format abcd 3 3 4 material aspects 6. materi diberikan secara runtut 4 3 4 7. kesesuaian materi dengan tujuan pembelajaran 3 3 4 8. materi bebas dari kesalahan konsep 3 3 3 9. kejelasan penyajian materi 4 3 4 10. materi yang disajikan mudah dipahami 3 3 4 11. kesesuaian materi dengan gambar 3 3 4 12. kesesuaian materi dengan buku paket 3 3 4 language aspects 13. penggunaan kalimat yang jelas 4 3 4 14. kesesuaian penggunaan bahasa dalam komunikasi dengan peserta didik 3 3 4 evaluation aspects 15. relevansi soal dengan tujuan pembelajaran 3 3 4 16. soal mudah dimengerti 3 3 4 17. kejelasan penilaian hasil belajar 3 3 4 total score 55 51 66 score ideal 68 ida lisdawati students collaboration in developing english learning e-module assisted by canva 2084 based on the table1.12 above, the result of the material e-module draft carried out by the first validator obtained 80,88% as the result of the feasibility percentage. the second validator obtained of feasibility percentage of 75%, and an english teacher obtained a percentage result of 97,05%. the recapitulation of the feasibility of the product is presented below: after getting the result of recapitulation of the material in e-module draft carried out by the validators, it displayed the temporary fact that the e-module draft could be continued as the teaching media. of course, this draft has to pass several stages used in research and development method as a fundamental process in developing the emodule. discussion the result of the first student showed that the feasibility of the e-module draft assisted by canva was reviewed from the validation of three validators. the researchers calculated the results, so the final result of the feasibility percentage. it was categorized as the good and worthy category. the second student also stated that the feasibility of the product based on the assessment of the three validators was good and worthy. meanwhile, for the last student, the result of validating the development of the e-module draft from the validation of linguistics and materials was a very good and worthy category. based on the result got by the students, it announced that the e-module draft was feasible to develop as the e-module, with several revisions and tests to know the students' and teachers’ responses related to the e-module draft. three validators carried out this validation: two supervisors and one english teacher at smpn 2 cihampelas, smpn 3 batujajar, and al-fatah gununghalu senior high school. the results by three validators were averaged to obtain the final validation result. this result was further referred to determine the feasibility and attractiveness of the product developed following the good and worthy criteria. the acquisition of validation data was outlined as follows: from the material validation, a feasibility percentage of 80% was obtained. based on the established feasibility category, the e-module draft was included in the "good" no validator percentage category information 1 supervisor 1 80,88% very good very worthy 2 supervisor 2 75% good worthy 3 an english teacher 97,05% very good very worthy average percentage: 84,31% ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2085 and "worthy" category to be further developed as english learning media. it was in line with research by arianti & zainul (2020) that an e-module is feasible for learning and makes it easier for students to understand learning concepts. the percentage of attractiveness was obtained at 80% from the attractiveness validation. the results of the attractiveness percentage were then converted into the attractiveness category, so the e-module draft was included in the category of "worthy" for further development as english learning media. it was in line with research conducted by pamimaizita (2020) that an e-module based on canva is interesting to use in learning. references amaranggani, t. w., & emaliana, i. 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(2020). developing reading learning model to increase reading skill for animal husbandry students in higher education. britain international of linguistics arts and education (biolae) journal, 2(1), 484–493. https://doi.org/10.33258/biolae.v2i1.220 wiguna, m. d. d., arsa, p. s., & ratnaya, i. g. (2020). pengembangan media pembelajaran trainer pengendali elektromagnetik berbasis smart relay pada instalasi motor listrik. jurnal pendidikan teknik elektro undiksha, 9(3), 203– 212. wulansari, e. w., kantun, s., & suharso, p. (2018). pengembangan e-modul pembelajaran ekonomi materi pasar modal untuk siswa kelas xi ips man 1 jember tahun ajaran 2016/2017. jurnal pendidikan ekonomi: jurnal ilmiah ilmu pendidikan, ilmu ekonomi dan ilmu sosial, 12(1), 1–3. https://doi.org/10.19184/jpe.v12i1.6463 638 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 638 647 exploring anaphoric and cataphoric references used in “bright, an english textbook” muhammad sabaniyah1, nida husna2, alek3, didin nuruddin hidayat4 didin.nuruddin@uinjkt.ac.id 1pendidikan bahasa inggris, uin syarif hidayatullah jakarta, ciputat, tangerang selatan 2pendidikan bahasa inggris, uin syarif hidayatullah jakarta, ciputat, tangerang selatan 3pendidikan bahasa inggris, uin syarif hidayatullah jakarta, ciputat, tangerang selatan 4pendidikan bahasa inggris, uin syarif hidayatullah jakarta, ciputat, tangerang selatan received: 2023-04-11 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3490 abstract this study aims to investigate the use of anaphoric and cataphoric references in narrative text in “bright an english” textbook for 8th-grade junior high school students, and to identify the most commonly used in the texts. this study examined the data that contained the anaphoric and cataphoric by the theory of halliday and hasan (1976). the study used a qualitative descriptive approach because it dealt with descriptive. the main data for this study was “bright, an english textbook” for 8th-grade junior high school students, written by nur zaida and published by erlangga. the results showed those anaphoric and cataphoric references contained in the english textbook; 22 sentences had anaphoric and cataphoric references in detail of which fifteen sentences were anaphoric, and seven sentences were cataphoric. “bright, an english textbook” for eighth-grade junior high school students frequently uses pronominal anaphora because it addresses the referent of the anaphora with a pronoun. pronouns were important because they linked sentences, which helped to avoid the nouns being used repeatedly. besides, the cataphoric reference was rarely used, which is considered more difficult for 8th graders to understand. keywords: anaphoric; cataphoric; english textbook; references introduction to teach learning content to pupils, teachers have to be in a way that can assist students in carrying out the teaching and learning process. textbooks are one of the most popular educational tools. spahr (2018) states that a textbook is a book used by instructors to assist them in instructing the students in the class on the lesson. the source of the lesson's content, the proportion of taught skills, and the varieties of student language practice engagement can be found in textbooks. ayu and indrawati (2019) mention that a textbook is a valuable tool for self-directed learning, a source of presentational material, a source of ideas and activities, a resource for students to consult, a syllabus that reflects predetermined learning objectives, and support for inexperienced teachers who are still building their confidence. textbooks significantly support the teaching and learning processes. however, it is http://u.lipi.go.id/1457703302 mailto:didin.nuruddin@uinjkt.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 639 frequently discovered that the information is not consistently representative and complete enough, resulting in the pupils do not comprehend the textbook's contents. consequently, a reference term is required to resolve this issue so pupils can comprehend the meaning of the text reading. the meaning of a text can be combined from one or several sentences. texts have a structure derived from the fact that it acts as a unit about their context. it means, without structure, a text is just a collection of separate words unrelated to one another because each line has its meaning and context (nurhikmah, 2016). meanwhile, reference is an expression that refers to anything from the text in a sentence. lestari (2019) states that a referring expression is a phrase used when speaking to refer to anything from a person (or a group of clearly defined items or persons) and is used with a specific reference in mind. someone used a pronoun, one of the less informative pragmatic forms, to make a referring statement, which the listener must interpret in light of the surrounding context (fedele & kaiser, 2014). it means, references are employed as linkages to assist the readers and listeners in understanding the substance of the text. andriani & supartini (2020) references are divided into endophoric and exophoric. endophoric references indicate anything within the text; they can be either anaphoric and relate to text that comes before or cataphoric and refer to text that comes after (genc & bada, 2006). endophoric is divided into two types, anaphoric and cataphoric (andriani & supartini (2020). anaphoric is a reference to something that has appeared at a previous point. for example, “kate is married. she has two children”. she, in this sentence, is anaphoric of kate. cataphoric references or passing on the opposite of anaphoric referring to words mentioned later. for example, “he has a new blue bicycle. mike bought it yesterday”. mike, in this sentence, is cataphoric of he. gundel (2005) stated that anaphoric and cataphoric references are other elements that may affect how the reader organizes a text. if anaphoric allusions serve a cohesive purpose, they should have a measurable psychological impact on the reader when they are present in a sentence. the concept refers to outdated information and acts as a marker for the reader’s knowledge (sultonov & zebinso, 2021). anaphoric references refer to a concept or word introduced in a previous phrase. references should aid the readers in organizing the information they are reading because they remind them of information they have already read. the time needed to read sentences and paragraphs having references should be shorter than the time needed to read paragraphs containing lexical items instead of references because references do not convey fresh information like that found in lexical items. compared to anaphoric references, cataphoric references are less frequently used since they point ahead in the text, implying that the speaker or writer would name the referent later rather than doing so right away (awwad, 2017). furthermore, virdaus and rifa’i (2022) argue some grammarians refer to the action or outcome of one linguistic unit referencing another as a cataphora or forward reference. a cataphora, in contrast to an anaphora, refers to something that has not yet been mentioned. it means the reference direction within the sentence or speech; cataphors are sometimes called backward anaphors. as a result, a cataphor looks downward while an anaphor looks back (up) for the term it refers to (ahead). anaphoric and cataphoric have been conducted by indriyani (2022). anaphoric and cataphoric references in efl textbook. only four phrases made use of cataphoric references, but 29 did so with anaphoric references. pronominal anaphora is one of the anaphoric references that recount texts frequently use. then lestari (2019), anaphoric and cataphoric references in surah an-nisa of holy quran translation by abdullah yusuf ali. the study’s result revealed that the most common type of reference is anaphoric, followed by cataphoric and zero anaphora. after that, panggabean and khatimah (2022), found muhammad sabaniyah, nida husna, alek, didin nuruddin hidayat exploring anaphoric and cataphoric references used in bright english textbooks 640 anaphoric and cataphoric references in the novel of kite runner. 9 cataphoric references and 19 anaphoric ones were found throughout the book. there is a similarity among studies to this study which uses anaphoric and cataphoric references for getting data analysis. this current study differs from what has been done by previous researchers; this research will concentrate on reference analysis in narrative text writing in junior high school textbooks with the title "bright an english” for the eighth grade. based on the above statement, the gap in this study was the researcher intends to identify what types of references are used and the most commonly found in narrative texts in the textbook "bright an english" in this study. however, the researcher also limits the analysis to the narrative text that consists of the "bright an english” textbook. as a result, these research questions were; 1. what kinds of references can be found in narrative texts in the book "bright an english" in grade 8 junior high textbooks? 2. what kinds of references are most commonly found in narrative texts in the book "bright an english" in grade 8 junior high school? reference reference, according to halliday and hasan (1976) cited in genc and bada (2006), said the special character of the data that is requested for retrieval. the information to be recovered in the instance of reference is the referential meaning, or the identification of the specific thing or class of things that is being referred to; the coherence is found in the continuity of reference, where the same thing is brought up again in the discourse. lestari (2019), states references to the speaker or written part are viewed as acts. reference, then, may be defined as an activity taken by a speaker or writer to employ language that enables a listener or reader to recognize something. the specificity of information identified for retrieval is known as a reference. this means that a reference is an activity that relates to a prior or subsequent element. furthermore, hidayat (2017) mentions reference examines how language and non-linguistic reality interact. when a word refers to another word, it is called a reference. some words in every language need to be understood about something else rather than being understood on their own. the information is signaled for recall of the referential meaning, hence the term reference for this process. references that serve as cohesive links include demonstratives (verbal pointing), comparatives (deictic or non-deictic), and personals (including pronouns, possessive adjectives, and possessive pronouns) (alsaawi, 2016). in line, sari et al., (2022) assert grammatical cohesiveness includes repetition, conjunction, ellipsis, substitution, and lexical cohesion, such as collocation and reiteration (i.e., synonym, superordinate, and general noun). there are various subcategories of grammatical cohesiveness. first, there are three categories of reference: personal, demonstrative, and comparative. indriyani (2022), mentions references might be either anaphoric or cataphoric. cataphoric reference could mean forward to the text's future that has not yet been presented. warid et al., (2021) said reference make sense using additional signaling components (words or pieces). interpreting what signaling elements convey requires referential meaning. due to the distinctive meaning of the information that is referred to, reference is described as a particular type of cohesiveness. references resemble definite articles in their traits. it has a distinct meaning that can be ascertained by the reference's situational context can ascertain. for instance, they have two children, ani and ana are married. at the same time, anaphoric reference may point back to the history of the unfolding text, that is, to a referent that has already been introduced and is thus a part of the text's system of meanings. textbook ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 641 the importance of the english textbook is notable for both teachers and students. when providing the content, it serves as a guide for the teachers, but it also provides the required information through various explanations and exercises. it affects the attitudes and performance of the students toward the course materials. it is a fact that students would participate actively in class when they enjoy their textbooks. ayu and indrawati (2019), argues that the most crucial component of using textbooks in the classroom is for teachers to make an effort to interest students with the material they will be studying and provide them with plenty of opportunities to converse in english. mohammadi and abdi (2014) cites a textbook as a tool for delivering the subject matter and a place where students may practice skills including listening, speaking, pronunciation, vocabulary, grammar, reading, and writing. simply said, a textbook is helpful to teachers in implementing the curriculum because it is focused on what is needed, serves as director, and gives students a chance to study. furthermore, gheitasi et al. (2022) argue textbook may serve as a guide, a resource, a de-skilled, a trainer, an authority, and an ideology. it means a textbook is a valuable tool for self-directed learning, presentational content, ideas and activities, student reference, and syllabus when they mirror predetermined aims of education and help inexperienced educators who are still building their self-reliance. in addition, widyasari et al. (2020) said the main benefit of using textbooks is that they are psychologically necessary for students because their development and achievement can be quantified. because they set the criteria for instruction, textbooks have an impact on the teaching and learning process. in short, using a textbook in the classroom can guarantee that students of various levels will learn the same material, allowing for equal evaluation of each student. method the study design the study used a qualitative descriptive approach because it dealt with descriptive data rather than numerical data. qualitative information is obtained in the form of images, written words, phrases, or symbols that depict or illustrate socially significant individuals, acts, and events (pamela, 2008). descriptive analysis that employs the approach of seeking, gathering, interpreting, analyzing, classifying, and generating a conclusion is known as descriptive analysis (lestari, 2019). this study tried to find the references in the "bright an english “textbook for eighth-grade junior high school students. therefore, the researcher analyzes, classifies, and interprets the kinds, functions, and meanings of the references. data collection technique this study used documentation as the source of data collection. the data used in this study was an english textbook with the title "bright an english” as the main data. the documentation included content (words) and photos that were captured without the involvement of researchers. after being examined by the researcher there are four narrative texts found in "bright, an english” textbook for eighth-grade junior high school students. the document is a methodical process for looking at or assessing documents, both printed and digital (bowe, 2009). in order to extract meaning, gain insight, and create empirical knowledge, document analysis necessitates the examination and interpretation of data. the researcher also used the human as an instrument (human subject). the subject instrument is the study starts and finishes with the self and biography of the researcher (peredaryenko & krauss, 2013). this implies that the researchers functioned as a tool in identifying the references contained in the bright an english text book. the researchers read "bright an english textbook" for eighth-grade junior high school. the researchers then gathered, identified, categorized, described, and analyzed it. muhammad sabaniyah, nida husna, alek, didin nuruddin hidayat exploring anaphoric and cataphoric references used in bright english textbooks 642 data analysis technique to obtain the data, this study does some steps. first, read the text, then classify the sentences that supposed to be anaphoric and cataphoric, and after that, the data containing anaphoric and cataphoric is explained by the theory (halliday & hasan, 1976). to examine the data, this study went through several procedures. identified, categorized, and described the anaphoric and cataphoric references. results in this section, the researchers present the results of data analysis of anaphoric and cataphoric reference that were discovered from the textbook of eight grade students. the results showed that there were 22 references found in the four descriptive texts of the textbook. the number of occurrence types of anaphoric and cataphoric reference are presented below: table 1. anaphoric and cataphoric references found in the textbook no. anaphoric cataphoric number of sentences text 1 7 1 8 text 2 6 0 6 text 3 2 0 2 text 4 0 6 6 total 22 as presented in table 1, the total number of references are 22 sentences. there are 15 sentences referring to anaphoric and 7 sentences referring to cataphoric. from the table 1, it can be seen that anaphoric reference was the most dominant references with 7 sentences presented in the text 1. meanwhile, the cataphoric reference was only one sentence found in the text 1. in addition, the results show that anaphoric reference was the second highest proportion usage with 6 sentences while the cataphoric reference could not be found in the second text. for the text 3, it shows that the anaphoric reference was the minority usage between the first and second text. in the text 3, the cataphoric reference was absent. meanwhile, the number of references in the text 4 were opposite with the text 2 . the cataphoric reference was the most prevalence usage in the text 4 while the anaphoric reference could not be found. further, the present study also provides the example of references analysis both anaphoric and cataphoric. in order to limit the data analysis, the researcher only presents several examples as the representative data from the texts of the textbook. the limitation of data analysis was done by researchers to simplify the data interpretation. besides, since the references have same pattern analysis, it helps the researchers to avoid the repetition of data analysis from anaphoric and cataphoric reference. table 2. representative examples of anaphoric reference analysis in recount text no. title of the text sentences reference page 1 1st text (hero, my pet) hero is 40 cm long and about 2,5 kg. it likes vegetables very much (data 1) anaphoric 123 2 2nd text (my sam) sam is a helpful robot. he plays with me and helps mum serve meals (data 10) anaphoric 133 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 643 3 3rd text (my shaun the sheep bolster) my uncle visited my house. he brought me a bolster wit the head of shaun the sheep (data 15) anaphoric 131 from table 2, the sentences above are categorized as the anaphoric reference because the anaphoric occurs when a word refers to something that has already mentioned earlier of a sentence. from the first sentence, it shows that the word “it” (pronoun) refers to “hero”. the explanation about hero occurs earlier than the pronoun (it). for the second sentence, it is also included as the anaphoric reference because the pronoun (he) refers to “sam” which has been stated earlier. for the last sentence, the phrase “my uncle” occurs first before the word “he”. it can be seen that “he” as a pronoun which refers to my uncle. hence, the three sentences above are classified as anaphoric references. table 3. representative examples of anaphoric reference analysis in recount text no. title of the text sentences reference page 1 1st text (hero, my pet) as its strong legs, hero uses it for swimming and climbing trees (data 8) cataphoric 131 2 4th text (my new backpack) its color is soft green. the backpack is made of strong fabric (data 18) cataphoric 131 3 4th text (my new backpack) in the next part, i put my money and my library card in the pocket (data 22) cataphoric 131 as presented in table 3, it shows that cataphoric references are the opposite of anaphoric reference. those sentences are classified as cataphoric because a word refers to something that mentioned later of a sentence. from the first sentence, it can be seen that the word “it” as a pronoun refers to “hero” (as the pet). the word “hero” occurs after the first sentence stated. in addition, from the second sentence, the word “its” also a pronoun which refers to the forward section, that is “backpack”. then, for the last sentence, the phrase “next part” refers to the forward explanation, that is “the pocket”. the section which is mentioned later is categorized as cataphoric reference. discussion based on the results from the tables above, it is indicated that anaphoric references were the dominant proportion usage which mostly found in the recount text of the eightgrade textbook. this occurrence occurs because the information of the descriptive text refers to the earlier word which has been mentioned. from all the texts presented in the textbook, they describe about the things and animals which the construction of the sentences were in the form of pronominal anaphora. this also happens because the use of anaphoric pronouns is relatively easy to understand, and this is in accordance with the muhammad sabaniyah, nida husna, alek, didin nuruddin hidayat exploring anaphoric and cataphoric references used in bright english textbooks 644 target of students who are still in grade 8 of junior high school. for example, from the data 15 in the table “my uncle visited my house. he brought me a bolster with the head of shaun the sheep”. the word “he” as a personal pronoun from my “uncle”. this means the anaphoric references provide links with their predecessor. as asserted by zineb (2017), pronominal anaphora is the most common type where a referent is referred by a pronoun. the pronominal anaphora such as he, she, it, its, her, his, and theirs. a pronoun is used to substitute a person, place, animal or thing. a pronoun is often used to refer to a noun that has already been mentioned. the finding of this research is in accordance to studies by panggabean & khatimah (2022); lestari (2019); indriyani (2022)which indicated that anaphoric references were mostly described in descriptive text from english textbook. additionally, genc and bada (2006) stated that using pronoun can make a text effectively as it does not mention a noun continuously. in the text, pronouns are very essential since they are used to make the sentences related to each other to avoid the nouns from being repeated continuously. therefore, it will be easier for readers to understand the content and meaning of the recount text because each paragraph is interrelated. it is then followed by cataphoric, which was found seven sentences. cataphoric references, however, are rarely found in descriptive texts in the textbook. the cataphoric references became rarely found in the text because this kind reference is quite complex compared to the anaphoric. this result is also in line with indriyani (2022); azarizad & tohidian, (2012); panggabean & khatimah (2022); lestari (2019); virdaus & rifa’i (2022); nurhikmah (2016). the cataphoric references became rarely found in the text because the use of cataphoric was harder to understand by the eight-grade junior high school. for instance, from the fourth descriptive texts which presented in the textbook, there were only seven cataphoric references found in the textbook from the two texts (hero, my pet and my new backpack). the construction of sentences in the descriptive text were in the form of simple sentence. meanwhile, the cataphoric sentences are commonly found in the compound and complex sentences. for example, in the data 8 from the table 3, “as its strong legs, hero uses it for swimming and climbing trees”. the cataphoric was used in the form of compound sentence which marked by the word “as”. cataphoric references are not related because they provide links afterwards. meanwhile, the cataphoric references could not be found in the other two descriptive texts. this happens because the two descriptive text only (my sam & my shaun the sheep bolster) were dominant with anaphoric references with the information in the form of simple sentences. cataphora is often only used for rhetorical effect to build tension and provide imagery. cataphora is also sometimes used in a subordinate clause in a sentence and is often used to provide a description before a name (sultonov & numonova, 2021). as one of the media for learning english in the classroom, the textbook has a very important role in student development. it is essential to incorporate and distribute various types references, both anaphoric and cataphoric in the construction of the text. a great number of various types of references will familiarize the students with the phrases and sentences to arrange a good writing, especially in descriptive text. a text or paragraph that uses cohesion and coherence is likely to be good writing. cohesion is used to connect the text so that the reader may grasp what the material is about (dashela & mustika, 2021). therefore, it is essential for the book developers, book designer, as well as english teachers to be knowledgeable to arrange the use of anaphoric and cataphoric references as well as the role they play in a text (salgado, 2022). because these are vital tools for expressing coherent information, english teachers must educate their students on how to use these linguistic components as instruments for establishing cohesiveness in written discourse. conclusion according to the discussion's findings, anaphoric references are the types of ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 645 references that appear the most frequently in bright, an english textbook. the employment of anaphoric references, which contribute to cohesiveness, can help the sentences in a text relate to one another. as a result, it will be simpler for pupils or readers to comprehend the text's meaning. twenty-two sentences have possibly anaphoric and cataphoric references. fifteen sentences are anaphoric, and seven sentences are cataphoric. pronominal anaphora is frequently employed in bright, an english textbook for junior high school students in the 8th grade, because a pronoun addresses the referent of pronominal anaphora. in order to prevent the nouns from being repeated constantly, pronouns are crucial since they are employed to connect sentences. bright, an english textbook for eighth-grade junior high school students, regularly uses pronominal anaphora. this study has a limitation, which was to find how often anaphoric and cataphoric references are used in narrative text in english textbooks; four narrative texts were the only ones evaluated, therefore one drawback. for further research, make an effort to familiarize themselves with referencing, especially argumentative, descriptive, and persuasive text in english textbooks for higher-level schools. references alsaawi, ali. 2016. “written discourse analysis and its application in english language teaching.” ssrn electronic journal 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rifa’i. 2022. “anaphora, cataphora, and exophora found in the jakarta post published in march 2021.” journal of development research 6(1):process. doi: 10.28926/jdr.v6i1.213. warid, hablil, hodairiyah, and ach syariful lail. 2021. “analysis reference of grammatical cohesion types in nawal elsadawi ’ s woman at point zero.” 2(2):102–14. widyasari, chania m., mirjam anugerahwati, and rahmati putri yaniafari. 2020. “english textbooks for the 8th grade in indonesia : a comparative content analysis.” neells proceedings (2014):1–2. zineb, besadira hassina &. belkhiri. 2017. “anaphoric and cataphoric references in writing business cover letter the case of center learner at kasdi merbah university ouargla.” kasdi merbah university-ouargla. the particular dialect or language that a person chooses to use on any occasion is called a code 2157 copyright © 2022 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 2, december 2022 pp. 2157 2168 the influence of think-pair-share technique on students’ reading comprehension at junior high school hamzah1, fajriani2 1hamsa7832@gmail.com 2fajrianimandar@gmail.com 1,2faculty of teacher training and education, sulawesi barat university, indonesia received: 2022-11-21 accepted: 2022-12-31 doi: 10.24256/ideas.v10i2.3496 abstract the objectives of the research were to find out the influence of think-pair-share technique on students reading comprehension at smps ppm al-ikhlas lampoko and to find out significant difference students reading comprehension achievement between post-test class experiment and posttest class control at smps ppm al-ikhlas lampoko. the method of the research was quantitative method and type of the research quasi-experimental one group pretest and posttest design. the sampling used was simple random technique. the total number of populations was 135 students and total number of samples was 38 students. the instrument of the research was test. the results showed that: (1) there is an influence of think-pair-share technique on students reading comprehension in narrative text at smps ppm al-ikhlas lampoko. where students reading comprehension taught used think-pair-share technique was increased. (2) there is significant difference students reading comprehension achievement between think-pair-share technique and expository way at smps ppm al-ikhlas lampoko. where the mean of posttest class experiment was higher than posttest class control keywords: junior high school; reading comprehension; think-pair-share technique http://u.lipi.go.id/1457703302 mailto:hamsa7832@gmail.com mailto:2fajrianimandar@gmail.com hamzah, fajriani the influence of think-pair-share technique on students’ reading comprehension at junior high school 2158 introduction english has been used by many people from different countries. most of nonactive speakers used english to establish relationship with people in the other countries. in indonesia, english has become a language that everyone should know particularly in scientific, technology and interact. in term of communication within international tread and business. consequently, people who want to have access to them should master english well. there are four language skills that should be mastered by the students, they are reading, speaking, writing and listening. the four skills should be taught in order to help the students communicate in english. among the four language skills, reading skills is one of the most important aspects to be mastered in learning english. where reading is one of the efforts to get some information from the text not only expect to understand the structure but also the meaning of the text. understanding the meaning of the text read was affect students in processing a word. unfortunately, many students fail to achieve the minimum expected value of english subjects. there are many reasons why students get fail marks in learning english according to (utama, 2017, p. 87) “students tend to easily answer questions every time the teacher asks questions if students understand reading indicators such as determining the main idea of a paragraph, topics, explicit and implicit information, detailed information, specific information, and references”. not only that, lack of vocabulary is also to be a factor the low grades of students. (dhillon, herman, & syafryadin, 2020, p. 78) stated that “the difficulty of students in understanding the text is influenced by the amount of vocabulary. if students find some new words, they were asking the meaning of other students around them directly or they were search their dictionary to get the meaning right away. this condition occurs because method used by the teacher emphasizes the product rather than the process.” the similar condition in smps ppm al-ikhlas lampoko which founded on most students at second grade had the same difficulties were some problem faced by students in reading activities at classroom. for example, the students did not understand about the material in learning reading, and they did not interest to study longer and finally lost their motivation so they felt bored in learning process, especially in learning reading. it caused teachers’ strategy teaching reading did not interesting for them. after that, students were lack motivation in reading comprehension. the students were lazy to follow the lesson and rare tp gave attention with teachers’ explanation. and then student also still got difficulty to understand the meaning of the text. it means some method are totally depend on teacher as a source of knowledge and direction. teacher and learner roles define the type of interaction characteristic of classroom in which a particular method is being used. whereas ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2159 the teacher already guides the students by helping them know how to comprehend some words in english reading text. but the students felt that they did not helped by it. they afraid to made something wrong when they read english reading text, because they think that when they make a mistake it was get them bullied by their classmates. so, tend to be more careful about it. therefore, it is important for every teacher to provide explanation and motivation to be more daring in learning something so their mindset can be changed that making mistakes while studying is something natural so we do not need to be afraid to learn. from the problem above, it is important to find an appropriate strategy in teaching reading. there is a positive relationship between learners’ reading strategies and their reading comprehension skill. according to (ahmadi & gilakjani, 2012, p. 2058), “reading strategy has a significant impact on the readers’ reading comprehension skill. reading strategy can make better the reading skill of proficient and less proficient readers. readers used diverse reading strategies and know what, when, how, and why to apply them in their reading comprehension process”. it is mean that find an appropriate strategy in teaching reading help both teacher and learners in teaching learning process. therefore, the researcher offers to used cooperative learning method according to ( lee, li, & shahrill , 2018, p. 50) “cooperative learning is an instructional method where students work in pairs or in groups to achieve a common learning goal called cooperative learning, where students are required to take responsibility for their own learning and be actively involved in discussion, debate, and teamwork.” in addition (johnson, johnson, & smith, 2013, p. 3) claims that “ cooperative learning is the instructional used of small groups where student work together to maximize their own and each other’s learning”. so, from the definition above we can conclude that cooperative learning is a learning process where there are two or more students trying to learn something individually or in groups. there are many cooperative models of instructional methods that can be applied in class but in this case, researcher used think pair share technique. think pairshare (tps) technique is one of the collaborative learning that combines several important elements in learning such as thinking, discussing and expressing opinions. think-pair share (tps) technique first developed by frank lyman and colleagues at the university of maryland, this. method is an effective way to vary the atmosphere of class discussion patterns. assuming that all recitations or discussions require arrangements to control the class as a whole and the procedures used in think-pair-share can gave students more time to think, to respond and to help each other. think-pair-share technique includes three components that is time for thinking, time for pairing, time for sharing. in thinkpair-share technique teacher was gave some topic to student. after receive a topic from the teacher, they must think individually, and then discuss the results of their thoughts with their group and the last step, they should share to the other groups hamzah, fajriani the influence of think-pair-share technique on students’ reading comprehension at junior high school 2160 while listening to the explanation from the other students. every student should comprehend the text because each of them have obligation to explain it to the other students. so it is very important for the students to start construction their ideas in their discussion in order to fine out the already knew and what they should have known. there are some researchers that has been done before titled “the used of thinkpair-share in teaching reading comprehension a case study of the english teachers in smkn 1 randudongkal in the academic year of 2016/2017”. from the research that has been done above, it can be formulated research that was carried out the researcher, that is “the influence of think-pair-share technique on students reading comprehension at smps ppm al-ikhlas lampoko” reading is one of the efforts to get some information from the text not only expect to understand the structure but also the meaning of the text. (novisa, 2019, p. 2) claims “reading is a powerful skill for the students to get information, knowledge and many experiences for their competence in their academic, daily life and helps in mental development. it is known that reading can stimulate the muscles of the eyes. not only that reading activity can involve greater levels of concentration and adds to the conversational skills of the reader. the habit of reading also help readers to translate new words and phrases that come across in everyday conversation”. in addition, (xue, 2019, p. 59) states that “reading occupies a high proportion. it can be said that students' scores in reading comprehension can directly determine the success or failure of students in carrying out the exam.” this proves that reading skills are the mother of all comprehension it caused the better a person understands words, the easier and more extensive someone was understand the lesson. based on those explanation, it can be concluded that reading is a way to get information from something that was written. it is important process for the students to get the information by using both eyes and brain to understand what the researcher thinks in their read. not only that, the ability of students to understand words was greatly affect students' understanding of a reading text (pourhoseingilakjani, 2016, p. 230) states that there are two kinds of reading, . they are extensive reading and intensive reading. 1) extensive reading there are different definitions for extensive reading. (waring , 2019) claims that “intensive reading focused on developing language knowledge and discrete reading skills presented as language work‖ in a reading text. typical intensive reading passages can be found in course books and reading skills texts not only that reading extensively are primarily focused on the message of the text and what it is saying.” while (umam, 2013) stated that “there is a difference between ‘learning to read’ and ‘reading to learn’. both of these are valid forms of reading but ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2161 they have different aims. when students ‘read to learn’ (intensive reading) they are reading a text to learn something about the language itself. such as a new word, some grammar and so on”. we could call it ‘study reading’ because student tent to get something from their reading. so, from the explanation above we can conclude that extensive reading described it as skimming and scanning activities where reader try to learn something from the text. 2) intensive reading intensive reading can be defined as the ability to understand the contents of a text or sentence. where someone reads carefully to understand a text precisely and accurately. intensive reading ability is the ability to understand details accurately, completely, and critically of facts, concepts, ideas, opinions, experiences, messages, and feelings that exist in written discourse. where the purpose of intensive reading is to develop reading skills in detail by emphasizing understanding words, sentences, vocabulary development so as to get a thorough understanding of the text. (miller, 2013, p. 70) claims that “intensive reading as a methodology ia s teacher-centered approach.” it means that all activities in the classroom are determined by the teacher. what to read, when to read, what grammar, vocabulary, text organization or points of understanding should be discussed depends on the teacher. in addition, (day, 2015, p. 298) assumed “intensive reading is the reading that is only limited to the short text and carried out with the aim of understanding the whole content of reading. as an approach to reading literacy, these two methods differentiated in various aspects relating to reading activities, which include the main objectives of reading, focus on reading text, the sources, and types of reading, the number of reading text, the speed of reading level, and the method of reading.” narrative text is a text that describes events that have passed in the history in the form of a history or fantasy which means commodity that didn't actually be. according to (sugiarto & sumarsono, 2014, p. 207) narrative text is a text which contains about a story in the history, and it may be a fantasy or nonfantasy story. besides that, (aulianisa, 2019) claims narrative text is a kind of text that's suggested to amused and to deal with factual and vicarious experience in other ways. in addition, (sulistyo , 2013, p. 171) have pointed out that generally narrative are imaginary stories but occasionally narrative can be factual to. this happens because commonly a work of art is grounded on an event that has happed ahead. where from these events added various elements so that the event becomes more intriguing to read. for illustration, we can see in the masha and the bear cartoon where this cartoon was made grounded on an incident where masha failed from being killed by a bear while watching a circus. but due to too numerous additions of fabrication in the story so that the cartoon is considered fantasy. evidently, narrative text is imaginative text which is usually presented in the form of fables, fairy stories (the story is fantastic, full of wonders), mysteries, science fiction, romance horror stories, legends, historical which are compiled based on the hamzah, fajriani the influence of think-pair-share technique on students’ reading comprehension at junior high school 2162 author's imagination. this text aims to provide information or influence the reader's taste, besides that this text also affects the behavior and mindset of the reader. there are five generic structure of narrative text which are presented by (sulistyo , 2013, p. 172) they are: 1) orientation (introduction) orientation (introduction) contains the introduction of characters, places, times and events that occur in the story. this section is used to create an atmosphere so that students are persuaded to follow the story. in other words, narrative text orientation tells who the character is/where, where it happened, when it happened. 2) sequence of events (complication) in this section describe the sequence of the story. problems faced by characters. complications make their story more intriguing because the character is hindered from achieving his wishes. it's in the middle of the story. 3) resolution in this part tells solving problem to the reader. how the problem was solved it also called. a satisfying narrative we well gave the resolution of the problem. 4) re-orientation this section is the ending section which tells the final condition of each character in the story containing a message of moral values to the reader. think-pair-share technique is one of the cooperative techniques where students are given chance to trade opinions on something so as to get relevant conclusions. according to (sari, kristiawan, & syaveny, 2015, p. 268) state that think-pair-share (tps) is a cooperative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. a cooperative learning discussion strategy first developed lyman at university of maryland in 1981 that is cooperative learning strategy in which students work together to break a problem or respond a question about an assigned reading and think pair share. in this technique system, students were divided into several groups, furthermore the teacher gives a topic that must be answered by each group. where" think “means that each student in the group thinks about the topic given by the teacher. after each student has an idea about the given topic, they go to the following step, namely" pair “where students share their understanding with their group friends so that it creates an agreement. after that the last part is "share" where in this section each group was be asked for an explanation about the given topic. in addition, according to (alfahmi, 2014) the think-pair-share learning model consists of six phases, namely 1) conveying goals and motivating students. 2) presenting information. 3) divide students into several groups. 4) guide the group to work and study 5) evaluate or provide views to students on the given topic. 6) gave appreciation or appreciation. based on the meaning above, the researcher concludes that think pair share is ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2163 effective to apply in the teaching reading because it's a good method. that benefit not only to the student, but also to the teacher where student spent more time on task and listened to each other more when engaged in think-pair-share. clearly it makes interest and to make easier the student to understand the material. the procedures of think-pair-share are as follows: 1. step 1 “think” at this stage the teacher divides students into several groups then start with specific questions, and gave students time to think about answers individually by documenting their own responses, either written or illustrated. 2. step 2 “pair” after students have their own ideas on the given topic now in pairs. where students was share their opinions on a given topic so as to produce a conclusion. 3. step 3 “share” for this part, after students discuss their opinions with their group mates. then go to the next section, which is share where students share the results of their discussions with the teacher and other friends. besides students can also share with the class what their partner said. method this research was conduct on at smps ppm al-ikhlas lampoko becaused the researcher found that the students at smps ppm al-ikhlas lampoko more interested to learn used this technique. the adress the school in jl. majene km 27 lampoko, kecamatan. campalagian, kab polewali mandar. in this research, the population was taken at smps ppm al-ikhlas lampoko becaused the researcher found that the students at smps ppm al-ikhlas lampoko more interested to learn used this thecnique. the adress the school in jl. majene km 27 lampoko,sub-district. campalagian, regency polewali mandar. the researcher took two classes for sampling in the eight grade there are vii a and vii b. first class for experimental group in viii a there are 25 student and the second class for the contor group in viii b there are 13 students. in this research, the sample of the research was used simple random sampling. (sugiyono, 2013, hal. 82) claims that simple random sampling is a sampling technique that the sample take from the population at random without regard to the strata that exist in the population. in this research, the researcher used quantitative research. according to (creswell, 2012), quantitative research is an inquiry approach useful for describing trends and explaining the relationship between variables fount in the literature.in this research was be used quasi-experimental which two kind of the test, they were pretest and posttest. (sugiyono, 2013) claims that quasi-experimental is a development of a true experimental design that is difficult to implement. where this design has a control group. although it cannot function fully to control external variables that affect the implementation of the experiment. the experimental group was giving treatment by using think-pair –share technique. on the other hand, the hamzah, fajriani the influence of think-pair-share technique on students’ reading comprehension at junior high school 2164 control group was given treatment by using a conventional way. there are three steps in the research procedure, they are pretest, treatment and posttest. pre-test was given to students before students teach by using think-pairshare strategy. this is done to determine the students' initial abilities before treatment using the think-pair-share strategy. the test given was be in the form of multiple choice with a total of 22 questions. after giving pretest, the students ware give treatment. class experiment using think-pair-share technique. and class control was used conventional. the researcher give post-test after treatment. the post test was conducted to find out the extent to which students' ability in narrative text after given after being given treatment. the researcher used the test as the instrument to collecting data. the form of the test was used multiple choice with 4 options a, b, c or d. the total number of the test was 22 questions. the test was used to know students’ reading skill in narrative text. the student was answered narrative text consist of minimal 70-100 words with the time allocated 60 minutes. in collecting the data, the researcher used try-out test to determine the test for pre-test and post-test to know the students’ reading comprehension on narrative text for experimental class and control class. the data analysis techniques that was be performed in this research can be described as follows: descriptive analysis is a data analysis technique whose presentation results describe research data which includes the amount of data, maximum value, minimum value, average value and others according to the needs of the researcher. in addition, (creswell, 2012) argued “ analysis descriptive help to summarize overall trends or tendencies in conducting data, provide an understanding of how varied scores and provide insight into where one score stands in comparation with others.” normality test is a test carried out to assess the data in a group of variables, whether the distribution of the data is normally distributed or not. moreover, the purpose of a narrative text is to entertain the reader and gave educate that can be drawn from the text. (anggitaningrum, alimatun, wibowo, minkhatunnakhriyah, & albiansyah, 2021, p. 13) said that “narrative text aims to show something that has happened”. narrative is veritably absolute requirement that must be carried out by researchers before conducting parametric statistical analysis. where there are 2 types of normality tests that are often used, namely the kolmogorov-smirnov test and the shapiro-wilk test. data said to be normality distributed if the asymp.sig.(2tailed) > (0,05) it can be concluding the data is normality distribution. asymp.sig.(2tailed) < (0,05) it can be concluding the data is not normal distribution. after knowing the data obtained is normal, then a paired sample t test is carried out. paired sample t test is a test conducted to find out whether there is an average of two samples that are paired apart from that paired sample t test is used to find the effect of one variable on other variables. however, if the data found are not normal, the wilcoxon test was be carried out. the wilcoxon test is a nonparametric test that is used to measure the difference between 2 groups of paired data on an ordinal or ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2165 interval scale but the data is not normally distributed. this test is also known as the match pair test. homogenity test is a test used to determine the variation of the experimental class posttest and control class posttest is homogeneous or not. homogeneous data is one of the requirements (not absolute requirement) in the independent sample t test. data said to be homogeneous distributed if the asymp. sig. (2tailed) > (0,05) it can be concluding the data is homogeneous distribution. asymp. sig.(2tailed) < (0,05) it can be concluding the data is not homogeneous distribution. independent sample t test is used to determine whether there is a difference in the mean of two unpaired samples. where the requirements in the independent sample t test are data with normal distribution and homogeneous (not absolute requirements) results based on the data analysis from the descriptions, explained that there are 25 students in class experiment and 13 students in class control (n), the minimum value in class experiment pretest is 28, the minimum value in class experiment post-test is 46, the minimum value in class control pre-test is 28, and the minimum value in class control post-test is 33, the maximum value class experiment pre-test is 82, the maximum value class experiment post-test is 87, the maximum value class control pretest is 78 and the maximum value class control posttest is 82, the mean score class experiment pre-test is 59,92, the mean score class experiment post-test is 68,08, the mean score class control pre-test is 44,38, and the mean score class control post-test is 55,00, standard deviation class experiment pre-test is 14,089, standard deviation class experiment post-test is 8,641, standard deviation class control pre-test is 15,103 and standard deviation class control post-test is 14,277, based on the output, it can be interpreted that the significance (sig.) value for all data in both the kolmogrove-smirnov3 and shapiro-wilk > 0,05 it can be concluded that the research data is normally distributed. because the research data is normality distributed, it means that we can used parametric statistics (paired sample t test) to conduct research data analysis. ➢ table paired sample t-test result used spss21 based on the table 5.0 the pair 1 output is obtained a sig (2-tailed) 0,000 < 0,05 that means that there are differences in average for students learning outcomes pretest experiment and post-test class experiment on students reading table shows positive reaction used think-pair-share technique in the class. it means that after giving treatment to students by using think-pair-share technique the students reading comprehension in narrative text was increased. based on findings that presented on result of the data analysis on the test, it showed that hamzah, fajriani the influence of think-pair-share technique on students’ reading comprehension at junior high school 2166 students reading comprehension in narrative text before using tps technique was poor. the mean score class experimental pretest was (59,92) after learning narrative text by using tps technique where most of them got unexpected score the mean class experimental posttest score was (68,08) that means that students reading comprehension after learning used think-pair-share was increased. based on the output above it can be interpreted that the significance (sig.) based on the mean 0,84 > 0,05 it can be concluded that the variation of the post-test data for experimental class and control class are same or homogeneous. thus one of the requisite (non absolute) of the idependent sample t-test as been fulfilled based on the the equal variances assumedis obtained a sig (2-tailed) 0,001 < 0,05 that means that there is a difference average of students outcomes between think-pair-share technique and the conventional. based on findings that presented on result of the data analysis on the test, it showed that students posttest class experiment was higher than students posttest in class control. the mean score posttest class experiment was (68,08) and the mean class posttest class control was (55,00). it means that think-pair-share technique significantly effect on students reading comprehension at smps ppm al-ikhlas lampoko. furthermore, paired sample t test was carried out and the following result are interpretation of paired sample t-test, based on the results of paired sample t test, above, then the following hypothesis testing is carrying out: hypothesis 1 because p value (sig.) : 0.000 < 0.05 and tvalue (4,320 > ttable (1,688) it means that h0 is rejected and h1 is accepted. so it can be concluded that there is an influence of tps learning technique on students reading comprehension at smps ppm al-ikhlas lampoko hypothesis 2 because p value (sig.) : 0.001< 0.05 and tvalue (3,526 > ttable (1,688) it is mean that h0 is rejected and h1 is accepted. so it can be concluded that there is any significant difference students reading comprehension achievement between think-pair-share technique and expository way at smps ppm al-ikhlas lampoko. discussion think-pair-share technique is one of the cooperative learning. it was developed by frank lyman and collagues at university of maryland at 1997. think-pair-share technique was used to trained stodents’ cooperation in doing something. (sari, kristiawan, & syaveny, 2015) stated that think-pair-share (tps) is a cooperative learning strategy in which students work together to solve a problem or answer a question about an assigned reading. it provided the students to think the answer of teachers’ question and paired to other students then present in front of the class. ideas, vol. 10, no. 2, december 2022 issn 2338-4778 (print) issn 2548-4192 (online) 2167 in conclusion, there is positive effect and significant different on student reading comprehension who taught using think-pair-share technique and expository way. implementing think-pair-share technique provided the positive effect to students reading comprehension ability. the students were able to read fluently and answered the test correctly after they had been taught used think-pair-share technique. as a result, the steps in conducting think-pair-share technique facilitated them for having opportunities to practice and to encourage their motivation in reading comprehension. also, think-pair-share technique required them to be an active reader in every activity and teaching reading using think-pair-share technique was fun and helpful especially for the eighth grade students of smps ppm al-ikhlas lampoko. conclusion based on the findings and discussion, the result of the research showed as follows: (1) there is a positive effect of think-pair-share technique on students reading comperension in narrative text at smps ppm al-ikhlas lampoko where students reading comprehension thaught used think-pair-share technique was increased. (2) there is any significant difference students reading comprehension achievement between think-pair-share technique and expository way at smps ppm al-ikhlas lampoko where the mean of posttest class experiment was higher than posttest class control. references ahmadi, m. r., & gilakjani, a. p. (2012). reciprocal teaching strategies and their impacts. academy publisher, 2(10), 2053-2060 alfahmi, a. m. (2014). penrapan pembelajaran model koperatif tipe tps (think pair share) untuk meningkatkan hasil belajar siswa pada mata pelajaran ips sekolah dasar. jpgsd, 2(2), 1-11. anggitaningrum, n. r., alimatun, wibowo, h., minkhatunnakhriyah, & albiansyah. (2021). investigating clustering technique on students’ writing skill in narrativetext.polingua(scientificjournaloflinguistics,literatureandlanguageed ucation, 10(1), 12-15. ari, g. (2017). basic concepts of reading instruction. international journal of languages’ education and teaching, 5(4), 484-503. aulianisa, n. t. 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(2014). the implementation of think-pair-share model to improve students’ ability in reading narrative texts. international journal of english and education, 3(3), 206-215. sulistyo , i. (2013). an analysis of generic structure of narrative text written by the tenth year students of sma yasiha gubug. 4(2), 169-181.) accessed on february 24th, 2022 umam, c. (2013). extensive reading: what, why, and how. jurnal al hikma, 3(1), 3950. utama, i. m. (2017). think-pair-share strategy in teaching reading at the second semester students of ikip mataram. journal of english language teaching, 4, 87-91. utami, e. (2018). the effect of think pair share strategy and students’ reading motivation toward students’ reading comprehension at second semester students of law faculty universitas prof. dr. hazairin, sh bengkulu. english language teaching and research, 2(1), 101-112. waring , r. (2019). extensive reading in english teaching. innovation and creativity in elt methodology, 2-14. xue, y. (2019). the use of schema theory in the teaching of reading comprehension. international journal of liberal arts and social science, 7(4), 58-63. 711 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 711 718 socio-cultural issues representation in native son novel by richard wright kathrin meylida annur1, fatchul mu’in2, nasrullah nasrullah3, rina listia4 kathrinma26@gmail.com fatchul_muin@ulm.ac.id nasrullah01@ulm.ac.id rina_listia@ulm.ac.id english language education study program, universitas lambung mangkurat, south kalimantan, indonesia received: 2023-07-8 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3679 abstract novel is one of the types of literature that retells real-world events in a fictional way without taking away their social or cultural parts. this research was conducted to analyze native son, a novel about the lives of some black people in america in the 1930s. the elements analyzed in this novel include history and themes; language and interaction; character morals and characterization; and the socio-cultural impacts of this novel. the approach used is an interdisciplinary approach, and the method used is a qualitative method. the data are collected by reading the book, taking the contents that represent the issues, and then using the theory to figure out what the data mean. the results of the study show that native son novel portray some of the socio-cultural issues that often occur in society. hence, this study provides readers with implications and enlightenment about socio-cultural issues that occurred in america and can still be found today. keywords: interdisciplinary approach; native son; novel analysis introduction a novel is one of many kinds of literary works. the very first novel in the world was first published in the 17th century, meaning that novel has been around since a thousand years ago. a novel can be seen as an expression of the relationship between the text's structure and its social and cultural context, as expressed through language and ideology (farahmandian & shao, 2020). novel authors can capture what is going on around them in society and paint it out in their written works. therefore, people can freely encounter various social and cultural events in a single novel, which might have a deeper context in the plot. literature imitates the way people live their lives in real life. not only does it come down to imitation, but literature uses language as a medium to re-examine the imitation, whether in the form of poetry or a story. literature can also be considered a social document, which contains many things including history, morals, attitudes, and even culture. therefore, the literary theory used in this study is from wellek and warren (1949), in their book theory of literature. the book sections used to support the theory include literary theory, criticism, http://u.lipi.go.id/1457703302 mailto:kathrinma26@gmail.com mailto:fatchul_muin@ulm.ac.id mailto:nasrullah01@ulm.ac.id kathrin meylida annur, fatchul mu’in, nasrullah nasrullah, rina listia socio-cultural issues representation in native son novel by richard wright 712 and history; literature and society; and the analysis of the literary work of art. native son by richard wright was published in 1939. it's a novel about bigger thomas, a black adolescent living in poverty in chicago during the 1930s. it goes into greater detail regarding how society has shaped certain races, particularly black americans, into something that is socially unacceptable. unfortunately, a mishap aided this and even turned bigger into a criminal. furthermore, the author fully tells a systemic cause for those incidents. this novel can be used as a reference for literary studies by looking at social and cultural issues that occur in the novel and in today's society (mu’in, 2002). native son (1939) became a piece of nautical literature that showed how people of color lived on the edges of the united states in the 1930s. every day, black people have to deal with a lot of social, cultural, and political issues. these issues from the past are starting to get better, and there are signs of hope to improve it. but it is undeniable that these issues can never be completely eradicated. therefore, this study is expected to increase knowledge and give a clearer overview of how bad these issues are now for the many various races of people out there. without many people's concern, these issues are becoming harmful to our society. method an interdisciplinary approach is a method of problem-solving that incorporates the consideration of multiple viewpoints from related, relevant fields of science (sudikan, 2015). in this case, the author uses an interdisciplinary approach as a method of analysis, using an integrated review of various points of view in cognate sciences. a novel is a subconscious world that is so vast that it can be analyzed to its roots. native son is a novel that incorporates social and cultural elements, with a major focus on topics of racism, prejudice, stereotypes, discrimination, and slavery among americans (quillian, 2006) that lasted hundreds of years ago. therefore, the use of an interdisciplinary approach is the right step in exploring the world in this novel. the author's technique and method are a text-based document (a novel) and a qualitative method that describe the results of the analysis of the novel. aspers and corte (2019) say that qualitative research means understanding, making interpretations, and making distinctions. in reading novels for analysis, real understanding is needed so that the results of the analysis become weighty. miles and huberman’s (1994) model, which consists of four components—data collection, data reduction, data presentation, and drawing a conclusion—collects data sources. so, the first step is to read and understand the whole book, then sort out the parts you want to analyze, and then show the data. table 1. data source title of novel genres author publisher year native son african-american literature, social protest novel richard wright harper & brothers 1939 the 'native son' novel by richard wright is the data source. the data analysis is conducted based on cultural studies. results and discussion history and theme every major event must have a prefix. prefixes, triggers, and causes are some of the things that are useful in knowing more about the big event. this is what we know as history. cicero (cited from susanto, 2014) states that "history is the light of truth, a witness to time, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 713 a teacher of life; the first law in history is the fear of telling lies, the next law is not afraid to tell the truth". thus, history always show truths, not lies. meanwhile, a theme is very significant in a literary work, and we can even say that identifying a theme should be the first thing we do before creating the work. the role of theme is very important in tale writing to elaborate on the issue that the author wishes to convey to the reader. finding the theme involves awareness of the story's meaning and the ability to expand on what is contained in the text for the story's audience. therefore, the history is a proof of an event and is very helpful for many people in understanding what really happened to the truth of a certain event, while the theme is something that represents the whole thing discussed in the story. the following is the history and theme related to ‘native son’: table 2. history & theme in ‘native son’ novel aspects dialogues representation prejudice "there's a lot of white people in the world." (wright, ns, p. 72) prejudice is a negative or hostile attitude toward a group or its individual members that is held without justification or evidence. it is characterized by stereotyped, illogical views. in terms of historical perspectives, the earliest psychological research on prejudice was performed in the 1920s. this study aimed to establish white supremacy. discrimination “if you killed her you'll kill me', she said. 'i ain't in this…. you told me you never was going to kill.' 'all right. they white folks they done killed plenty of us.' 'that don't make it right'” (wright, ns, p. 168) by the early 17th century, the neutral sense of discriminating, "the act of differentiating," had entered english, followed by the positive sense associated with exceptional judgment in the 18th century. discrimination in the sense of "prejudice" has been practiced since the early nineteenth century, about 200 years ago. segreration "every time i get to thinking about me being black and they being white, me being here and they being there, i feel like something awful's going to happen to me." (wright, ns, p. 28) segregation is when people of color are forced to live, go to school, and use other services in separate areas. in the 18th and 19th centuries, segregation was enacted multiple times in america because some individuals kathrin meylida annur, fatchul mu’in, nasrullah nasrullah, rina listia socio-cultural issues representation in native son novel by richard wright 714 believed that black and white people couldn't coexist. language and interaction according to jismulatif, suganda, & cristiana (2014), language is one of the most crucial aspects of human life; without it, people cannot communicate, connect, or share their experiences with one another. each written work certainly uses language as a means of delivering stories in written form. languages are manifold, and the author has the task of deciding what language he will use for the characters they include in the work. the characters in the novel can use any language. whether the character uses polite or casual language or the language used in a particular culture in native son, the difference between the two black and white cultures in america certainly has different languages as well. the explanation that follows provides context for the language style that the main character, bigger, and several other characters use. table 3. language & interaction in ‘native son’ novel characters dialogues representation bigger to mr. dalton "yessuh." (yes, sir) (wright, ns, p. 50) "nawsuh." (no, sir.) (wright, ns, p. 50) “good evening, mam.” (ma’am). (wright, ns, p. 53) calling someone ‘sir’ or ‘ma’am’ in american english means that person respects the other person as someone above him, maybe like a boss. jan to bigger “first of all . . . don’t say sir to me. i’ll call you bigger and you’ll call me jan. that’s the way it’ll be between us.” (wright, ns, p. 65) jan wants bigger to see him not as a person above him because of jan’s skin color. bigger & his siblings “you sonofabitch!” “that sonofabitch could cut your throat” “i bet that sonofabitch rakes off a million bucks…” (wright, ns, p. 17) cursing habit. moral-character and characterization in both fiction and non-fiction, one of the most important things to the reader or fan of the work is the character and what they are like. the author's ability to design for character development needs to be done well. this is done so that the storyline of the work can run smoothly with the help of good character writing. so are the morals that a character has. according to cohen and morse (2014), moral character can be defined as an individual's capacity to think, feel, and act ethically vs. unethically, or as a subset of individual differences that are morally meaningful. they also add that morality and ethics are concepts used to describe ethical and moral standards of behavior. in short, morals and ethics are two things that are interconnected, or even the same. that's why character morals are very important in character development and storyline development. the moral characters of some of the 'native son' characters are as follows: table 4. moral-character & characterization in ‘native son’ novel ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 715 characters dialogues representation thomas bigger "there was in him an uneasiness and distrust that made him feel that he ought to have it along." (wright, ns, p. 46) "he flushed warm with anger. goddamn her soul to hell! was she laughing at him? were they making fun at him?" (wright, ns, p. 65) he was feeling the rum rising to his head, "there's a lot of white people in the world." (wright, ns, p. 72). bigger is a poor, uneducated black teenager who lives in a thug environment. he has been stuck his entire life disliking and fearing the whites, who define the tight bounds of the existence of black americans. mr. dalton “you know, he does a lot for your people.”, “yes, the colored people. he gave over 5 million dollars to colored schools.” – peggy referring to mr. dalton. (wright, ns, p. 57) “mr. dalton, why do you contribute money to negro education?” – “i want to see them have a chance.” (wright, ns, p. 165) an uncommon white man in america, who accepts bigger as a trustworthy and hardworking guy. he states that he gives a great deal of money to african-american charities and that he hires black people to support them. mary dalton the girl came close to him and stopped just opposite his chair. “bigger, do you belong to a union?” she asked. (wright, ns, p. 54) “i scare you?” she asked softly, smiling. (wright, ns, p. 63) “i think i can trust you. after all, i’m on your side.” (wright, ns, p. 63) mr. and mrs. dalton's only daughter with a cheerful personality she dates a communist and interacts with bigger without concern for the social boundary between black men and white women. mary's crossing of this line results in her death. socio-cultural impacts sociocultural refers to a combination of social and cultural factors. everyone's life is surrounded by social and cultural influences. not only in real life, social and cultural aspects also appear in literary works. even nowadays, it is very easy to spot socio-cultural aspects in works like novels. farahmandian and shao (2020) state "a novel can be regarded as a manifestation of the relationship between the structure of the text itself and its social and cultural background through language and ideology". thus, the following are some sociocultural events found in native son: table 5. socio-cultural impacts in ‘native son’ novel aspects dialogues representation prejudice "well, you see 'em one way and i see 'em another. to me, a nigger's a nigger." (wright, ns, p. 140) most white americans have a negative opinion of all black people. kathrin meylida annur, fatchul mu’in, nasrullah nasrullah, rina listia socio-cultural issues representation in native son novel by richard wright 716 "some self-human black ape may be climbing through the windows of our homes to rape, murder, and burn our daughters" (wright, ns, p. 245) discrimination "that black sonofabitch !" (wright, ns, p. 216) "kill that black ape!" (wright, ns, p. 216) “gee, isn't he black!" (wright, ns, p. 244) “most negro businesses were funeral parlors; white undertakers refused to bother with dead black bodies” (wright, ns, p. 162) discriminatory/racist remarks directed at black people. segregation the white neighbor decided to limit the amount of education his black neighbor could receive. (wright, ns, p. 5) "negro lived upon a common territory; separate from the bulk of the white population" (wright, ns, p. 5) "they built a big school and then drew a line around it and said that nobody could to it but those who lived within the line; that kept all the colored boys out" (wright, ns, p. 327) "you're being black, as i told you before, makes it easy for them to single you out." (wright, ns, p. 326) separation of some social groups, namely black people, in society (where white people are the majority). conclusion the research findings show that there's a lot to be gained from native son's novels. from history, theme, language, interaction, socio-cultural impacts, and character morals, all are found in the same novel. although topics such as prejudice, discrimination, and slavery are quite severe and sensitive to discuss, the fact is that these things are important for the whole community to know. the interdisciplinary approach was helpful in the process of analyzing native american novels. analysis for novels like native son is better seen not only from one discipline but also from various perspectives that later help us in understanding the story told by the author of the novel. this novel, according to wright, warns americans about the risks of a culture that appears to ignore the fact that enslavement of dark-skinned people still exists. because america is a society that loves freedom, this type of prejudice has the potential to destroy the country. wright believes that everyone, black and white, should be prepared to deal with the consequences of america's two centuries of slavery. wright also takes us inside bigger's mind and shows us how his surroundings have tragic effects. bigger didn't grow up to be a bad person, but he is a native son, a product of american culture's cruelty and bigotry. native son is not just a work of fiction or literature; it also reflects how our society works. therefore, the author suggests that this book should be looked at in more depth because there are still many social and cultural issues in it that haven't been covered in this study. the analysis of issues in this novel can be seen from other points of view, such as law, politics, and character psychology. from those perspectives, the studies are expected to help ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 717 reduce socio-cultural problems, especially in the context of cultural diversity. references aspers, p., & corte, u. (2019). what is qualitative in qualitative research. qualitative sociology, 42(2), 139–160. https://doi.org/10.1007/s11133-019-9413-7 cohen, t. r., & morse, l. (2014). moral character: what it is and what it does. research in organizational behavior, 34, 43–61. https://doi.org/10.1016/j.riob.2014.08.003 farahmandian, h., & shao, l. (2020). sociocultural studies via cda in native son (1939). arab world english journal, 11(1), 389–398. https://doi.org/10.24093/awej/vol11no1.26 jismulatif, j., suganda, d., & cristiana, m. d. (2014). a reconstruction of the racist ideology in richard wright’s native son. iosr journal of humanities and social science, 19(3), 197–202. miles, m. b., & huberman, a. m. (1994). qualitative data analysis: an expanded sourcebook. ca: sage publications. masruddin, m., & nasriandi, n. (2022). lexical and syntactical errors performed by junior high school student in writing descriptive text. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024 mu’in, f. (2002). pengantar studi sastra (bahan pendukung mata kuliah ’prose’). quillian, l. (2006). new approaches to understanding racial prejudice and discrimination. annual review of sociology, 32(1), 299–328. https://doi.org/10.1146/annurev.soc.32.061604.123132 sudikan, s. y. (2015). pendekatan interdisipliner, multidisipliner, dan transdisipliner dalam studi sastra. paramasastra, 2(1). https://doi.org/10.26740/parama.v2i1.1496 susanto, d. (2014). pengantar ilmu sejarah. uin sunan ampel pres. http://digilib.uinsby.ac.id/20183/7/pengantar%20ilmu%20sejarah.pdf sidabutar, k. (2022). grice's types of maxims in "willoughbhys" movie. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 326-337. doi:https://doi.org/10.24256/ideas.v10i1.2661 wellek, r., & warren, a. (1949). theory of literature. london: jonathan cape thirty bedford square. wright, r. (1939). native son. new york: harper & brothers. https://doi.org/10.24256/ideas.v10i1.3024 https://doi.org/10.24256/ideas.v10i1.2661 kathrin meylida annur, fatchul mu’in, nasrullah nasrullah, rina listia socio-cultural issues representation in native son novel by richard wright 718 127 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2023 pp. 127 – 138 the utilizing of tongue twister media for english speaking activity of management students in school of management elda yulia ryandini1, anis fitriyasari2 eldaryandini@gmail.com, anisfitriyasari@gmail.com 1,2fakultas manajemen, sekolah tinggi ilmu ekonomi ibmt, surabaya, jawa timur received: 2023-01-17 accepted: 2023-06-02 doi: 10.24256/ideas.v11i1.3526 abstract the ability of using english is important and is needed nowadays in many aspects. everyone is supposed to be able to speak english for communication. the problem happens in nonenglish students who learn english for specific purpose. they do not feel confident to perform speaking due to they are very rare practicing english previously that causes some problems in pronunciation and mastery vocabulary. therefore, this study is aimed to know the management students’ pronunciation of english words using tongue twister media and to probe the management students’ perception in speaking english activity. this research applies a qualitative approach with 24 management major students from one class who mostly work and enroll online and offline english class. the instrument used are field note observation, questionnaires, and recorder. the findings show that most management students found speaking problems in pronouncing the sounds of /θ/, /ð/, /ʃ/ and /ai/. although they were not confident in speaking english for the improper pronunciation, they were still trying to learn english well. they expressed that the utilize of tongue twister media in speaking activity is helpful, fun and challenging to pronounce and listen to the good pronunciations. keywords: tongue twister; speaking; management; english for specific purpose introduction learning a foreign language is not only learning the sentence patterns and the ability to write. written and spoken english are clearly different. writing involves marks on paper without any noises and can be seen by eye while speaking is involved by sound and is caught by the ear. (o’connor, 1980, p. 1). english has become the global language over the past few decades. it is estimated for 470 million people around the world presently speak english and that number is still growing (dudeney & hockly, 2010, p. 1). it is widely used as a language of communication nowadays and become the second language of almost all places over the world (kreidler, 2004, p. 1). as the importance of learning english, it has included in as the compulsory study from primary school, even in university although it is not in english major. many parents now are also conscious that some knowledge of english will help their children get better jobs in the future (dudeney & hockly, 2010, p. 1). as the ability of using english nowadays is important and is needed in almost mailto:eldaryandini@gmail.com mailto:anisfitriyasari@gmail.com elda yulia ryandini, anis fitriyasari the utilizing of tongue twister media for english speaking activity of management students in school of management 128 many aspects, people are supposed to be able to speak english to communicate in some specific needs. in education contexts, students are drilled english to ease them to learn in communication. learning language must be produced actively in the classroom to drill the pronunciation ability. english is always considered as a difficult language to study and to use especially for students who learn english as a specific purpose (esp) because they have various backgrounds of study previously. they feel clumsy in pronouncing english words moreover in producing long english sentences in speaking. pronunciation is important in speaking because the right and clear pronunciation will make the interlocutors understand what we suppose to convey. speaking depends on hearing and spoken english can involve many media to drill english pronunciation such as on films, on the radio, on tapes, practicing english pronunciation using tongue twister and many other means. students can have chances to listen to english and learn for the sound of it. later, they can easily say the words using the sound of they have heard (o’connor, 1980, p. 3-4). english may seem difficult to understand for them whom they have not learned before. this always happens in non-english students who learn english for specific purpose because they mostly meet troubles in speaking and writing english. not all management students in ibmt surabaya know and remember the english materials they had ever studied before; even they have just learned the specific english materials in university. in speaking, they do not feel confident to perform speaking due to they are very rare practicing english previously that causes some problems in pronunciation and mastery vocabulary. it becomes another difficulty when the management students are studying in university by online, offline, and while working. they will have various bustles except learning. in online lecturing, most students do not focus on the lecturing because they are learning while working. they tend to enroll the online class without any contributions in the class. another problem in the offline lecturing is they find difficulties when they are asked to come forward to give simple opinion of one hot topic discussed lately using english. some of them are shy and afraid to make wrong in pronunciation. in front of the class, they use unclear pronunciations which are difficult to understand. they pronounce the english words based on the pronunciation they often listen or they create it by themselves. management students usually focus on learning the success or failure of companies, public sector institutions, sport teams, and so on which frequently depends on the quality of the managers (mackenzie, 2010, p. 12). they rarely prioritize to learn english whereas english will still play a role to help them to communicate with broader customers from abroad. various studies have been discussed and examined previously related to the use of tongue twister for speaking activity. a study from juniarti (2020) discussed the improvement of pronunciation ability at the first-grade students of smk negeri 2 parepare using tongue twister technique. they examined the students’ scores on pronunciation test between them who were taught using tongue twister technique and them who were not. by using a quasi-experimental design, the data was collected through pretest and posttest to know whether the tongue twister technique is effective to improve students’ pronunciation ability or not. the result showed that t-test value (to) was higher than t-table (tt) which meant that the tongue twister technique was accepted and the technique was able to use in teaching pronunciation. another study was from nurhasanah & zainil (2018) that examined ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 129 the use of tongue twister to improve students’ pronunciation of /s/ and /∫/ consonants at junior high school students. the result yielded that using tongue twister technique could challenge students to repeat pronouncing the difficult words until they could pronounce them correctly. the next study was examined by azis et al., (2021) related to the use of tongue twister technique to improve students’ pronunciation in pronouncing sound /ð/, /d/, /θ/, /t/, / ᶴ/, and /s/. the researcher used pre-experimental which resulted 86.81% of post-test score. it was assumed that using tongue twister technique could improve students’ pronunciation correctly especially in pronouncing sound /ð/, /d/, /θ/, /t/, / ʃ /, and /s/. this current study wants to discuss the tongue twister media used by esp university students without any treatments previously using qualitative approach to find the students’ difficulties in pronunciation. from the previous studies examined above, tongue twister is successfully used to improve students’ pronunciation. therefore, this study is necessary to fulfill the gap to know: (1) how is the management students’ pronunciation using tongue twister media? and (2) how is the management students’ perceptions in speaking english? learning a new language means practicing speaking by using language to communicate in real life. a speaking lesson is a kind of associating learners between in the classroom and the world outside (hadfield & hadfield, 2000, p.3). speaking skill cannot be separated from pronunciation. good speaking skill is considered as producing good pronunciation. learning english always becomes an obstacle for many students since they learn english as a foreign language which the mother language is indonesian. the mother language will always interfere students’ pronunciation from various regions such as java, madura, and other regions in indonesia and it becomes a challenge for l2 learners to learn english pronunciation. learning to speak english cannot be separated from pronunciation. there is no purpose that learning english must be able to acquire a native-like pronunciation, but to be comfortably intelligible (kenworthy, 1988, p. 3). pronunciation is about learning the spoken sounds of vowels, consonants, and combinations (cook, 2000, p. 12). it causes problems since the sounds are different from the written form. there are three areas about pronunciation that are sounds, stress, and pitch and intonation (harmer, 2001, p. 50). those three areas cannot be easily practiced by students who learn english as the second language. sounds are about individual sounds of words; stress is where emphasis is located in words and sentences; while pitch is about describing level at which the speaking is and intonation is to describe the music speech. here is the tables of some sounds with the articulations (azis et al., 2021, p. 149). table 1. consonant articulation sounds place of articulation manner of articulation name /ð/ dental fricative voiced dental fricative /d/ alveolar plosive voiced alveolar plosive /θ// dental fricative voiceless dental fricative /t/ alveolar plosive voiceless alveolar elda yulia ryandini, anis fitriyasari the utilizing of tongue twister media for english speaking activity of management students in school of management 130 plosive /ʃ/ palato-alveolar fricative voiceless palatoalveolar fricative /s/ alveolar fricative voiceless alveolar fricative english is considered as the unpredictable language since its spelling is different from its pronunciation (kholisoh & farida, 2019), so it causes some difficulties for l2 learners such as miscommunication. having good pronunciation will produce good communication. communication is a daily need. communication occurs between speakers and listeners to convey messages. all l2 learners including english department students will encounter some problems in pronunciation moreover for esp students. the teachers’ role is how to help students to overcome the intelligibility problems (harmer, 2007). hence, there are various media and techniques can be used to drill students the good pronunciation such as by listening to music, watching a movie, creating interactive games, and using a media like a tongue twister. since the development of teaching and learning process, various creative media in teaching appear to help students in learning. there are various fun media and techniques to make students interested in learning english such us the use of tongue twister. a proper media to teach pronunciation should be effective to achieve the best result (kholisoh & farida, 2019, p. 64). using a tongue twister media, students are drilled to pronounce some random words that can finally introduce the students the best pronunciation of the word. tongue twister consists of a group of sounds that are difficult for mouth and tongue to manage especially for non-native learners (yusnilita & afifah, 2020, p. 84). it will become a challenge for l2 learners to try and practice the difficult words to meet the best pronunciation by fun. the learning media also affects the students’ motivation to learn. it also had impact to articulation processes in phonological (ar et al., 2020, p. 84) to avoid errors in delivering the meaning. here are the examples of tongue twister (schwartz, 1972): figure 1. tongue twister example ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 131 figure 2. tongue twister long example from the two examples of tongue twister above, there are some identical words that are not meaningful, but they are helpful to make a twist in a tongue when the speakers say them. students only need to repeat the same words to know how the best pronunciation is by using the good articulation. english for specific purpose (esp) esp students rarely emphasize to learn english because they only focus on learning the specialized discipline in the major they involve in. it causes the students also rare to know and practice english well. since the 1960s, esp has effectively become one of the most active branches of applied linguistic in general, and of teaching english as a foreign language (tefl) as english has become a world language that should be taught in different learning situations for specific purposes (wulandari, 2018). it can ease esp students for the future’s needs of specialized discipline they are learning. dudley-evand & st. john (1998) as cited in gavioli (2005, p. 5) stated that esp is characterized as “the study of the english language in specialized contexts and fields of knowledge, such as medicine, engineering, business, and the like”. teaching language in esp classes is often split between the need to be both an expert in the (foreign) language and an expert in the specialized discipline (gavioli, 2005). teachers must be able to design the materials of esp course to cover both students’ needs such as learning english and learning business management materials. teachers should set goals, objectives, and selecting materials to meet the learners’ need in field (kho & pradana, 2019). esp only focuses on smaller number of varieties, text types and situations, and often one at a time. esp students only need to learn simple english in writing, reading, and listening skill which still have correlations with the specialized discipline of business management. in the case of speaking, they only learn how to pronounce english words well and be confident to practice them. teaching english for esp university students of business management which most of them are working is quite challenging for the teachers because they are rarely focus in learning and are frequently absent coming in the class. working esp students must divide the time for learning and working. as english is needed in all qualifications, they must be able to comprehend the use of english well. students at the level of universities are considered already to have basic skills and sufficient knowledge of english grammar to support the ability to communicate in english (ekayati et al., 2020). they should combine the english skill with the specialized discipline they are studying for the future needs such as doing the product marketing for wider scope (international), having international business relations, and elda yulia ryandini, anis fitriyasari the utilizing of tongue twister media for english speaking activity of management students in school of management 132 communicate with international customers as stated by sari (2018, p. 2) that having a successful profession is about a demand of possessing english as it is important for the development of the global market and international relations. therefore, learning english is a compulsory subject for all students in all majors. method this research uses a qualitative approach in which it relies on text and image data, have unique steps in data analysis, and draw on diverse designs (creswell & creswell, 2018). the subjects of this study were 24 management major students from one class who mostly work and enroll online and offline english class and they get difficulty in learning english especially in speaking. the data collection technique used is unstructured observation and unstructured interview. the instruments are using field note, questionnaire, and mobile phone recorder. field note is used to observe the students’ daily speaking activities to know their pronunciation. questionnaire is made based on the inventories found since the teaching and learning process of english-speaking class. while mobile phone recorder is used for recording students’ speaking activities involving their pronunciations. the questionnaire is a broadly implemented and useful instrument for collecting data and it can be undertaken without the attendance of the researcher (cohen et al., 2007, p. 317). the questionnaire is an open-ended questions to write what the subjects want to write (cohen et al., 2000, p. 248) with the question guidelines given (see in the picture 3), while the mobile phone recorder is for recording the students’ tongue twisters pronunciation without any treatments previously and to gather the results of students’ answers. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 133 figure 3. the open-ended question and interview guideline firstly, the students were given two different tongue twister texts for two meetings without any treatments beforehand to know the students’ word pronunciations naturally. each student was practicing the pronunciations seriously. in the last sessions, the students were asked to fill in the 10 open-ended questionnaires to know how their perceptions after practicing tongue twister are. elda yulia ryandini, anis fitriyasari the utilizing of tongue twister media for english speaking activity of management students in school of management 134 figure 4. text 1 of tongue twister figure 5. text 2 of tongue twister result and discussion the management students’ pronunciation using tongue twister this was their first experience practicing tongue twister. most students got difficulties in pronouncing the word th /θ/ as t (fricative). the articulation of th /θ/ should be fricative like there is an air coming out from dental parts. in practicing text 1 of tongue twister, the error pronunciations mostly were found in the word th /θ/ such as in words of: table 1. students’ pronunciation tongue twister words students’ pronunciation should be theophilus teopilus /θeofilus/ thistledown tisteldown /ˈθɪs.l ̩.daʊn/ thrust trast /θrʌst/ three tree /θriː/ thousand tauzen /ˈθaʊ.z ə nd/ through trouk, tru /θru:/ thou tou /ðaʊ/ thick tik /θɪk/ thumb tam /θʌm/ thy thai /ðaɪ/ from 24 esp students in practicing the text 1, only 1 student who pronounced the word th /θ/ clearly although it was only in one word of thistle. most students pronounced the sound of voiceless dental fricative /θ/ with voiceless alveolar plosive /t/. there was 1 student who pronounced through as trouk and one another pronounced it as truk. they also mispronounced the sound words thou and thy as th ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 135 in the /θ/ instead of voiced dental fricative /ð/. in text 2, students were given a shorter tongue twister words than the text 1 related to the sound of /ʃ/ that is pronounced as sh. the articulation place of /ʃ/ is palato – alveolar which is related to palate and alveolus. there were 4 students who pronounced the text 2 of tongue twister words perfectly while the rest got difficulties in pronouncing some twister words as below. table 2. students’ pronunciation tongue twister words students’ pronunciation should be numbers of students shuddering suddering, saddering shuddering /ˈʃʌd.ə r iŋ/ 5 5 2 short sort /ʃɔːt/ 5 shake sik sek /ʃeɪk/ 1 8 shocks sok /ʃɒk/ 6 silent silen /ˈsaɪ.lənt/ 1 shattering settering sattering /-ʃæt. ə r.ɪŋ/ 5 1 sharp sarp /ʃɑːrp/ 5 ship sip shep /ʃɪp/ 9 1 those words were found in management students’ pronunciation practice. they mostly omitted the sound of /ʃ/ in the tongue twister words and only 4 students who were able to pronounce those words with the sound of /ʃ/ as well. the sound of /s/ alveolar and /ʃ/ palato-alveolar is different. students tended to read some words above using /s/ instead of /ʃ/ which involved the palate. it happened naturally when they were asked to pronounce those words because the sound /ʃ/ was always pronounced wrongly without any stressing in the palate as the place of articulation. the problem also was found in pronouncing the sound of /ai/ in the word silent. one student pronounced it naturally as its written form. by using the tongue twister media with various words, students were able to learn english pronunciation by fun and easy and they were be able to differentiate the articulation of each word well after learning. it does not mean that students who learn english for specific purpose (esp) must be able to acquire a native-like pronunciation, but their pronunciations are expected to be comfortably intelligible by the listeners. the management students’ perception in speaking english activity various responses were obtained through unstructured interview and openended questionnaires. the interview guidelines used here was the same as the questions in the questionnaire. various answers were stated by management students as they perceived in learning english especially in pronunciation. there were 17 students who answered like learning english. various reasons were stated such as because english is useful for future; it’s an international language; internet uses english; for broader communication; english is fun; they can learn many new english words; and they want to be able to master english. 5 students answered do not really like english because since she was in junior high elda yulia ryandini, anis fitriyasari the utilizing of tongue twister media for english speaking activity of management students in school of management 136 school, she disliked english for the old teacher and she was rare learning english; because english is difficult; and it’s a job demand. for 2 students who answered dislike learning english was because english is difficult. from the reasons mentioned, it showed that most students owe the spirit to learn english although it is difficult for them as esp students. in the second questions, the students were asked about the confidence in speaking english. these answers affect students’ performance in speaking activity. the total of not confident answer in speaking english of management students were dominating. they conveyed that they are not good at pronouncing the english words, the long sentences and the lack of vocabulary mastery. 3 students who answered yes were motivating themselves that they must be able to speak english confidently although they still learn it. from the students’ answers, it is a must to always involve them in speaking activity using various techniques and media to support their confidence. in the question of “bagian apa yang anda senangi dalam belajar bahasa inggris?” various answers were delivered by students such as there were 2 students who like listening, 3 students who like speaking, 6 students who were interested in learning pronunciation, 2 students with reading, 1 students like learning english with fun games, and 2 students like learning grammar. most of answers were the students who like learning english words to enrich vocabularies. it is continued with the students’ preference in learning english pronunciation. both answers were related to the students’ problems as they did not feel confident to speak english because they are lack of vocabularies, their pronunciation is not intelligibly, and they are not fluent in pronouncing the english words. most students stated that the difficulties in speaking english are words ended with sound th /θ/, pronouncing each word, the tenses usage, in listening activity, and all english materials. 14 students answered pronunciation as the difficult part in learning english which showed that pronouncing english words is still becoming the l2 learners’ problems. it must be a concern to involve students in various speaking activities for drilling their pronunciation. as most management students are working, they divide the learning english time when they already work, in leisure time, and limiting going around with friends. they stated that they still have time to learn and understand the english materials such as using media of game, movie, english songs, google translate, mobile phone, duo lingo application, online dictionary, or tongue twister. one student mentioned the tongue twister media to learn english after having the practice of it in the class. 16 students expressed that learning english using tongue twister is helpful to drill and understand how the pronunciation of each word should be. it also can enhance students’ pronunciation significantly. the faults which were firstly known after learning english by students were about the pronunciation of some words they thought it was true whereas it was not, the pronunciation of the sounds /ʃ/ and /θ/, and the problem in distinguishing one word with others. the students’ perceptions after learning english with the utilizing of tongue twister media are they can be more fluent in pronouncing the english words and it can drill their tongue to pronounce english words well. overall, 21 students were fun in practicing english words using tongue twister media because it is funny and it can challenge them in pronouncing and listening to the good pronunciations. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 137 conclusion the critical difficulties faced by most management students were in pronouncing the sounds th /θ/ in the words of theophilus (teopilus), thistledown (tisteldown), tree (tree ), thrust (trast), thousand (tauzen), through (trouk, tru), thick (tik), and thumb (tam). another sound which became obstacle was in the sound of /ð/ which was pronounced as /t/and /θ/ instead of /ð/ in the words of thou (tou) and thy (thai). other mispronunciations appeared in the sound of /ʃ/ and changed by the sound /s/ which was omitted in some words such as shuddering (suddering, saddering shuddering), short (sort), shake (sik sek), shocks (sok), shattering (settering sattering), sharp (sarp), ship (sip, shep); and the sound of /ai/ in a word silent (silen). the perceptions of management students in speaking english activity were they are not confident in speaking english because they are not good at pronouncing the english words and the difficult arrangements of long sentences; and they are still lack of vocabulary mastery. however, since they were still trying to learn english well, most students felt that learning speaking english using tongue twister media was helpful, really fun and challenging to pronounce and listen to the good pronunciations. this study proposes suggestions for: a) english teacher it is highly hoped that the speaking activity for esp students is more emphasized to drill the students’ proper pronunciation especially for some pronunciations which have become fossilized using various critical topics given to encourage them to speak and enrich new vocabularies. b) english students learning english is not only for writing subject, but also the ability to speak with right and proper pronunciation is also important. the confidence in performing the english speaking will appear when you can speak english well. c) future researcher the techniques and media to drill and motivate students’ speaking ability are importantly needed to make them encourage to be confident in perform speaking. references ar, n., mukadar, s., & badu, t. k. (2020). the effectiveness of tongue twisters strategy to increase the students’ speaking ability. 1(3), 16. azis, a., rajab, a., rif ’ah, d., & hafid, h. (2021). the use of tongue twister technique to improve students’ pronunciation. 10, 9. cohen, l., manion, l., & morrison, k. (2000). research methods in education (5th ed). routledgefalmer. cohen, l., manion, l., & morrison, k. (2007). research methods in education (6th ed). routledge. cook, a. (2000). american accent training (a guide to speaking and pronouncing american english for everyone who speaks english as a second language) elda yulia ryandini, anis fitriyasari the utilizing of tongue twister media for english speaking activity of management students in school of management 138 (second edition). creswell, j. w., & creswell, j. d. (2018). research design: qualitative, quantitative, and mixed methods approaches (fifth edition). sage. dewi, p., & sari, d. (2022). perception of digital storytelling in overcoming fear for speaking english through interdisciplinary project of gender issues. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1635 – 1642. doi:https://doi.org/10.24256/ideas.v10i2.2748 dudeney, g., & hockly, n. (2010). learning english as a foreign language for dummies. wiley. ekayati, r., manurung, i. d., & yenni, e. (2020). need analysis of esp for non-english study program. 4(2), 11. https://doi.org/10.30743/ll.v4i2.3152 gavioli, l. (2005). exploring corpora for esp learning. john benjamins publishing company. hadfield, j., & hadfield, c. (2000). simple speaking activities. oxford university press. harmer, j. (2001). how to teach english. longman. harmer, j. (2007). the practice of english language teaching (4th edition). longman. juniarti, n. t. (2020). using tongue twister technique to improve students’ pronunciation ability. 3(1), 9. kenworthy, j. (1988). teaching english pronunciation. longman. kho, s., & pradana, s. a. (2019). a need analysis english for business course. 12(2), 8. kholisoh, a., & farida, a. n. (2019). the influences of tongue twister in teaching pronunciation of aspirated sound [ph]. 7(2), 10. https://doi.org/10.15294/elt.v7i2.28859 kreidler, c. w. (2004). the pronunciation of english (second edition). blackwell. mackenzie, i. (2010). english for business studies (a course for business studies and economic students) (third edition). cambridge university press. nurhasanah, & zainil, y. (2018). tongue twister as a technique to help students solve their difficulties in pronouncing /s/, /∫/ at junior high school. 7(4), 7. o’connor, j. d. (1980). better english pronunciation (second edition). cambridge university press. sabrila, r., & apoko, t. (2022). the effectiveness of podcast on listening skill for vocational school students. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1177-1186. doi:https://doi.org/10.24256/ideas.v10i2.2897 sari, f. (2018). the issues of esp instruction for university level in indonesia. 7(1), 6. schwartz, a. (1972). a twister of twists, a tangler of tongues. j.b. lippincott company. tyas, n. (2022). students' perception on self-directed learning (sdl) in learning english by using youtube video. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 13071314. doi:https://doi.org/10.24256/ideas.v10i2.3208 wulandari, n. (2018). teaching english to esp. 4(2), 16. yusnilita, n., & afifah, n. (2020). tongue twister as an ice breaker in boosting students’ speaking ability. eternal (english teaching journal), 11(2). https://doi.org/10.26877/eternal.v11i2.7566 https://doi.org/10.24256/ideas.v10i2.2748 https://doi.org/10.24256/ideas.v10i2.2897 https://doi.org/10.24256/ideas.v10i2.3208 the particular dialect or language that a person chooses to use on any occasion is called a code 253 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 253 265 the lexical and contextual meaning in fajar sadboy’s quotes vivi novalia sitinjak1, rifkha sinambela2, dian elizabeth nababan3, yance cerelina sihotang4 , grace widya hutagalung5 vivisitinjak0@gmail.com1, rifkhasinambela33@gmail.com2, diannababan710@gmail.com3, yancecerelina26@gmail.com4, gracehutagalung59@gmail.com5 12345faculty of literature, universitas methodist indonesia received: 2023-02-10 accepted: 2023-06-29 doi: 10.24256/ideas.v11i1.3597 abstract the goal of this study is to analyze the lexical and contextual significance of fajar sadboy's quotes. researchers employed qualitative methods to carry out this study. fajar sadboy's utterances, obtained from web pages, served as the research's data source. fajar sadboy's quotes, which have lexical and contextual interpretations, serve as the study's primary source of data. this study used observation, lexical analysis, and contextual interpretation to collect the data. fajar sadboy's quotes were found online and recorded after being found, as well as their lexical and contextual meanings. the data is then examined using the meaning study. there are lexical meanings and contextual meanings based on the analysis of the quotes from fajar sadboy that was done for the research. lexical meanings are dictionary translations of indonesian and english words. the situation described in the quotes from fajar sadboy serves as the contextual meanings keywords: contextual meaning; fajar sadboy’s quotes; lexical meaning; semantics introduction language is frequently referred to as a tool for communication. that is unavoidable. however, language is a crucial instrument for human thought. language is used by people to express their thoughts, ideas, concepts, and feelings. in other words, language is also the initial source of knowledge and understanding for humans because it serves as a symbol of understanding and enables individuals to comprehend the world around them. language also serves as a proof that people are intelligent and have knowledge of the world. in addition, language is a sound tool with meaning that is used by human communities to interact, according to kridalaksana (cited in sinambela et al. 2022). this is consistent with the viewpoint (ramadan & mulyat, 2020; ramadhanti, 2015) that language is directly tied to the http://u.lipi.go.id/1457703302 mailto:vivisitinjak0@gmail.com mailto:rifkhasinambela33@gmail.com mailto:diannababan710@gmail.com mailto:yancecerelina26@gmail.com mailto:gracehutagalung59@gmail.com vivi novalia sitinjak, rifkha sinambela, dian elizabeth nababan, yance cerelina sihotang , grace widya hutagalung the lexical and contextual meaning in fajar sadboy’s quotes 254 circumstances surrounding the user and that the meaning of utterances is intimately related to who is the speaker, where, what, when, and how. it is also claimed that language serves as a medium to express ideas from the heart. this was also made clear by uyun (2021), who claimed that it is now widely acknowledged that language is a powerful tool for communicating ideas, emotions, and knowledge in interpersonal interactions. language is an essential human communication system that is used in both written and spoken form, according to (ad et al., 2019; nugraha et al., 2015). the spoken and written languages are the two categories of language. language acquired through human speech is referred to as spoken language. speaking, lectures, presentations, and other commonplace spoken language activities are examples (beta et al., 2019). each word has a purpose and a meaning in every language. as a result of the fact that language is merely a tool for meaning transmission (sutedi 2003, cited in ningsih et al. 2022). in life, it plays a crucial function. language serves as a sign or form for utterances with clear meanings in the context of communication (dwi, 2013:16). as stated by ardina and sa'dijah (2016) and yerizon et al. (2017), meaningful communication cannot occur without clear and meaningful language. language symbols are used by a person to express concepts and ideas in their expressions. the agreement of the language users so that they can mutually understand the intended meaning is the content of the form or symbol of the language. in other words, various meanings can be obtained through language. in every language has meaning and significance. effective communication can be achieved if there is the same meaning between the communicator and the communicant for the message conveyed (nupus & parmiti, 2017; nuryanto et al., 2018). according to its etymology, the term "semantics" derives from the greek "sema" (noun), which denotes a mark or symbol, or from the verb "semaino," which denotes marking or symbolizing. it is a phrase that linguists use to describe the branch of linguistics that studies meaning. the study of word meaning and the relationship between signs or symbols is done through the science known as semantics (parwati, 2018; zulfahita et al., 2019). language-specific indicators are the signs or symbols being discussed here. suhartatik (2019) asserts that semantics is a subfield of linguistics that makes use of linguistic theory to investigate the meaning of words, their origins, their evolution, and the factors that influence meaning changes as language develops. terminologically essentially, semantics is the area of linguistics that studies the meaning or significance. semantics, in the terms of kridalaksana, is the system or examination of meaning and significance in a language or language in general. semantics is defined as: 1) a component of language structure that connects to the meaning of expressions and also to the structure of the meaning of a speech; and 2) a system or investigation of meaning and interpretation in a language. alternatively, tarigan (1985:2) demonstrates how semantics in a limited sense can be understood as examining the connection ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 255 between a symbol and the object to which it is applied. aminuddin (2003) defined semantics as the study of meaning. the meaning of the term confounds words and terms, claim ramadan and mulyat (2020). the three categories of semantics are lexical, grammatical, and contextual (chaer, 1990). this viewpoint is in agreement with lyons (1981, cited in sinambela et al. 2022) who categorizes semantics into lexical meaning, grammatical meaning, and contextual meaning. the types of meaning are separated into lexical and contextual meanings, say zulfahita et al. (2019), which are the two main categories. here is the presentation: lexical is an adjective that is formed from a noun that means "lexicon" (word city, vocabulary). the definition of "lexical meaning" according to pateda in sinambela et al. 2022 is the meaning of a lexeme when it is used by itself in its basic form or derived lexeme, or the meaning that we find for it in the dictionary. basic language symbols have no grammatical connotations or relationships with other words, thus this is what they imply (nisak et al. 2020). in plain terms, it is the meaning that is inherent in or present in a phrase even when there is no context. for instance, the definition of the term "horse" according to the dictionary is "a kind of four-legged animal used for riding.” it can be inferred from the judgments of these professionals that the lexical meaning is the true meaning. this indicates that it has no further goals or purposes; instead, what it is and what it implies are consistent with what people hear and say. one of the many different sorts of word meanings is contextual meaning. according to verhaar (1978, cited in widyani et al. 2022) contextual meaning is connected to the usage of figurative language or can be seen as a branch of semantic research that examines the meaning of utterances in relation to their situational context. in other words, the initial meaning—the use of a word (or a word combination) in the context of a certain sentence—is contained in contextual meaning. the second is the meaning of the entire statement (or speech) in the context of a specific circumstance. or, to put it another way, the meaning that is derived from the usage context. the fact that meaning becomes an integral part of semantics and is constantly tied to everything we say, regardless of how broad the notion of meaning itself may be, needs to be noted. the appearance of a boy from gorontalo surprised social media recently. he goes by the moniker fajar sadboy and is a fairly wellknown individual. he is actually just a typical teenage boy with a love interest. but regrettably, there was no happy ending to the romance. he verbally communicated his feelings. he has captivated the interest of the indonesian people in a special way with his pearls of wisdom (quotes), the majority of which are about his sadness and disappointment with his ex-girlfriend. despite the fact that they are only words, it is usual for people to wonder what these sayings signify after hearing or reading them. the wisdom of fajar sadboy's quotes, which were also courteous to hear, affected many indonesian internet users. this can be used to educate readers from print media as well as social media, such as facebook and instagram, and websites that vivi novalia sitinjak, rifkha sinambela, dian elizabeth nababan, yance cerelina sihotang , grace widya hutagalung the lexical and contextual meaning in fajar sadboy’s quotes 256 readers can access from anywhere and at any time (aprilia 2022). quotes are frequently employed to provide messages to readers or listeners in the form of advise, with the intention that the recipient will comprehend the message contained in the quotes and subsequently implement the advice in his life to become a person of character (amran et al., 2019; wandasari, 2017). this study is conduct to make it simpler to comprehend the meaning of the quotes fajar sadboy uses to motivate his readers. it also aims to ensure that the values fajar sadboy conveys to his audience are well welcomed and understood by everybody without any confusion. the study research question in this area is "what are the lexical meanings and contextual meanings contained in the quotes of fajar sadboy?" based on the background described above. in order to describe the lexical meaning and context of fajar sadboy's quotes, this study will do both. method this research methodology combines content analysis methods with a qualitative, descriptive approach. in a qualitative approach, processes are used to generate descriptive data in language communities, either as written or spoken data (djajasudarma 2006). this is accomplished by thoroughly examining the data collected from written sources in online news articles. the analysis provides a precise picture of fajar sadboy's quotes' meaning. the data used in this research is found in the lexical and contextual meanings of fajar sadboy's quotes. the method of research employed is a qualitative descriptive method. bagdan and taylor define qualitative research as study that generates descriptive data, such as from people's written or spoken words or observed behavior (in moleong, 2002: 31).. in the data analysis stage, the writer uses the contextual analysis method. according to rahardi (2005), contextual analysis methods are methods of analysis that are applied to data by basing, calculating, and linking the identities of existing contexts. the contextual analysis method is used to describe the lexical and contextual meanings of fajar sadboy's quotes. findings and discussion a. quotes’ fajar sadboy researchers have collected some of fajar sadboy's quotes obtained from online pages. the following is a list of some interesting fajar sadboy’s quotes to analyze: 1. cewek itu seperti korek gas, kalau bukan hilang, ya diambil teman. 2. di luar sana banyak yang cantik, tapi banting harga di aplikasi. 3. percuma cantik kalau bibirnya kayak sctv satu untuk semua. 4. hubungan ldr itu ibarat hotspot dan wifi, kalau dekat dia tersambung, jauh dia akan mencari perangkat lain. 5. perjuangan saya kalah oleh lelaki glowing, sedangkan saya lelaki smoking. 6. orang berjuang akan kalah dengan yang beruang. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 257 7. cinta memang buta, namun cinta bisa membedakan mana orang yang punya kendaraan. 8. kalau hp saya nggak lowbat, saya akan foto dia pegangan tangan sama selingkuhannya. 9. sakit boleh, bodoh jangan. 10. hubungan perasaan adalah dua hal yang saling memberi, bukan pengemis untuk dicintai. b. lexical and contextual meaning analysis the researcher will analyze the quotes above in two stages. the first stage is an analysis of the lexical meaning of fajar sadboy's quotes, then proceed with the second stage, namely an analysis of the contextual meaning of fajar sadboy's quotes. the presentation of the results of the analysis is carried out by presenting a typical verbal description with words. 1. cewek itu seperti korek gas, kalau bukan hilang, ya diambil teman from the quotes above, there are several words that need to be explained. it means that it will start by analyzing the lexical meaning. lexical meaning is the actual meaning or meaning contained in the dictionary. as for some of the words that will be searched for lexical meaning according to the quotes above are: korek gas, hilang, ambil. based on kbbi, the word "korek gas" has a meaning which means a tool to start a fire; lighter. then the word "hilang" means no more, vanished, invisible. while the word "ambil" means to hold and then carry, lift, and so on. fajar sadboy likened women to korek gas. here, we will position women as korek gas (lighters). in everyday life, lighters are closely related to cigarettes. this is in accordance with the meaning of the word "korek gas" itself to start a fire. so a gas lighter is needed to light a cigarette. however, as it is known that the size of a gas lighter is small and people have a habit of "forgetting and being careless", the chance of losing this object is large. meanwhile, usually someone smokes by hanging out with other people. under these conditions it is very possible for one person to borrow a gas lighter from another. in this "pinjam" action, the "ambil" action takes place, namely holding and carrying a gas lighter. it is a normal event in a hangout. that is an analysis of the lexical meaning of fajar sadboy's quotes. while the contextual meaning is the meaning that corresponds to the situation of fajar sadboy. many people already know that fajar sadboy has an unfortunate love story. his exgirlfriend named aya is known to have an affair with his friend. so the situation expressed in these quotes is that fajar wants to show that in a love relationship, if one of them ends the relationship, then there are only vivi novalia sitinjak, rifkha sinambela, dian elizabeth nababan, yance cerelina sihotang , grace widya hutagalung the lexical and contextual meaning in fajar sadboy’s quotes 258 two valid reasons, including being lost (leaving) or being taken by a friend (cheating). 2. di luar sana banyak yang cantik, tapi banting harga di aplikasi in the lexical analysis of these quotes, it is necessary to pay attention to the following words: luar, cantik, banting harga, aplikasi. based on the dictionary, the word "liar" means areas, places, and so on that are not part of something itself. furthermore, the word “cantik” can be interpreted as beautiful about the face, women's faces, or likes to act to attract the attention of men. the word "banting harga" is an expression that can be interpreted as lowering the price as much as possible; selling at a very low price. while "" is a computer program or software designed to do a particular task. so it can be concluded that these quotes contain satire on women who only rely on physical beauty. it would be a waste if they only relied on beauty but not pride. so that we can analyze the meaning based on the context, namely fajar made the reader aware that if you break up, you don't need to worry because there are still many beautiful women. as the saying goes, one die one thousand grows. fajar wants to emphasize that beauty is not the main thing. physical beauty will be of no value if that beauty is used in the wrong way in today's era where promiscuity is everywhere. it can be found because of the proliferation of applications that provide these services, and maybe because their needs are willing to be paid cheaply which is not comparable to their own price. 3. percuma cantik kalau bibirnya kayak sctv satu untuk semua the analysis of the lexical meaning of these quotes is the word "sctv". fajar likens a beautiful girl to "sctv". therefore, first of all, the writers will analyze the lexical meaning of the word to find out and understand further why fajar sadboy uses such an analogy. so, based on the search for the meaning of the word, sctv (abbreviation of surya citra televisi) is a national private television network in indonesia. it is known that sctv has its trademark slogan that distinguishes it from other television networks. it is satu untuk semua. from this, it can be concluded that sctv is a television network. but sctv is enjoyed, watched, by many people. it implies that sctv is dedicated to all people from all walks of life, without exception. that means sctv is not loyal because it is dedicated to everyone. from here, we can observe the contextual meaning of the meaning of the situation above. aya, fajar's ex-girlfriend is a beautiful girl. but she has betrayed fajar. she had an affair with another boy. it means she is unfaithful. a classy girl is a loyal girl, a girl who doesn't cheat. cheating is a big betrayal in a romantic relationship. so fajar gives aya's parable like sctv to express how low she is because more than one boy enjoys (having a relationship). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 259 4. hubungan ldr itu ibarat hotspot dan wifi, kalau dekat dia tersambung, jauh dia akan mencari perangkat lain this quotes have lexical and contextual meanings. the lexical meaning is the meaning found in the dictionary, the meaning that the word actually has. "hubungan" has the meaning of bond, affinity (family, friendship, and so on). “ldr” is (stands for long distance relationship) occurs when opportunities for direct communication are limited due to the distance that is far apart. "hotspot" is a term for an area where people or users can access the internet network, as long as they use a pc, laptop or other device with the wifi "wireless fidelity" feature so they can access the internet without wired media. a feature known as "wifi" enables computers, smartphones, or other devices to access the internet or interact wirelessly within a specific region. so it can be concluded that to be able to access the internet, two things are needed, namely hotspots or wifi. however, both of these methods each have weaknesses, namely depending on the distance. so they will connect devices that have a short distance to them. so, the contextual meaning contained in fajar sadboy's words is that aya is cheating on fajar's back because she is not always close to him. as we know that humans are never satisfied. the same may be true for aya, who wants the happiness of another boy. so when aya is away from fajar, it is an opportunity for her to find another boy. 5. perjuangan saya kalah oleh lelaki glowing, sedangkan saya lelaki smoking the first analysis of lexical meaning is that "perjuangan" means an effort full of difficulties and dangers. “kalah” is to lose or lose by not winning. according to the english dictionary, "glowing" means shining and radiant. while "smoking" means an activity of fumigation which refers to smoking. as it is known that "smoking" has a bad impact on health, especially lung health problems, while "glowing" refers to facial health because it results from good facial care. from this, of course, you can see which ones are good and which are bad. furthermore, according to the context, this quotes have the meaning of fajar sadboy expressing his sarcasm and disappointment because his ex-girlfriend prefers someone else. fajar said that his struggle to make aya (his ex-girlfriend) happy while in a relationship, was easily defeated by other boy. struggle is related to time and effort, while "glowing" is more related to the physical. so here fajar feels unfair because his ex-girlfriend doesn't appreciate the struggle he has done for her. 6. orang berjuang akan kalah dengan yang beruang this quote has a meaning that is not much the same as the previous quote which states that "perjuangan saya kalah oleh lelaki glowing, sedangkan saya lelaki smoking." it both talks about struggle. however, let's analyze the lexical meaning of these quotes. first, we will start with vivi novalia sitinjak, rifkha sinambela, dian elizabeth nababan, yance cerelina sihotang , grace widya hutagalung the lexical and contextual meaning in fajar sadboy’s quotes 260 the lexical meaning of the word "berjuang" is to fight over something by competing with one's strength; trying my hardest about something. then the lexical meaning of the word "beruang" is having money; rich, people who can enjoy such expensive food. while the contextual meaning is to observe according to the situation. it means people who struggle are symbolized as fajar, while people who bear are symbolized as other people who win aya's heart (fajr's ex-girlfriend). talk about struggles, everyone has a struggle for their life. in real life, there is a saying that money is not everything, but the fact is that everything requires money. so if you observe fajar's situation, it can be concluded that it was fajar's way of showing his disappointment with aya (his ex-girlfriend) who chose someone else. maybe for aya, that person is better than fajar in terms of material things, but everyone also wants their struggle to be appreciated. certainly not by having an affair. 7. cinta memang buta, namun cinta bisa membedakan mana orang yang punya kendaraan analysis of the lexical meaning of this quote is to interpret the meaning of the word based on the meaning in the dictionary. here the writers will look for the lexical meaning of the word: cinta, buta, kendaraan. according to the dictionary, “cinta” means passionate affection between a man and a woman. “buta” means unable to see due to damage to the eyes; blind. it can also be interpreted as not knowing (understanding) anything about something. "kendaraan" is something that is used to be driven or ridden (such as cars, motorbikes). so "cinta itu buta" means that the feeling of liking or attraction to the opposite sex doesn't see anything or so. meanwhile, judging from the situation, these quotes have a contextual meaning which means that fajar wants to show the reader that love is indeed blind because the feelings between a woman and a man who are bound to each other cannot be seen with the naked eye. but love is not completely blind, because love also looks at the physical and material. for example, women definitely prefer men who drive cars than those who only drive motorbikes. because love and women are the definition of realistic. 8. kalau hp saya nggak lowbat, saya akan foto dia pegangan tangan sama selingkuhannya the quote above consists of words that are easy to understand. even so, it is necessary to do an analysis of lexical and contextual meanings to find out the true meaning and the meaning that fajar wants to express according to the situation he is facing. therefore, let's first analyze the lexical meaning of the above quotes. the words that we want to find the lexical meaning of are hp, lowbat, foto, and selingkuh. “hp” (handphone) is an electronic telecommunication device that has the same basic ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 261 capabilities as a conventional fixed-line telephone, but can be carried anywhere (portable or mobile) and does not need to be connected to the telephone network using a cable (wireless communication). furthermore, "lowbat" (low battery) is an explanation indicating that the hp battery is lacking or weak. this term is often used by someone who runs out of battery when using gadgets and other objects that use batteries. finally, "foto" means portrait; description; shadow; reflection. “selingkuh” has the meaning of hiding something for one's own interests; not frank; dishonest. meanwhile, an affair means someone who is cheated on. it can be concluded that a person can use his cellphone if he has enough battery to activate it or use it properly. in addition, photos are objects that can be used as accurate evidence. as people say that one picture is more meaningful than a thousand words. therefore one photo is believed to be used as valid evidence. so, from this situation, the quotes have a contextual meaning. it explains the incident where aya, fajar's exgirlfriend was found out by fajar having an affair with his own friend. dawn saw them hand in hand. that's clearly an affair, because if they only have status as friends then it's not a normal act done between friends. in this situation, fajar wanted to capture this moment as proof of an affair. because if fajar said that aya had cheated on him without any proof, that would be tantamount to slander, and women have a thousand reasons to avoid it. from this it can be concluded that fajar teaches readers to be smart in acting. 9. sakit boleh, bodoh jangan this quote is related to the quote above. it will be explained by the researchers. to find out, we first need an explanation of the lexical meaning contained in these quote. there are several words in these quote that need to be discussed, namely the words "sakit" and "bodoh". “sakit” means discomfort in the body or part of the body due to suffering from something (fever, stomach ache, etc.). "bodoh" means not quick to understand; not easy to know; unable to work and so on. here it can be concluded that fajar gives a different position between "sakit" and "bodoh" to consider, that sickness is a normal condition that occurs in humans. while stupid is something that is prohibited or not allowed. this is supported by the fact that education exists so that people do not experience ignorance. it means that the contextual meaning that can be obtained is that fajar wants to show that he is sick, precisely his feelings are hurt, because he has been betrayed. worse, it was all captured by his own two eyes. fajar loves aya, but aya's affair is not acceptable. during this time he wanted to prove that aya had betrayed him by capturing evidence of the affair. it shows evidence that reason still controls him. 10. hubungan perasaan adalah dua hal yang saling memberi, bukan pengemis untuk dicintai vivi novalia sitinjak, rifkha sinambela, dian elizabeth nababan, yance cerelina sihotang , grace widya hutagalung the lexical and contextual meaning in fajar sadboy’s quotes 262 the above quotes contain lexical and contextual meanings. the lexical meanings that will be discussed are the meanings of the words: hubungan perasaan, pengemis, dicintai. the lexical meaning given is based on the meaning taken from the dictionary. the word “hubungan” means bond. "perasaan" has the meaning of feeling or inner state when facing (feeling) something; inner consideration of something. so the “’hubungan perasaan” is a state or bond between one's feelings for something. furthermore, the word “memberi” means to give or share something. the term “pengemis” means a beggar. while “mengemis” itself means asking humbly and with hope. being loved is a condition that makes other people devote their attention to us. it can be concluded that in a romantic relationship, mutual feelings (affection) are needed between the two parties, not one or the other. so when it is related to the situation that happened to fajar sadboy, the contextual meaning contained is that fajar was betrayed by aya. even though fajar gave his love to aya completely, but aya didn't. furthermore, fajar wants to teach readers that we have the right to love. if we don't get reciprocity then don't expect let alone beg (beg for love) to be loved like a beggar. conclusion from some of the lexical meanings and contextual meanings that have been discussed in fajar sadboy's quotes, it can be concluded that every word that fajar sadboy says contains satire because he feels sad and disappointed because he was betrayed by his ex-girlfriend. on the other hand, the words of fajar sadboy's can be a motivation as a way of responding to something and never giving up. these quotes are spoken in polite and easy-to-understand language. however, every word that fajar sadboy utters, even though it is simple, always has deep value for his readers. this research has a deficiency in the study of grammatical meaning. therefore the researcher hopes that future researchers can complete it in more detail and in depth. the researchers also wants to express suggestions for readers to take lessons from each of the quotes, also used as motivation to live to develop to become a better human being than before, because life is not all about love. so the researchers hope that the indonesian generation, especially teenagers, are wiser in romance, and don't think that breaking up is the end of everything. . references a.d., f., hastuti, h. b. p., sukmawati, & rahmawati. 2019. “analisis hubungan penguasaan kosakata dan kemampuan memahami unsur intrinsik cerpen siswa smp di kota kendari.” ranah: jurnal kajian bahasa, 8(1), 123–142. https://doi.org/10.26499/rnh.v8i1.636 aminuddin. 2003. “semantik: pengantar studi tentang makna.” cet. iii; bandung: sinar baru algensindo. https://doi.org/10.26499/rnh.v8i1.636 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 263 amran, jasin, i., perkasa, m., satriawan, m., & irwansyah, m. 2019. “model pembelajaran berbasis nilai pendidikan karakter untuk generasi indonesia abad 21.” lentera pendidikan, 22(2), 233–242. https://doi.org/10.24252/lp.2019v22n2i5 aprilia, oky yahya. 2022. “analisis semantik poster edukasi virus corona di media sosial.” jurnal ilmu kebahasaan dan kesastraan. https://doi.org/10.26499/mm.v20i1.4062 ardina, f. r., & sa’dijah, c. 2016. 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"analisis komponen makna verba “menyakiti” dalam bahasa melayu dialek sambas (kajian semantik)." jp-bsi (jurnal pendidikan bahasa dan sastra indonesia), 4(2), 104–109. https://doi.org/10.26737/jp-bsi.v4i2.1087 385 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 385 394 the effect of using mind mapping to students’ reading comprehension 1gresti fina ramadhan, *2endah tri wisudaningsih, *3ririnfatmawati grestifinra25@gmail.com english education department, faculty of educational scientific and teaching, zainul hasan genggong islamic university, probolinggo, east java, indonesia received: 2023-07-09 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.3656 abstract this research was intended to analyze the effect of mind mapping towards students reading comprehension at twelfth grade in man 2 probolinggo. a lot of students still struggle with reading. to overcome students' challenges, teachers should have tactics when teaching reading comprehension. using two groups preand post-test at an experiment and a control group, this study used the quasi-experimental methodology. the sample classes, which included 17 students in each, were twelfth social 2 and twelfth social 3. technique for data analysis utilizing the paired sample t test. the alternative hypothesis is rejected if the significance value, or sig (2-tailed), is more than 0.05. the hypothesis is accepted if the significance value, or sig (2-tailed), is less than 0.05. according to the findings, students who learnt by using mind map were able to develop at a higher level. if the results of hypothesis testing indicate a sig value (2-tailed) of 0.000 < 0.05, then the test decision-making methodology is appropriate. it can be inferred from paired sample t test that the mind map method affects students' capacity for reading comprehension keywords: effect; mind mapping; reading comprehension introduction one of the many languages that are widely spoken throughout the world is english. nishanthi (2018) argues that english is an important language that connects people on an international level. therefore, it is very essential to learn english to get new knowledge from individuals worldwide. even in indonesia, english is taught to students from elementary school through college as a foreign language and is covered in the academic program. there are two parts of skills that students must master in english learning. these skills are productive skills, or commonly called the ability of students to express ideas; this ability includes speaking and writing; and receptive skills, or commonly called the ability to absorb language; this ability includes reading and listening. to make learning english easier, students need to master some of these skills. one of these skills that needs to be studied carefully and thoroughly is reading skills. one of the essential skills in learning a language is reading, according to maxom (2009, p.139). reading comprehension improves speaking, listening, and writing abilities in a language according haerazi, prayati, and vikasari, (2019). decoding http://u.lipi.go.id/1457703302 mailto:grestifinra25@gmail.com gresti fina ramadhan,endah tri wisudaningsih & ririn fatmawati the effect of using mind mapping to students’ reading comprehension 386 symbols in order to create or deduce meaning is a difficult cognitive process. reading comprehension must be mastered and learned in order for students to completely comprehend the text's information. in schools, reading is also taught. besides that, reading comprehension, according to westwood (2008, p. 31), is an interactive cognitive process where a reader intentionally develops meaning to better understand the information provided in a text. finding the reading's primary idea, recounting what he read, or being able to respond to questions about what they have read are all examples of reading comprehension. the multiple, extremely complex process of reading comprehension involves a variety of interactions between readers and the information they bring to the text (prior knowledge, strategy use), as well as elements particular to the text itself, (interest in the text, understanding of text types) according to klingner, vaughn, and boardman (2007, p. 104). the process of concurrently comprehending meaning and interacting with written language is known as reading comprehension. furthermore, reading is a method of learning that students can use to advance their skills and knowledge. when reading, it is expected of students that they can understand what they have read. reading tries to teach you new things. learning will be successful when a shift in perspective results from learning something previously unknown. students must comprehend material after learning it in order to apply it in the real world or at the very least to pass academic tests. to get this process successful, students must have the skills to lead them closer to a make great of reading a textual content.to support the aforementioned claim, the first commandment god gives to man is to read.in surah al-alaq verses 1–5, allah swt states: ٱْقَرأْبِٱْسِمَرب َِكٱلَِّذىَخلَقََ نَِمْنعَلَقَ نَسَٰ َخلَقَٱْْلِ ٱْقَرأَْوَربَُّكٱْْلَْكَرم َ ٱلَِّذىعَلََّمبِٱْلقَلَمَِ نََمالَْميَْعلَمَْ نَسَٰ َعلََّمٱْْلِ meaning: “read in the name of the creator (all exist ), he has created man from a clot (a piece of thick coagulated blood), read! and your lord is the most generous, who has thought (the writing) by pen, he has thought man that which he know not” the capacity of a student to comprehend, evaluate, and apply knowledge learned through reading is a key component of academic success. in the eyes of teachers and students, reading proficiency and previous understanding will determine whether a student is able to understand the text. this is in line with the opinion of almasi and fullerton (2012), comprehension is characterized as a creative process that comprises developing a text basis and blending it with prior knowledge to create a scenario model. but so far, we also acknowledge that comprehension happens in a social situation. when a reader is able to combine ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 387 understanding with prior knowledge to later paint an accurate situational picture of the content being read, they have developed reading comprehension skills. there is a mental process involved in reading comprehension in addition to the activity between the sense of sight and a row of letters. based on the theory previously described from experts, it can be deduced that the reader's capacity for reading comprehension refers to his or her capacity to think through the process of thoroughly understanding a text by interpreting the information the author has referred to and developing the meaning of what he or she has read. thus, a teacher must be able to use creative and engaging teaching strategies to help students comprehend what they have read. this will encourage students to desire to learn. a straightforward approach is essential for students because reading is a complex activity that calls for a variety of abilities, including vocabulary, background knowledge, and mechanics. some, however, assert that they read less now since it's hard for them to understand what they have read. for the time being, there are several challenges that foreign language teachers must overcome in order to expose students to the language and offer possibilities for learning through classroom activities. teachers must establish clear guidelines in the classroom to ensure that students like their classes. as a result, the teacher should work to encourage the student to love reading and to improve his reading abilities. the teacher must also have the capacity to effectively organize the class. more active student participation in the teaching and studying process is useful. students are the center of learning during the teaching and learning the process, which is important. each student has different attitudes, motivations, and abilities in the learning process; these problems make it difficult for the students to read materials written in english, according to lenski and lewis (2008, p. 42–43). as a result, teachers must be good facilitators in order to create and build effective reading classes. one way to organize learning to make it more interesting is to use fresh and interesting media to bring to class. one way to attract students to want to learn to read is to use mind mapping techniques. one method for increasing students' reading comprehension is mind mapping, according cadieux (2011). malekzadeh and bayat (2015) go on to explain it. to develop a global knowledge, students can use mind mapping to simplify and make sense of complex information. that is consistent with reed (2005) claim that mind mapping aids in illustrating the conceptual organization of ideas in a text and connecting associations among them. such linkages may contain precise, causal, and sequence data. a tool for both recording ideas and retrieving information from reading is mind mapping. as a result, it is claimed that thought mapping is a recall strategy that enables quick knowledge retrieval santiago (2011). mind mapping is a worthwhile practice that can increase student participation, according to the organizer's plan santiago (2011). it can be argued that mind mapping can encourage kids to read actively. reading involves interacting with the text to develop internal meaning. to put it another way, the student starts the reading process. after reading the book, they attempt to discern the primary ideas, supplementary ideas, and connections between them. mind mapping affects students' reading comprehension as a result, according malekzadeh and bayat (2015). gresti fina ramadhan,endah tri wisudaningsih & ririn fatmawati the effect of using mind mapping to students’ reading comprehension 388 the process of constructing a mind map involves multiple steps. first, use at least three colors to center the image or subject. second, the mind map should also include images, codes, proportions, and other symbols. third, select a keyword and print it in capital or lowercase letters. fourth, each phrase or picture stands out and is arranged in a row. connect the lines starting from the middle of the drawing next. as it extends from the center, the midline becomes thinner while remaining more organic and fluid next, to match the word or image, stretch the lines. use a range of colours used in the mind map. after that. create your own mind mapping style next. use focus in the mind map and display associations next. use radial hierarchies, numerical sequences, or outlines to encompass your branches to keep the mind map organized. buzan (2007, p. 70). according to setianingsih, rosihan, and pardani (2018), mind mapping seeks to imitate how learners' minds work by encouraging them to switch between various themes. the way a learner's brain processes knowledge when they record it using symbols, images, or colors is the same. while employing mind mapping strategies to develop students' language skills, particularly their reading abilities, several researchers have distinct foci. the use of critical thinking abilities is also promoted by this method. to map their thoughts while reading the text, good readers require a greater level of thinking activity. this supports the claim made by thamrin et al (2019), those who contend that learning activities that promote students' use of higher order thinking skills must be included in reading activities. to help students with their reading tasks, mind maps can be made. in line with this, this study discusses the use of mind mapping to improve students ' reading comprehension. research method research design research design is necessary for conducting research. the researcher's use of study design aids in the discovery of reference objectives, data collecting and analysis procedures, and methods for presenting findings and conclusions. this research utilizes a quasi-experimental methodology. although the subjects different, adjusting an independent variable is required. it does not offer complete control and does not randomly allocate treatment groups ary et al (2010, p. 316). a quasiexperiment, according to nunan (1992: 41), is a quantitative study that does not randomly assign participants and instead includes experimental and control groups, preand post-test data, and both control and experimental groups. population and sample or subject this study was conducted in man 2 probolinggo. this school has 3 majors, including religious, science, and social studies. but in this study, researchers took 2 classes of social studies to be analyzed. twelfth grade of social studies 2 as control group and twelfth grade of social studies 3 as experimental group, and each class consists of 17 students instruments a reading assessment is the research instrument. pre-test and post-test versions of the tests are given out. the pre-test serves as a gauge for some of the qualities or traits that the researcher evaluated for experiment participants before the students received the treatment (creswell, 2012). before giving them treatment, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 389 pre-tests for this study were conducted at the first meeting of the trial. although the post-test is designed to assess students' reading proficiency following treatment (creswell, 2012). when the therapy was administered at the conclusion of the trial, a post-test was completed for this investigation. it tries to evaluate students' reading proficiency following treatment data analysis data analysis technique using paired sample t-test. data processed using spss version 16.0 for windows. research and finding discussion research findings in this study, a pre-test was used to ascertain the students' reading ability before the treatment. researchers discovered that the majority of the students were unable to complete the test after calculating the pre-test results. the average student post-test score increases after students in the experiment class are instructed utilizing mind mapping techniques. the following bar chart compares the preand post-test scores of students in the experiment class and the control class: figure 1 the comparison of result the results of the normality test on table 1 are presented in the following table: gresti fina ramadhan,endah tri wisudaningsih & ririn fatmawati the effect of using mind mapping to students’ reading comprehension 390 tests of normality class kolmogorov-smirnova shapiro-wilk statist ic df sig. statistic df sig. result of students' learning pre test experiment .177 17 .163 .950 17 .451 post test experiment .182 17 .138 .897 17 .060 pre test control .198 17 .077 .951 17 .468 post test control .190 17 .103 .920 17 .147 a. lilliefors significance correction table 1test of normality according to the table, researchers discovered that the findings of the kolmogorov-smirnov test were as follows: a) statistical normality the pre-test experiment's class, degree of freedom (df), and normality significance all have values of 0.177. pre-test for the class is 0.163. b) the experiment class post-test statistical normality is 0.182, the degree of freedom (df) is 17, and the experiment class significance is normality after the test is 0.138. d) the control's statistical normality with a degree of freedom (df) of 17 and the significance of the control, the class pre-test has a value of 0.198. pre-test class normalcy is 0.077. d) the significance of the control class post-test normality is 0.103. the statistical normality of the control class post-test is 0.190 with a degree of freedom (df) of 17. preand post-test results from both the experiment class and the control class were found to be normally distributed based on normality testing. the normality test was examined when the researchers had the outcomes of the students' preand post-tests. the researchers then performed a paired sample t-test to determine whether teaching reading comprehension to 12th grade students using mind mapping techniques was successful or not. the following table displays the computations' outcomes: paired samples statistics mean n std. deviation std. error mean pair 1 pretest experiment 51.47 17 6.559 1.591 post test experiment 78.82 17 6.502 1.577 pair 2 pretest kontrol 51.76 17 6.359 1.542 post test control 51.47 17 6.063 1.471 table 2paired sample statistics the researchers deduced from the table 2 that 17 students were enlisted in the experimental class at the time that treatment began., with a mean of 51.47. when ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 391 the students received mind mapping instruction and post-test questions, the mean value improved to 78.82. in contrast, the mean in the control class, which had 17 students, was 51.76 before treatment and 51.47 following other forms of treatment. the outcomes of the preand post-tests again for experiment class demonstrated improvements in the students' reading comprehension. table 3 paired samples test depending on the results of the table 3, the value of significance (2-tailed) experimental class for paired sample t test is 0.000 < 0.05. according to decisionmaking theory, there is a significant effect if the significance value is less than 0.05 or (2 tails) 0.05 and there is no significant difference if the significance value is more than 0.05. there was no significant difference in the control class, corresponding to the significance value of 0.826 > 0.05. therefore, it can be concluded that the mind mapping technique has quite a significant impact on students' reading comprehension skills in the third social studies class at man 2 probolinggo. discussion in this study, reading comprehension among students is improved using mind mapping techniques. for students to comprehend information and text messages while they read, reading comprehension is crucial. indeed, students struggle to grasp concepts. this may be brought on by a number of things, including: 1) the absence of vocabulary is the first factor. as a result, sometimes students struggle to deduce the meaning of specific terms. the secret to understanding the text they are reading is to understand the terminology. understanding the words being read is necessary for good reading comprehension (mikulecky & jeffries, 2007: 26). but, in practice, the students struggle to understand the words they come across when reading the text, which negatively affects their reading comprehension. 2) their interest in studying english is the second factor. students find it difficult for studying a foreign language as like english, and some find the subject uninteresting. as a result, they have a hard time grasping what is being taught in class since they are bored. 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 pretest experiment post test experiment 27.35 3 11.335 2.749 -33.181 -21.525 -9.949 16 .000 pair 2 pretest kontrol post test control .294 5.440 1.319 -2.503 3.091 .223 16 .826 gresti fina ramadhan,endah tri wisudaningsih & ririn fatmawati the effect of using mind mapping to students’ reading comprehension 392 however, it is the attribution of reading that will determine the success of a student, this is in line with yilmaz's opinion, yilmaz (2012) looked at reading judgments that influence how teachers and students would judge whether a student has understood a material or not. the most popular choices were sound tactics or strategies. it makes sense that students would require techniques. this is so because reading is a difficult task that requires a variety of skills, including vocabulary, previous knowledge, and mechanics chou (2011); pathan and al-dersi (2013); gilakjani and ahmadi (2011). this shows that students' reading comprehension issues persist and that they need specific reading comprehension techniques to advance. researchers use mind mapping techniques to aid students' issues for the aforementioned reasons. according to researchers' explanation at the time of the study, the mind mapping method works well to increase students' reading comprehension. students' interest in learning might be increased by using mind mapping techniques. it makes learning circumstances much more enjoyable to explore text information while making lovely, gorgeous, and colorful mind maps that resemble playing and learning activities with graphics and colors. also, by applying mindmapping techniques, students may categorize ideas in a text after reading it, respond questions more quickly, and enjoy their reading lesson. in other words, using mindmapping strategies has a substantial effect on students' interest inside and understanding of reading. the treatment strategies adopted were a major factor in the experimental group's success over the control group. conclution a student must exhibit the four essential abilities of speaking, listening, writing, and reading in order to study english. reading is a skill that researchers employ when writing research papers. students should read frequently. making reading simple to learn, however, is a difficult task. mind mapping can be used as an alternative in this situation to enhance reading comprehension. students can learn and comprehend information from the text they have read by engaging in enjoyable reading activities that use mind maps. this is demonstrated by the rise in the mean after experiment class's students received mind mapping instruction. in the experiment class, there were 17 students , with a mean of 51.47. then the mean increased to 78.82 after the students received mind mapping instruction and post test questions. while in the control group, the mean is 51.76 prior to treatment and 51.47 following alternative forms of treatment. the alternative hypothesis is rejected if the significance value, or sig (2-tailed), is more than 0.05. the hypothesis is accepted if the significance value, or sig (2-tailed), is less than 0.05. according to the findings, students who learnt by using mind map were able to develop at a higher level. if the results of hypothesis testing indicate a sig value (2-tailed) of 0.000 < 0.05, then the test decision-making methodology is appropriate. it can be inferred from paired sample t test that the mind map method affects students' capacity for reading comprehension. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 393 references abdullah yusuf ali. (2008). the holy qur’an: the original arabic text with english translation and selected commentaries. malaysia: saba islamic media. ary, donald, et al. 2010. introduction to research in education.eighth edition. usa: wordsworth thomson learning. al-jarrah, h., & ismail, n. s. b. (2018). reading comprehension difficulties among efl learners in higher learning institutions. international journal of english linguistics, 8(7), 32. https://doi.org/10.5539/ijel.v8n7p32 almasi. fullerton. 2012. teaching strategic processes in reading. available at http://www.guilford.com/excerpts/almasi.pdf bahareh malekzadeh, a. bayat. 2015. the effect of mind mapping strategy on comprehending implicit information in efl reading texts. international journal of education investigations vol. 2, no.3 buzan, tony. 2007. buku pintar mind map. jakarta : pt. gramedia pustaka utama chou, p. t. m. (2011). the effects of vocabulary knowledge and background knowledge on reading comprehension of taiwanese efl students. electronic journal of foreign language teaching, 8(1), 108±115. retrieved from http://eflt.nus.edu.sg/v8n12011/chou.pdf ganie, r., . d., & rangkuti, r. (2019). reading comprehension problems on english texts faced by high school students in medan. kne social sciences. haerazi, prayati, and vikasari. (2019). the use of scientific-based approach in elt class to improve students’ achievement and classroom interaction. journal of iain salatiga. https://www.researchgate.net/publication/337616331_the_use_of_scientifi c_based_approach_in_elt_class_to_improve_students'_achievement_and_cla ssroom_interaction klingner, janette k., sharon vaughn and alison boardman. 2007. teaching reading comprehension to students with learning diffculties. new york: the guildford press lenski, s. and lewis, g. 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(2019). developing higher order thinking skills (hots) for readingcomprehension enhancement.journal of physic coferense series.https://www.researchgate.net/publication/335500776_developing_hi gher_order_thinking_skills_hots_for_reading_comprehension_enhancement westwood, p. (2008). what teachers need to know about learning difficulties.victoria: australian council for educational research ltd. yilmaz, c. (2012). an investigation language teaching and into turkish efl students' attributions in readingcomprehension. journal of research, 3 (5), 823-828. doi:10.4304/jltr.3.5.823-828 https://doi.org/10.33394/jollt.v6i2.1264 870 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 870 882 teaching strategies for speaking skills: teachers’ implementation and students opinion 1 titan meuthia annisa, 2 lies amin lestari, 3 syafi’ul anam titanmeuthia20@gmail.com 123 english language and literature department, universitas negeri surabaya, surabaya, jawa timur received: 2023-04-11 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3463 abstract the major objective of this study is to examine teachers' implementation in teaching speaking skills and students' opinions of the teachers' strategies in an online class. the study enrolled two english teachers and two students from each teacher. the descriptivequalitative technique was employed in this study, with an emphasis on the teachers' strategies, and interviews as data collection. the results of this study indicated that teachers employed several strategies while teaching speaking during an online class, including establishing a clear objective, showing and explaining the lesson, integrating prior knowledge through question and answer activities, providing more practice, providing students with feedback, and remaining flexible to allow students time to learn. as a result, teachers' strategies for teaching speaking are important during an online class. the students' responses to the teacher's techniques were incredibly positive. students feel encouraged and truly appreciate the teaching and learning process, despite possible obstacles. keywords: online class; speaking skills; students’ opinions; teacher’s strategies introduction pandemics have attacked the world's most essential industries, and they, along with the education sector, are scrambling to find new ways to survive. the indonesian government shifted away from traditional teaching and learning methods and toward online learning (hermanto & srimulyani, 2021). this was implemented at all levels of education, from prekindergarten to the university. this situation has produced enormous difficulties, especially for schools and teachers who are still unfamiliar with online learning due to their lack of classroom experience. according to wijaya et al. (2020), indonesians' resistance to online learning has resulted in several issues, including ineffective teaching strategies and materials, an unpleasant classroom environment, students who are less motivated and interested, a lack of media and technology, limited internet access, and invalid assessment. these concerns may affect students' capacity to communicate effectively. http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 871 as speaking is the most essential skill that students should develop in order to communicate successfully on a daily basis (leong & ahmadi, 2017), it is critical that speakers use language that is understandable and acceptable to a broad variety of people. dhawan (2020) identified another problem of e-learning as a loss of personal or physical attention. as a result, the use of e-learning in the speaking aspect also reduces students' efficiency in memorizing the lesson, as there is no contact to encourage students to practice their speaking abilities in a direct manner. as a result, the strategies used to teach speaking skills cannot be discounted as one of the factors that affected the teaching and learning results (brown, 2000). thus, teachers' teaching strategies are important since they may assist students in speaking english fluently. according to reiser & dick (1996), throughout the teaching and learning process in an online class, english teachers may employ a range of instructional strategies to achieve learning objectives. cole et al. (2014) noted that the teacher's responsibility is to develop successful plans and strategies for fulfilling students' educational needs, with the primary objective of communicating in the language being learned. these statements suggest that it is the teachers' job to motivate students to speak english through the use of appropriate speaking skill teaching methodologies. the strategies utilized should be based on the requirements and desires of the students (widyaningsih & robiasih, 2018). teaching strategies for speaking skills is important for students to overcome their speaking issues. to address this issue, teachers must teach speaking strategies that facilitate the learning process and assist students in speaking clearly and accurately. killian (2014) discussed many teaching strategies for enhancing students' speaking skills in the classroom. the teaching strategies are designed to address the demands of language learners' speaking skills during an online class. these strategies include the following: 1. stating clear lesson objective the teacher's stated objective for the class will assist students in focusing on and attaining excellence in all aspects of the content. 2. showing and telling the teacher may present and discuss the information related to the lesson that the students will study. the teacher must explain to the students what they need to know and demonstrate how to complete the exercise. 3. integrating prior knowledge conducting question and answer activities is a strategy that teachers frequently use to ensure the students' understanding of the lesson before moving on to the next. 4. conducting a pre-test a pre-test can assist the teacher in determining what students know and comprehend. additionally, it can highlight any misunderstandings that students may have and assist the teacher in collecting information about where they are and where they are going to go by the end of the lesson. 5. plenty of practice 1 titan meuthia annisa, 2 lies amin lestari, 3 syafi’ul anam teaching strategies for speaking skills: teachers’ implementation and students opinion 872 practice, as the saying goes, makes perfect. practice assists students in maintaining their knowledge and abilities while also offering another opportunity to assess their comprehension. 6. giving feedback to students giving feedback requires educating students about their performance on a specific task as well as coming up with ideas for improvement. in contrast to praise, which is focused on the student rather than the work, feedback allows students to comprehend what they accomplished, where they will be, and how they might grow. 7. being flexible about how long it takes to learn the idea that, when given sufficient time, every student cannot be as revolutionary as it sounds; it also represents the core assumption of student achievement, a strategy that has an exact influence on student outcomes as socioeconomic position as well as other components of the living situation. therefore, it is very important to emphasize the determination of learning time as one of the teacher's teaching strategies. 8. collaborative work in a group when students work in groups, they frequently rely on the individual who appears most enthusiastic and capable of doing the assignment. teachers must be precise in the tasks assigned to students and the specific roles assigned to each group member in order to enhance group productivity. as a result of the preceding discussion, it is feasible to infer that teaching strategies become the primary component in the teaching-learning process. it is referred to as a teaching strategy because teachers use it to deliver course material in a variety of forms, keep students engaged, and allow them to practice a variety of skills. a teacher's teaching strategies should vary according to the unit's theme, grade level, skill level, material, and classroom resources. it will decide whether or not the students succeed. thus, this research focuses on the strategies used by teachers during online classes as well as how students respond to them. method the qualitative method was utilized as an essential element of this study. therefore, this study will look into secondary school teachers’ ways of teaching speaking. additionally, this study will employ the students' opinions about the teachers’ strategies in teaching speaking at the secondary school. silverman (2020) claimed that qualitative research is concerned with subjective meaning that the researcher can get inside people’s heads, which appears to be what distinguishes the paper. the qualitative method is considered as an applicable method in this paper for two key reasons: (1) the researcher simply investigated the teacher’s teaching strategies for speaking skills and did not seek to create or develop the strategies; and (2) the researcher also analyzed the students’ thoughts regarding the teacher's strategies for teaching speaking skills. according to the reasons mentioned, the researcher looked into information about the teachers’ strategies for ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 873 teaching speaking skills. therefore, qualitative research is eligible to be used in this study. lodico et al. (2006) asserted that the information gathering process must be organized and the facts must be accurately recorded. the researcher uses a variety of inquiry methods, although they typically want to conduct interviews. data analysis the data for this investigation was gathered using a single method. both the teachers and the students are interviewed. the interview was aimed at allowing the teachers to enrich the researcher’s understanding of the information acquired and give explanations of what remained "unclear" regarding classroom speaking abilities. the interview was carried out in line with the principles proposed by gall et al. (2007), which include the following: (1) an unstructured conversational interview; (2) a structured interview method; and (3) standardized open-ended questioning. silverman (2020) stated that interviews provide locally pertinent narratives—some longer than others—that reflect several perspectives on individuals, events, and the world at large. aaron cicourel (1974) emphasized in silverman’s book that interviews impose a particular concept of understanding reality upon subjects’ responses. results the researcher interviewed both the teacher and students. the researcher asked the teacher 15 questions about the teaching and learning process of the speaking skill in an online class. all of the questions focused on the strategies employed by the teacher while teaching the speaking skills. the teaching strategies employed by the teachers in teaching speaking skills are methods of providing students with opportunities to practice speaking and actively participate in speaking skills. teacher’s strategies are also used for solving certain problems of the students, such as lack of vocabulary and hard understanding the material in learning speaking skills. this part presents the results of the research in secondary school, where the researcher conducted the interview. 1. teachers’ strategies and activities during teaching speaking in online class the researcher obtained data after investigating the teacher’s strategies. both teachers have their unique own ideas and exercises for teaching speaking skills, not all of them were applied in the online class. table 1. teachers’ strategies and activities in teaching speaking in online class teacher a strategies teacher b strategies stating clear lesson objectives stating clear lesson objectives showing and telling showing and telling integrating prior knowledge integrating prior knowledge 1 titan meuthia annisa, 2 lies amin lestari, 3 syafi’ul anam teaching strategies for speaking skills: teachers’ implementation and students opinion 874 plenty of practice providing students feedback providing students with feedback being flexible about how long it takes to learn 2. students’ opinion towards teachers’ strategies teaching speaking in online class this is a short interview between the researcher and the students to look for information from the students about teacher strategies in teaching speaking in online class. there are two student representatives; one of the students of teacher a and one of the students of teacher b. to analyze the data easily the researcher called students a which represent the student of teacher a and students b which represent the student of teacher b. table 2. students’ opinion towards teachers’ strategies teaching speaking in online class student a student b 1. process of teaching speaking in online class. “i was very happy because my teacher gave more visualization of the lesson by using youtube. my teacher gave me example how to speak and pronounce well” “my teacher would have a good conversation then move to the lesson that would be studied at that time. the teacher rarely used kinds of media and mostly use the text book while teaching. it’s kind a boring but my teacher always helps and encourages the students to speak english. she gave us some examples of expressions and how to pronounce it well.” 2. the difficulties while learning speaking in online class “i didn’t have any difficulties unless the unstable network and the speaker audio” “i got difficult in speaking in online class because i was too shy to speak. sometimes i also accidentally spoke indonesian when answering some questions from the teacher but my teacher corrected my sentences, words, and even my pronunciation so i can be more careful when i spoke in the class.” ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 875 3. students’ opinion when the teacher giving an order to speak in online “i got nervous when the teacher asked me to speak in english because i rarely speak english but my teacher brought very good atmosphere in the classroom so can enjoy speaking in front of my friends. she never judged her students and she always encouraged us to speak.” “i was afraid to speak english in the classroom because i was afraid of being mispronounced, or afraid that the sentence would not be understood. my teacher always gives encouragement to speak and provides correction if there is a wrong in pronunciation and selecting the words” discussion the teacher’s opinion in teaching speaking skill in online class based on the interview, the teachers confessed that they had difficulties teaching online, but even so, they still gave their best to their children so they could learn independently from home and improve their english language skills at home. teacher a “the students must be independent to improve their skills in english; it is because of the limitations of the students to meet the teacher. it is obvious that there are many obstacles, such as an unstable network and inadequate devices, that we have to face. we, as the teacher, must continue to teach the material even though there are some obstacles, especially speaking skills.” the teachers’ teaching strategies in teaching speaking skill in online class. based on the interview, the researcher found several strategies used in the online teaching and speaking process. in delivering the material, the english teacher used virtual meetings by using zoom or microsoft teams. the english teacher also used online chat by using whatsapp group or teams chat boxes to give the tasks. based on the data findings, it showed that the teacher followed the materials in the syllabus and only taught speaking related to the material that would be given. the teachers also proposed that during online class learning, there was no specific learning objective for speaking skills but the teachers always tried to make the students speak in english during online class. based on the table that has been mentioned in the results, the teachers used some strategies that are in line with killian (2014). both of the teachers started the lesson by stating the goals of the lesson to make it clear what the students should achieve at that time. 1 titan meuthia annisa, 2 lies amin lestari, 3 syafi’ul anam teaching strategies for speaking skills: teachers’ implementation and students opinion 876 teacher a “i always state the lesson that will be taught in the beginning of the lesson. i want to make the students well prepared and understand what to do next. it’s really meaningful to make them ready to face the lesson.” teacher b “i am not explicitly stated my goals in the beginning, but i always lead them first in relating the lesson to their daily activities. it was my way of getting them to focus on me and later on i will tell them what we are going to study” from the statements above, it can be seen that the teachers applied the strategy of stating clear objectives before starting the lesson in different ways. one of the teachers stated the objective of the lesson explicitly, and the other teacher connected the students’ daily activities with the objective of the lesson so the students could assume what they were going to study. it was supported by killian (2014) that when the teacher tells the goals, intentions, objectives, or anything else to the students, it will make the teacher have a clear focus on everything, so the students can easily achieve the intended learning. next, both teachers used a showing and telling strategy with the students after stating the clear objectives. teacher a “i usually used the picture series, slide shows, and youtube videos to introduce the material or what is called, mm .. giving them some knowledge by watching and seeing what i gave them. it was really helpful for the students since they had a lack of vocabulary and somehow could not understand what i’m saying. i asked them to reproduce the dialogue or information contained in the picture or video. i will tell them how to do that, like how to say something, how to pronounce some difficult or unfamiliar words.” teacher b “i do not really prepare this kind of media, but i will tell them what they should do, what we will do, how to do and etc. then, i’ll ask them to speak aloud about the lesson or question that i gave to them, some of them will turn of the camera because maybe they felt embarrassed.” from the statements above, they use the showing and telling strategy in different ways. teacher a provided visual resources, such as photographs and films, to aid in the teaching and learning process in the classroom. according to arrosagaray et al. (2019), employing learning media and technology in the classroom can raise students' interest in learning. additionally, research demonstrates that using technology in the classroom can considerably improve ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 877 students' learning outcomes. however, teacher b provided a brief verbal description of the lesson. killian (2014) supports those teaching ideas by stating that offering media and explanations will considerably benefit students in comprehending and attempting new things. the teachers also used "integrating prior knowledge" to activate the students’ prior knowledge by asking and giving questions or opinions to the students. teacher a “question and answer maybe one of the most strategies that i use in the classroom. i will ask about everything related to the lesson. questions and answers are not only used in a formal way, but also used in a pleasant way to break the tension and make the class more interactive.” teacher b “i usually started with a question and answer. i get used to make the students talking first. even though the conversation is mixed, it is like indonesian and english in the same time, but later, i will correct or tell them the correct words in english. i usually use indonesian and english to communicate with the students, it’s understandable because they have very low vocabulary level” it can be seen from the statements above that both teachers integrated students’ prior knowledge through questions and answers in different ways. one of them uses the question and answer not only to activate prior knowledge but also to break the tension in the classroom. according to smith (2000), the question and answer strategy is not only used to get an answer; it is also used to motivate, encourage, control, and see the students’ understanding of the learning process. moreover, teacher b tried to make all of the students took part in learning even though they still used a mixed language, which is their mother tongue, to build understandable communication. next, teacher a used plenty of practice, to help the students memorize the words or the pronunciation of the word in every meeting. “… and also, i always keep them practice more and more. it was like doing repetition on difficult words or pronunciations. for example, at the beginning we have said some difficult words, later in the middle i will bring up the words and see if my students have used it correctly, and i will bring it up again in the end of the lesson. i just want them to practice and remember something that is difficult for them” according to killian (2014), when students practice the same things over a certain length of time, they do better. practice allows students to retain the 1 titan meuthia annisa, 2 lies amin lestari, 3 syafi’ul anam teaching strategies for speaking skills: teachers’ implementation and students opinion 878 knowledge and abilities they have gained while also giving the teacher another opportunity to assess the students' comprehension. both of the teachers also give feedback after the students try to speak in the classroom. teacher a “i always give oral feedback to them when they have the courage to speak in online class. i know it will not be easy, so a little compliment like “good job, thank you, that’s great” seems simple but means a lot to them. i also provided some corrections and suggestions for the sentences that are difficult to understand or words that are pronounced incorrectly” teacher b “… the feedback that i give is usually in the form of praise and additional score for them because there is still no specific assessment related to speaking skill, so for those who are actively speaking in the classroom will automatically gave additional scores. i also make corrections related to the sentences or errors in the use of the sentences and pronunciations when speaking” both of the teachers gave some positive feedback towards the students’ performance in terms of their speaking skills. they gave them praise, ideas, and additional scores. simply put, killian (2014) noted that delivering feedback entails telling students about their performance on a certain assignment as well as potential improvements. while providing relevant and informative feedback to the students, the teachers must have a fair idea of the students’ progress. teachers must be aware of their students' development in order to provide relevant and helpful comments. yorke (2003) argued that the teachers get knowledge about their students’ level of competence and then customize their teaching to the students’ performance. one of the teachers said that the students need enough time to learn something. students cannot learn something as revolutionary as it sounds. this underlies teacher a to give students more time to learn. teacher a “i gave enough time so that students can clearly understand the material that i give. i will provide some videos, exercises, and more practices until i think it’s enough for them and still in a reasonable amount of time.” according to killian (2014), the teacher can maintain the learning objectives by varying the time so that each student can achieve success in learning. flexibility in learning and teaching are increasingly free and remain in mastery of learning objectives. for students, flexibility in learning can include the selection of learning activities, assessment with a more flexible timeframe, while flexibility in teaching ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 879 involves the allocation of time and methods of learning in the classroom (naidu, 2017). students’ opinion toward the teachers’ teaching strategies in teaching speaking skills in an online class. 1. process of teaching speaking in online class the results of the study showed that student a and student b got different processes of teaching speaking in an online class. student a gained previous knowledge through various audio-visual media, such as youtube, that had been prepared by her teacher. she felt very helped by the use of the media. according to saed et al. (2021), watching videos on youtube can make the process of teaching and learning english more effective. this is due to the fact that youtube videos contain content that students can use to improve their language skills, in particular their ability to speak and understand what they hear. also, çakir et al. (2006) believe that teachers find the video material fascinating and inspiring because it presents a real, contextualized, and genuine environment for teaching and learning. in addition, they believe that teachers perceive the video content to be authentic. this is different from student b, who gained prior knowledge from experiences or conversations carried out by his teacher. the teacher explored things that happened in everyday life to impart prior knowledge to his students. student b felt that the visualization and practice were not optimal because of the minimal use of learning media. although those teachers differed in exploring the knowledge of previous students, the two students admitted that it was very helpful because the two teachers always gave various examples of expressions that are often used in daily conversation according to the context of the material provided. based on the research of el kemma (2019), the vast majority of educators feel that talking without showing is ineffective. before asking students to do anything on their own, it's a good idea to give them a "dry run," in which you demonstrate the action for the whole class or with a volunteer. karanezi & rapti (2015) suggest that wherever feasible, instructors should demonstrate or provide a real-world example rather than merely discuss. it has become generally clear that demonstrating is a good way to help pupils learn the material. students learn so much more when they can see concepts in action rather than just reading about them (el kemma, 2019). the two teachers also encouraged students to speak by giving examples of good and correct pronunciation so that both students became comfortable and willing to talk. student feedback offers an experiential basis for reflection, as stated by agustuna et al. (2019). the goal of giving students comments on their oral communication skills, and particularly on their pronunciation, is to help them become more confident public speakers. giving someone constructive 1 titan meuthia annisa, 2 lies amin lestari, 3 syafi’ul anam teaching strategies for speaking skills: teachers’ implementation and students opinion 880 criticism might also get them thinking about how they can change for the better (lewis, 2002). 2. the difficulties while learning speaking in online class the only problems that often occurred in student a’s online class were an unstable network and the speaker's voice. because of those, student a had to repeat and re-answer what he said. although having a stable network connection is crucial for taking an online course, this is not always the case in major cities. the unpredictability of their class is a problem for distant learners (lubis & dasopang, 2021). over all, she got less nervous while speaking because she didn’t meet her friends in person, coupled with her teacher, who patiently helped her so that there were no significant problems while speaking in online class. in contrast to student b, who was afraid to speak from the start. he is afraid to speak english in front of his friends and teacher. the fear was caused because she was afraid of mispronouncing words, grammatically wrong, and afraid of arranging wrong sentences. inhibition, or students' worry about making mistakes, fear of criticism, or shyness, is one of several causes of difficulties in speaking, as stated by ur (1996). 3. students’ opinion when the teacher giving an order to speak in online class student a said that she was nervous at that time because she rarely speaks english. as time went on, she got used to it because the teacher gave all the students an opportunity to talk. the teacher is also very good at bringing the atmosphere in the classroom so the students become comfortable when speaking in the class. she found that it was very helpful, and she really enjoys speaking in the online class. lubis and dasopang (2021) corroborate that students feel more at ease speaking out and asking questions in online settings. the one-on-one setting makes them feel like they can ask questions more freely than in a traditional lecture setting. conclusion based on the data analysis described in the results and discussion, it is possible to infer that the teacher did not employ all of the strategies in the classroom. the strategies used to fulfill the students’ needs in an online class. the most common strategies used in teaching speaking in an online class are stating clear lesson objectives, showing and telling, integrating prior knowledge, and providing students with feedback. the students' responses to the teacher's techniques were incredibly positive. students feel encouraged and truly appreciate the teaching and learning process, despite possible obstacles. the researcher proposes several suggestions for an english teacher and future researcher. firstly, it is suggested that the teachers need to elaborate on the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 881 other strategies that are suitable for teaching speaking in online class. second, the teacher may provide some interactive materials that involve the students in being active by giving various media while teaching speaking. references arrosagaray, m., margarita gonzales-peiteado, pino-juste, m., & lopez, b. r. 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(2003). formative assessment in higher education: moves towards theory and the enhancement of pedagogic practice. higher education, 45, 477–501. https://doi.org/https://doi.org/10.1023/a%3a1023967026413 https://doi.org/10.18869/acadpub.ijree.2.1.34 https://doi.org/http:/doi.org/10.25273/pe.v11i1.8618 https://doi.org/10.1080/01587919.2017.1371831 https://doi.org/10.24256/ideas.v10i1.2563 https://doi.org/10.24256/ideas.v10i2.2897 https://doi.org/https:/doi.org/10.36597/jellt.v2i1.2714 https://doi.org/10.33292/petier.v3i1.56 https://doi.org/https:/doi.org/10.1023/a%3a1023967026413 799 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 799 813 the implementation of digital multilingual thematic dictionary towards the fourth grade students’ literacy skill: an experimental study luh siantari1, ni made ratminingsih2, i gede budasi3 luhwinasari@gmail.com made.ratminingsih@undiksha.ac.id gede.budasi@undiksha.ac.id universitas pendidikan ganesha1 universitas pendidikan ganesha2 universitas pendidikan ganesha3 received: 2023-04-11 accepted: 2023-08-01 doi: 10.24256/ideas.v11i1.3596 abstract the study aims to investigate whether there is a significant impact on utilizing a digital multilingual dictionary for fourth grade students’ literacy skills. the method of this study is a quasi-experimental and quantitative research approach. the samples were taken using statistical matching techniques by fraenkel et al., (2012). the samples are the fourth grade students of sdn 2 pacung as the control group and sdn 1 banjar as the experimental group. the two groups received three treatments with three themes including: greeting & introduction, family, and things in the classroom. the instrument of this study was a students’ literacy test which consisted of a pre-test, treatment, and post-test. to analyze the data quantitatively, researchers used descriptive statistical analysis, inferential statistics, and the n-gain score test. the results from the n-gain score of the controlled group were 50.5% and 62,71% for the experimental group. it revealed that the use of a digital multilingual thematic dictionary was categorized as moderately effective compared to the printed version in improving fourth grade students’ literacy skills compared to the controlled group who were treated by the printed version. therefore, the digital multilingual thematic dictionary significantly affects fourth grade students’ literacy skills. keywords: digital multilingual thematic dictionary; literacy skills; young learners introduction there are many influences of english as an international language. english is used by many countries over the world as well as the growth of world globalization http://u.lipi.go.id/1457703302 mailto:luhwinasari@gmail.com mailto:made.ratminingsih@undiksha.ac.id mailto:gede.budasi@undiksha.ac.id luh siantari, ni made ratminingsih, i gede budasi the implementation of digital multilingual thematic dictionary towards the fourth grade students’ literacy skill: an experimental study 800 (atlantis, 2005:p.30). due to that, in indonesia, english becomes an essential language subject and give an impact on people’s social lifestyle (lauder et al., 2006). studying english is important, supported by scott (2006) stated that english is used to support the development of science and technology, especially for indonesia’s national development. therefore, indonesia's ministry of education made english a compulsory subject in elementary schools, in case, to be able to access it for young learners, which is referred to regulation no. 0487/1992, chapter viii (kulsum, 2016). other than that, the rapid development of english also affects academic life, such as literacy activities (dardjowidjojo, 2000). literacy is defined as the process of understanding the main points from sources. literacy in indonesia has been pursued as much as possible to get significant development, especially students’ literacy at the elementary level. regulation by indonesia’s ministry of education and culture number 23 of 2015 revealed the program called gerakan literasi sekolah (gls) (kemendikbud, 2017). this movement is expected to improve students’ learning abilities, including to think critically, analyze problems, and be able to solve those problems as part of 21st century learning (daryanto dan karim, 2017). to support this issue, supporting media are needed to facilitate the learning process. a dictionary is believed to be used for supporting the development of students’ literacy skills. a dictionary helps students to understand the meaning of each word from the text they have read (omar & dahan, 2011). rohmatilah (2016) stated that the dictionary not only provides an understanding of the words, but more intensely to the word pronunciation, meaning intonation, and additional information about the words used. it helps students to gain a better understanding of the targeted languages. through a dictionary, students can find the easiest way to learn the basic meaning of the word and to broaden their vocabularies. furthermore, it will be beneficial for language students to understand other components of language, such as sentences, paragraphs, and develop a comprehensive understanding of a text in which to expand students’ literacy skills (huang & eslami, 2013). the dictionary becomes a suitable media for helping students' literacy. the dictionary includes with contents, arranged from one to several languages, organized thematically, and includes with pictures as visual content supporter for young learners (islam & purkayastha, 2015; setyawan, 2016). the development of the multilingual thematic picture dictionary is believed to support young learners’ literacy skills. it can be a perfect tool since it combines the form of multilingual, thematic, and picture dictionaries. the dictionary is formed and provides word translation in more than two languages, arranged thematically, and images which suit the characteristics of the target users who are young learners (mawanti, 2014; arista & karim, 2015). several related studies perform the effectiveness of using a dictionary in language class. various studies found that the use of an electronic dictionary positively impacts the vocabulary learning and retention of efl learners ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 801 (amirian and heshmatifar, 2013; mandasari, 2020; rezaei and davoudi, 2016; santosa and andriyadi, 2019; yanti, 2016). other related study compared the use of printed dictionary and electronic dictionary (akramah et al., 2020; hakim, et al., 2018; agustini et al., 2021) show that electronic dictionaries are considered superior in use to help students get better pronounce a word. previous study from suniyasih, et al. (2021) show that a multilingual thematic dictionary is categorized as an excellent media to increase vocabularies. thus, a digital form of multilingual thematic dictionary brings an update to the quality of students’ literacy. it is because the dictionary consists of more than two or more languages completed by images which can make students at eaze to use that in order to increase literacy skills. as mentioned above, dictionaries are the essential tool for foreign language learners (efl). since, dictionaries are designed to improve students’ abilities based on understanding information in a text, helps in vocabulary mastery in particular languages, regardless of how effective the use of dictionary is in significantly improving young learners’ ability are still being studied further by the researchers. therefore, in this current study, the researchers decided to compare printed multilingual thematic dictionaries and digital multilingual dictionaries as part of previous study under the umbrella research. furthermore, current study is expected to show a significant impact after the implementation of those types of dictionaries on literacy skill for four-grade students. this experimental study wants to clarify the impact of a digital multilingual thematic dictionary on developing young learners’ literacy skills in today's globalization. the hypothesis of this research is that using multilingual thematic dictionaries can significantly affect the literacy of fourthgrade students. method this research applied quantitative study of quasi-experimental method with the pre-test and post-test only control group design. the pre-test is a test before giving treatment, then receives a post-test after giving treatment. the focus of the study is to investigate the effect of giving treatment on students’ literacy skills, especially on vocabulary understanding. to conduct the study, the researchers divide the participants into two groups, called the control group and the experimental group. the experimental group was treated by the use of a digital version of the multilingual thematic dictionary and involved with inquiry-based learning methods. meanwhile, the control group used the printed version of the thematic picture dictionary and treated it using conventional teaching with an inquiry-based learning method. in the execution, the researchers gave the same treatment. both groups received three treatments and took 45 minutes for each material taught, namely; 1) introductions and greetings, 2) family, and 3) things in the classroom. luh siantari, ni made ratminingsih, i gede budasi the implementation of digital multilingual thematic dictionary towards the fourth grade students’ literacy skill: an experimental study 802 the participant in this research used a statistical matching score in a quasiexperimental study by fraenkel & hyun (2012) with the intact group. from the eight schools in the previous study which were located in buleleng regency, the schools were tested based on the students’ english final exam using anova to compare their abilities. in the end, the participants were chosen from the two schools. the two elementary schools in fourth grade were drawn using a lottery to determine the group of control and experimental. the results showed that sdn 2 pacung was determined as the control group and sdn 1 banjar as the experimental group. the instrument used in this study was a test called literacy skill test. the test consists of 30 questions for assessing students’ literacy skills in pre-test and posttest. the description of the literacy test was arranged with 20 multiple-choice questions and essays for the rest. the pre-test questions are designed to be accessed by the students before treatment in order to know students’ initial abilities. contrarily, the purpose of the post-test is to measure students’ ability after giving treatment. those tests are used to investigate whether there is a significant difference between before and after treatments. the instrument used in this study has already been checked for validity and reliability by the experts involved. the data analysis process is carried out by analyzing the results of pre-test and post-test. the data then compared between control group and experimental group (trochim w, 2020). the researcher analyzed the data using spss version 26 through three types of analysis processes, including: 1) descriptive statistical analysis to determine the effect before and after treatment, 2) inferential statistical analysis is the process of analyzing the sample is homogeneous, and 3) normalized gain score test to make sure the effectiveness of product application. there are two statistical analysis formulas of this study, namely independent sample t-test and the n-gain score (normalized gain). the tests used to confirm the effectiveness of the digital multilingual thematic dictionary in affecting the improvement of fourth-grade students’ literacy skills. the formula of n-gain score is as follows. 𝑁 𝐺𝑎𝑖𝑛 = 𝑃𝑜𝑠𝑡𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 − 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 𝐼𝑑𝑒𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 − 𝑃𝑟𝑒𝑡𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 description: ideal score : the maximum (highest) score of a value that students earn the n gain : score in percent and decimal the n-gain score in percent and decimal was categorized by hake (1999) into the following categories ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 803 table 1. n-gain score categories in percent by hake (1999) percentage interpretation < 40 ineffective 40 – 55 less effective 56 – 75 moderately effective >76 effective results finding there are some results from this study. those results were divided into descriptive statistical, inferential statistical analysis of data, and the n-gain score. the researcher initially used descriptive and inferential statistical analysis on the pre-test and post-test results to determine the impact of a digital multilingual thematic dictionary on fourth-grade students' literacy skills. it is because descriptive statistical analysis frequently concentrates on illustrating the dispersion and estimating the primary trend of the collected data (trochim w, 2020). the numerical data for the pre-test and post-test scores were all summarized and explained in a descriptive way. the measurements employed in the data analysis for this study's inferential statistical analysis were the normality test, homogeneity test, and hypothesis testing. first, figure 1 will show the results of the descriptive statistical analysis of the pre-test score and the post-test. figure 1. the results of descriptive statistical analysis from the figure 1 above, it can be inferred from the data of the controlled and experimental group. the mean data for both groups was not much different in pretest. however, in post-test the mean score of the experimental group was higher than the control group. the median data of pre and post-test is much different. in the pre-test, the control group gained 57.50 points but in the post test gained 75.00 points. the situation also appeared in the experimental group which showed 55.00 and after treatment was changed to 80.00 points. for the mode data, the majority score of the controlled group was 57.50 for pre-test and 75.00 at post-test. then, the luh siantari, ni made ratminingsih, i gede budasi the implementation of digital multilingual thematic dictionary towards the fourth grade students’ literacy skill: an experimental study 804 mode in the experimental group showed 55.00 at pre-test and 80.00 for post-test. for the variance data, the controlled group both in the pre-test and post-test much lower than the experimental group. the range data is decreased from pre-test and post-test from both groups. last, for the standard deviation, the pre and post-test at both groups are not spread too far from the average value. second the results from inferential statistical analysis of pre-test and post-test by using an independent sample t-test. in this stage, the researchers want to investigate the normality and homogeneity of the study. for the normality test used the shapiro-wilk statistical table 2 will present method (sig. 0.05) for pre-test. table 2. the normality test of pre-test test of normality pretest score class kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experiment ,124 27 ,200 ,957 27 ,311 control ,129 27 ,200 ,942 27 ,134 from the results performed by table 2, it can be seen that the significant value of the controlled and experimental group is higher than 0.05. (sig. > 0.05). it means that the pre-test score for both groups are normally distributed. table 3 will show the normality test of post-test from both groups which show that the post-test score for the control and experimental groups were also normally distributed table 3. the normality test of post-test test of normality posttest score class kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. experiment ,120 27 ,200 ,962 27 ,414 control ,143 27 ,166 ,928 27 ,061 the homogeneity test is used to ensure that the number of participants is homogeneous. table 4 drew the pre-test homogeneity results. meanwhile, the post test will be presented by table 5. table 4. the pre-test homogeneity results homogeneity test of variances levene statistic df1 df2 sig. pretest score based on mean .005 1 52 .946 based on median .008 1 52 .928 based on median and with adjusted df .008 1 50.530 .928 based on trimmed mean .008 1 52 .942 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 805 table 5. the post-test homogeneity results homogeneity test of variances levene statistic df1 df2 sig. post-test score based on mean .212 1 52 .647 based on median .192 1 52 .663 based on median and with adjusted df .192 1 51,955 .663 based on trimmed mean .220 1 52 .641 from those tables, it can be seen that the significant value of the control group and experimental group, both pre-test and post-test, was higher than 0.05. it means that the group was homogeneous. as mentioned before, the independent sample t-test is used to compare two unpaired samples. the results of the t-test for pre-test and post-test will be presented below. table 6. the independent sample t-test of pre-test results independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2 taile d) mean differen ce std. error differenc e 95% confidence interval of the difference lower upper pretest equal variances assumed .00 5 .946 .44 7 52 .657 1.3888 9 3.1065 -4.8447 7.6225 equal variances not assumed .44 7 51.8 .657 1.3888 9 3.1065 -4.8452 7.62304 based on the data on the table, it can be seen that the sig. levene's test for equality of variances is 0.946 > 0.05, which means that the data were homogeneous between experimental and control group in pre-test, called “equal variances assumed”. it is supported by the results of mean differences which are categorized as “confidence interval of the difference lower upper”. moreover, it means that the luh siantari, ni made ratminingsih, i gede budasi the implementation of digital multilingual thematic dictionary towards the fourth grade students’ literacy skill: an experimental study 806 h0 is accepted and ha is rejected. then, it can be concluded that the students used in this study were at the same level/ability. for the t-test of post-test results of ttest will be described further below. table 7. the independent sample t-test of post-test results independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2 tailed ) mean differenc e std. error differenc e 95% confidence interval of the difference lower upper post test equal variances assumed .2 12 .647 2. 6 52 .011 4.72222 1.78364 1,14308 8,30137 equal variances not assumed 2. 6 51.68 .011 4.72222 1.78364 1,14256 8,30189 the value of sig. levene's test for equality of variances is 0.647 > 0.05. it is also supported by categories of equal variances assumed and confidence interval of the difference lower upper. the h0 is rejected and ha is accepted. it can be supposed that there is a significant difference in the average of post-test results in the experimental group and the control group. last, the n-gain score results. the n-gain score test after obtaining data from descriptive statistical analysis and inferential scores of pre-test and post-test. the following table describes the descriptive analysis of the n-gain score test. table 8. n-gain score test results ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 807 n-gain score test calculation results no experimental class no control class n-gain score (%) n-gain score (%) 1 70,00 1 69,23 2 55,56 2 60,00 3 83,33 3 58,33 4 70,00 4 63,64 5 66,67 5 63,64 6 52,94 6 50,00 7 72,73 7 52,94 8 71,43 8 45,45 9 55,56 9 47,37 10 64,29 10 40,00 11 68,75 11 57,14 12 61,90 12 55,56 13 64,29 13 50,00 14 71,43 14 42,86 15 60,00 15 50,00 16 61,90 16 54,17 17 55,56 17 60,00 18 63,64 18 41,18 19 55,56 19 52,94 20 69,23 20 50,00 21 46,67 21 38,46 22 62,50 22 45,45 23 55,56 23 29,41 24 33,33 24 38,46 25 66,67 25 54,17 26 62,50 26 66,67 27 59,24 27 50,00 the result of the n-gain analysis was calculated as a percentage, as seen in the table above. to obtain these results, the pre-test score was divided by the ideal score, and the resulting number was then taken from the post-test scores. to get the results in % notation, the obtained score was multiplied by 100. the results of the n-gain calculations are shown in the table above, and they also highlighted the significant difference between the test scores of the students in the control and experimental groups. in terms of percentage scores, the experimental group outperformed the control group. additionally, in order to obtain more specific information, the descriptive analysis table of the n-gain test, which was obtained using spss version 26, was evaluated. it presents as follows: table 9. descriptive analysis table of the n-gain score test group statistic std. error ngain experim mean 62.7127 1,38474 luh siantari, ni made ratminingsih, i gede budasi the implementation of digital multilingual thematic dictionary towards the fourth grade students’ literacy skill: an experimental study 808 percent ent 95% confidence interval for mean lower bound 59.8663 upper bound 65.5591 5% trimmed mean 62.8639 median 62.5000 variance 51.773 std. deviation 7.19533 minimum 46.67 maximum 75.00 range 28.33 interquartile range 13.68 skewness -.255 .448 kurtosis -.642 .872 control mean 50.5112 1.79591 95% confidence interval for mean lower bound 46.8197 upper bound 54.2028 5% trimmed mean 50.5937 median 52.9412 variance 87.082 std. deviation 9.33180 minimum 29.41 maximum 69.23 range 39.82 interquartile range 14.64 skewness -.154 .448 kurtosis -.296 .827 from n-gain score data, the experimental group who use a digital dictionary reached a mean score 62.71% and it indicated that using a digital multilingual thematic dictionary shows moderately effective based on n-gain score category in percent [table 1]. contrarily, the control group reached 50.51% and was categorized as less effective. however, judging from the comparison of the results of the pre-test and post-test score of the control group, it still affected students' literacy skills, although less significant than the effect of the multilingual thematic digital dictionary. discussion the focus of this research aims to investigate the effect of using digital multilingual thematic dictionaries in influencing fourth-grade students' literacy skills. in deciding the treatment's impact on the fourth-grade students' literacy skills, statistical analyses were carried out on students' ability tests in the pre-test and post-test. the test was carried out at the beginning to know the students' initial abilities in the control and experimental groups based on the acquisition of pre-test scores. then proceed with looking at the results of the post-test scores to see the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 809 students' final abilities after being given treatment. the results of the student scores by the two groups will be analyzed through the n-gain test after obtaining descriptive statistical analysis results of pre-test and post-test inferential scores. it aims to determine whether there is an effect of digital multilingual thematic dictionaries on the literacy skills of fourth-grade students. the systematics of conducting this research involved design with a pre-test and post-test control group design, which involves a design that provides tests before and after giving treatment for both research groups. the two groups in giving treatment facilitated with different media. one group was classified as an experiment by giving treatment using the digital version of the multilingual thematic dictionary. then, the other group was classified as the control group by providing conventional teaching methods using the printed version of the thematic picture dictionary. both groups received three treatments that took 45 minutes for each group with three materials taught, namely (1) introductions and greetings, (2) family, and (3) things in the classroom. learning activities designed for the experimental group use inquiry-based scientific learning methods facilitated by the digital multilingual thematic dictionary. while the learning activities in the control group used a conventional system in the form of inquiry-based learning using a printed thematic picture dictionary. the continued investigation of effectiveness in using a multilingual thematic digital dictionary with an n-gain score test was to determine differences in the analysis of pre-test and post-test scores after receiving treatment. the researcher conducted the n-gain score test after obtaining descriptive statistical analysis results of pretest and post-test inferential scores. from the results of the calculation of the n-gain score test in the descriptive analysis that has been carried out, it is known that the average n-gain value of the experimental class (digital dictionary implementation) is 62.7127 or 62.71%, with a minimum n-gain score of 46.67% and the maximum of 75.00%. then the average n-gain score for the control class (implementation of the printed dictionary) was 50.5112 or 50.5%, with a minimum n-gain score of 29.41% and a maximum of 69.23%. from the results obtained from the n-gain test, the score shows that the experimental group's use of multilingual thematic dictionaries and digital dictionaries was categorized as “moderately effective” (hake, 1999). in contrast, the use of printed picture thematic dictionary in the control group was less effective. it can be conclude that the experimental group prove that the alternative hypothesis (ha) of this study is accepted because the ngain score of the experimental group is more than 55% with moderately effective category in using digital multilingual thematic dictionaries. the results of this study are in line with ten previous studies. a study stated that digital dictionaries have more extended usage compared with printed dictionaries. a digital dictionary is effective for increasing vocabulary mastery (amirian & heshmatifar, 2013; yanti, 2016). the use of digital dictionaries are recommended for lecture method in learning vocabulary (hakim et al., 2018; santoso & andriyadi, 2019) and can facilitate students in the learning process (ambarwati & mandasari, 2020). the results of this study are also in line with davoudi’s study (2016) who found that using a digital dictionary can be the media which supports learning vocabulary and decreases time cconsumption then, it also luh siantari, ni made ratminingsih, i gede budasi the implementation of digital multilingual thematic dictionary towards the fourth grade students’ literacy skill: an experimental study 810 supported by the statement that digital dictionaries help students to get a better pronounce of a word (akramah et al., 2020; alamri & hakami, 2022; ratminingsih et al., 2021). it can be concluded that a digital dictionary in the experimental group was achieved since they were supported by many conveniences and classified as effective in facilitating students’ language learning. since the results of the alternative hypothesis accepted in this study confirmed that the influence of a multilingual thematic digital dictionary significantly impacts fourth-grade students' literacy skills. the influences of multilingual thematic dictionaries on students' literacy skills were categorized as "moderately effective" in facilitating students' language learning. the effectiveness of using a digital dictionary includes students' ability to read vocabulary with good pronunciation, write in sentences with correct spelling, and understand the meaning of vocabulary related to the themes taught in the learning process. this was proven in the treatment, with the results obtained by the experimental group increasing when used multilingual digital thematic dictionaries that students tended to be more active than the control group in the learning process pronunciation correctly. thus, observing the convenience analysis provided by the experimental group proves that digital multilingual thematic dictionaries are superior in influencing students' literacy skills by considering the maximal way to use dictionaries in the classroom. conclusion in conclusion, by applying the digital multilingual thematic dictionary as a learning media effectively increases the fourth-grade students’ literacy skills. the significant influence of the dictionary used by the experimental group can significantly increase pronunciation, write sentences with correct spelling, and understand the meaning of vocabulary on the themes taught in the learning process. as the point of this study, the digital multilingual thematic dictionary is highly recommended to use in language learning since the n-gain value was more than 55% and categorized as moderately effective. there are also benefits of a digital dictionary, such as not being easily damaged, accessible, and compact to carry anywhere. the implementation of digital multilingual thematic dictionaries significantly impacted the fourth-grade students' literacy skills compared to the application of printed thematic picture dictionaries. however, further research is needed to explore more about this study with the broader population and a higher level. it also recommended planning a 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(2013). 10. types of dictionary articles in printed dictionaries. dictionaries. an international encyclopedia of lexicography: supplementary volume: recent developments with focus on electronic and computational lexicography. wulandari, n. l. p. t., ratminingsih, n. m., & ramendra, d. p. (2020). strategies implemented in teaching dnglish for young learners in primary school. journal of education research and evaluation, 4(3), 227-233. wulandari, p. r., ratminingsih, n. m., & budasi, i. g. (2021). multilingual thematic picture dictionary: assisting young learners’ literacy. international journal of language and literature, 5(1), 20-30. yanti, s. (2016). improving students’ vocabulary mastery through electronic dictionary. indonesian efl journal, 2(2), 88-99. https://doi.org/10.24256/ideas.v10i1.2563 92 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2023 pp. 92 – 103 implementation of clil program in islamic affiliated primary school: teaching assistants project rafika rabba farah1, khoiriyah2* rafikarabbafarah@umm.ac.id1, khoiriyah230693@umm.ac.id2* 1,2english language education department, universitas muhammadiyah malang received: 2022-12-03 accepted: 2023-05-10 doi: 10.24256/ideas.v11i1.3691 abstract english teaching at primary school needs some improvement, particularly in its giving exposure and contextualizing english content. content and language integrated learning (clil) approach can be an effective way to the success of english teaching at the primary school level. thus, this community service aims at empowering sd aisyiyah kota malang with teaching thematic lessons through clil concepts by infusing islamic content. the strategies implemented were formulated in five stages: need analysis, professional development workshop to school teachers and teaching assistants, syllabus and material design, implementation, and evaluation. results show that school teachers and teaching assistants were able to integrate clil approach observed from the syllabus and material design. also, students were all enthusiastic and engaged during the classroom activities. this community service implies that teaching assistants in implementing clil approach can foster english learning engagement for primary school graders. keywords: clil; islamic school; teaching assistants introduction decentralization of education in indonesia has encouraged local governments to make their own decisions about some curricular areas, such as the use of some learning hours for what has come to be known as "local contents” (musthafa, 2013). schools and primary school teachers are free to design a variety of teaching methods in elementary school because there is no government legislation governing the english teaching and learning process. currently, primary school teachers use thematic learning in their day-to-day teaching and learning as it is mandated by the current curriculum. the government determines the themes students learn in grades 1-6 through shared thematic books, a mandated ready-touse printed book (wardani et al., 2020). further, english lessons are excluded from theme learning and are considered an extracurricular subject (khoiriyah et al., 2022; ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 93 waloyo et al., 2021). as a result, the time allotted for english lessons and the teaching model differ from one school to another. in this research, the targeted primary school for the community service program is sd aisyiyah kota malang which has designed english lessons as extracurricular. sd 'aisyiyah kota malang, which is located at jalan gajayana gang iii d / 570 d dinoyo, lowokwaru district, malang, was established on july 19, 2004. based on observations in the field, currently, sd aisyiyah malang city has nine classes, ranging from grade 1 to grade 6. for the lower class (grade 1 grade 3), there are two study groups. as for the higher classes (grade 4 grade 6) there is only one group for each class. in the academic field, the principal of sd aisyiyah malang is supported by 16 teachers and two administrative staff. there are 9 homeroom teachers who are responsible for teaching thematic lessons in class. furthermore, there are four content teachers who teach pe and islamic science. as an effort to accelerate academic excellence, this school carries out a "multilingual program" where students are expected to be able to speak two foreign languages, namely arabic and english, in daily communication. therefore, students are trained to greet and pray in arabic and english every morning. however, based on the explanation from the principal and the results of the fgd with subject teachers and class teachers, learning english is still considered less effective. this is because english is only an extracurricular which is taught by subject teachers once a week. thus, learning english at sd aisyiyah kota malang so far was not documented based on a syllabus or design for specific learning activities. for this reason, it is necessary to have detailed planning of the english learning model that suits the needs of students. therefore, a need analysis activity is needed to design learning tools (including syllabus and teaching materials) and design learning models that are under the school's vision and mission. therefore, the learning model is expected to be a reference for developing students' english skills and increasing students' knowledge of islamic values as proclaimed in the vision and mission of sd aisyiyah kota malang. to reach the success of english teaching at primary school level, number of researchers have studied on the importance of teaching assistant’s role. farrel at al., confirms that primary school graders’ academic achievement was improved with the intervention made by teaching assistants. furthermore, a study shows that primary school students were identified to have a positive view towards teaching assistants as they consider to be more confident and have the willingness to ask for help (freaser & meadows, 2008). it can be highlighted that teaching assistants have their capacity to the attainment of learning success for primary aged pupils. this community service program is the further implication of the proposed project team that has been carried out previously. khoiriyah (2021) and waloyo et al., (2021) found that english in elementary school is only an extracurricular. the available textbooks and worksheets are not following students' abilities, so teachers rafika farah rabba, khoiriyah implementation of clil program in islamic affiliated primary school: teaching assistants project 94 still need to create their own learning materials. however, english subjects are still considered a requirement for the next level of education. furthermore, farah (2020) found that integrating islamic content with english received a positive response from students studying in islamic institutions. finally, farah & sukarma (2020) found that the motivation and behavior of students in islamic institutions were high in learning english. still, there was a resistance to certain cultures of the language being studied. to provide an effective integration between english and islamic science in language learning, one of the approaches that can be implemented is content and language integrated learning (clil). clil refers to an approach in which the teaching and learning process have dual-focus, language learning and content learning (banegas & beamud, 2020; coyle, 2015; mehisto, 2012). because it uses dual-focused activities that address both language and content aspects, the clil approach is primarily appropriate for teaching english at the primary level. the implementation of thematic lessons, in which the topics of the lesson are integrated from various content areas such as math, science, civic education, and physical education (pe), supports the clil program in the context of indonesian primary schools (setyaningrum & khoiriyah, 2022; yusrina et al., 2018). by implementing this approach, efl students in primary school are expected to receive an ample language exposure as well as the content knowledge related to the thematic lesson. in a nutshell, the purpose of this community service program is to provide solutions to problems that exist in partners and to support efforts to teach english at the elementary school level through an approach to assisting the implementation of content and language integrated learning with islamic content, which is a collaboration between classroom teachers and english subject teachers, and teaching assistants who are currently university students in the third year of their undergraduate program. this program is expected to be able to provide examples or pioneer models of english learning based on local wisdom so that teaching materials follow the school context and focus on the needs of students, which have a dual focus, namely language learning and content learning. the targets of this activity program are students in grades 4 – 6, subject teachers, especially english teachers and classroom teachers, and school principals as policy makers at aisyiyah elementary school. as for implementing this community partnership program, target partners will be given training and assistance in making syllabi and teaching materials and implementing learning using the clil model with islamic content. thus, this research was an attempt to depict the detail implementation of teaching assistant project on the implementation of clil approach in one of islamic affiliated primary school in indonesia. hence, it was expected that this report might provide pedagogical references to efl teachers, to be specific primary school teachers and clil practitioners as well. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 95 method the researchers employed qualitative research design to explore the design of the clil program in one of the indonesian islamic-affiliated primary schools. a qualitative research design aims to investigate the quality of relationships, activities, situations, and materials (creswell, 2013). descriptive qualitative methodology is a method that emphasizes generating systematic and accurate descriptions based on facts, data, and specific criteria objects (branda o, 2015). thus, the researchers described the teaching assistant project in primary school regarding the implementation of the clil program. specifically, the community service program was aimed at primary school teachers at sd aisyiyah kota malang. this school was selected as a school partner since it has been projected to provide english lessons as an extracurricular to enrich the students’ english language skills. the details of the implementation are shown in the following figure. figure 1. the implementation of mentoring program on implementing clil program in islamic affiliated primary schools as it is shown in figure 1, during the mentoring program, the project team designed the program into several stages, including conducting a need analysis, professional development (pd) workshop series, designing syllabus and preparing the teaching materials, assisting the implementation of clil program, and conducting program evaluation. further, the data collection during the implementation of this community service involved several techniques. since the stages consisted of five different phases (see figure 1), the researchers conducted data collection through interview, classroom-observation, and document analysis. first, in conducting need analysis, the researcher employed document analysis (such as syllabus, teaching materials, and teaching media) and interview with the teacher and the school principal. second, for conducting pd series, designing syllabus and preparing the teaching materials, assisting the implementation of clil program, the researcher conducted rafika farah rabba, khoiriyah implementation of clil program in islamic affiliated primary school: teaching assistants project 96 classroom observation and document analysis. lastly, to evaluate the project team conducted fgd (focus group discussion) involving involved the school principal, the teachers, the volunteers of the pmm program, and the students. all the collected data was then presented descriptively in accordance to the steps in the implementation of mentoring program on implementing clil program in islamic affiliated primary school. result and discussion need analysis for related stakeholders (school principal and teacher) in order to conduct the community service, the project team firstly conducted need analysis. based on the framework of (trujeque-moreno et al., 2021), the need analysis was conducted in five areas, including target situation analysis, discourse analysis, learner factor analysis and teaching context analysis. thus, interviews with the school principal and fgd (focus group discussion) for selected primary school teachers were administered to collect the preliminary data in relation to the problems encountered by school partners. implementing the 2013 curriculum, english in elementary school is an extracurricular subject. thus, there is no certain standard in the implementation of teaching and learning activities. however, at sd aisyiyah malang city, english is taught by an english teacher one meeting a week. this policy is considered an effort to integrate english with other thematic subjects. meanwhile, the time allocation for english subjects is 35 minutes to 60 minutes, once a week. unfortunately, there is only one english teacher who teaches english for all classes. the teacher is a nonpermanent faculty member and has three years of experience teaching english in primary schools. however, there is no textbook that is suitable for thematic learning in elementary schools (fajriah et al., 2019; puspitasari et al., 2018; usman et al., 2020). moreover, this textbook is indispensable for learning english in order to support school programs. in the context of english language teaching, textbooks have an important role to mediate students' language learning inside and outside the classroom. however, when there is no suitable language textbook, this needs to get great attention. as is the case with teaching english in primary schools, teachers need to create their own textbooks or rely on available published textbooks that do not fit the context of their teaching. the results of the fgd with teachers at sd aisyiyah also concluded that so far, there has been no syllabus and design of english learning programs as extracurricular, so it is necessary to have policies and design english learning programs that are in accordance with the needs of students and in accordance with the vision and mission of the partner school. the result of the need analysis is summarized as follows. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 97 table 1. the summary of need analysis problems solutions indicator of achievement lack of appropriate teaching materials or textbooks mentoring program in the development of teaching materials and student’s activity book using clil framework teachers of sd aisyiyah kota malang are able to develop teaching materials and lkpd (activity book) with the clil concept by integrating islamic science and english content. the need of improving the students’ english skills mentoring program in the implementation of clil program the implementation of the clil program as an extracurricular program. workshop series on professional development after conducting need analysis, the next stage is organizing professional development (pd) workshop series in relation to the clil program and designing teaching materials. the workshop was attended by the teachers (both language teacher and homeroom teachers), the volunteers of the pmm program and project team members. the workshop entitled” clil in primary schools” covers several topics such as a short introduction to clil, clil framework, how to bring clil into classes and integrating clil materials for thematic lessons or kurikulum merdeka. the workshop was captured in the following figure. rafika farah rabba, khoiriyah implementation of clil program in islamic affiliated primary school: teaching assistants project 98 figure 2. pd workshop series in introducing clil in primary school designing syllabus and preparing the teaching materials the next step is designing the syllabus and preparing the teaching materials. the student teachers who were joining the pmm program designed the syllabus along with its lesson plan (see figure 3). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 99 figure 3. an exemplary of lesson plan in implementing clil program the implementation of clil classes as an enrichment program through teaching assistants in the implementation stage, four teaching assistants from third-year undergraduate students were trained to teach english club as an extracurricular rafika farah rabba, khoiriyah implementation of clil program in islamic affiliated primary school: teaching assistants project 100 activity. the english club was held every saturday morning for ten weeks. students who attended the sessions were as many as 25 fourth graders. the sessions lasted an hour and a half, including theoretical sessions, group work, and practical activities that enforced students’ productive skills, such as oral and written work. among the four teaching assistants, one assistant was in charge as the primary teacher of the day, while the rest acted as co-teachers assisting the primary teacher in running the classroom activities. this role would be shifted in every meeting; thus, every assistant had his/her turn for the teaching practice. all the teaching assistants were selected as they had taken teaching english as foreign language in context course at the time; therefore, they had a theoretical understanding of teaching english strategies and how to create a lesson plan. also, before their teaching practice, teaching assistants were given a workshop by the project team to have more enrichment on teaching english to young learners at islamic-affiliated schools. in such cases, the project team, homeroom teacher, and the english teacher had a role in lesson planning consultation, teaching practice supervision, and evaluation. the teaching materials were selected from the fabulous handbook, an english thematic book for primary school graders, published by the project team in the previous community service program. the topic selected was caring for living things which explained subjects like natural science, islamic science, math, and arts. each section enriched vocabulary-based activities, reading aloud, and productive skill materials. figure 4. teaching activities in the classroom using the students’ workbook “fabulous” ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 101 figure 5. teaching activities in the classroom led by teaching assistants evaluation lastly, after the implementation of the clil program, the project team assessed the outcome from the program. the evaluation stage involved the school principal, the teachers, the volunteers of the pmm program, and the students. overall, all related stakeholders deemed positive feedback. figure 4. interview session with the school principal of sd aisyiyah kota malang to evaluate the program rafika farah rabba, khoiriyah implementation of clil program in islamic affiliated primary school: teaching assistants project 102 conclusion this community service accentuates the implementation of clil approach by infusing islamic content to four graders at sd aisyiyah kota malang. results emphasize that school teachers including homeroom teacher, english teacher, and teaching assistants can implement the aforementioned approach well after receiving some workshops and trainings from the project team. this paper also underlines the role of teaching assistants in fostering students’ engagement during classroom activities. lastly, the result of this research might provide pedagogical references to efl teachers, to be specific primary school teachers and clil practitioners as well. acknowledgements the project team would like to convey their gratitude to the directorate of community service and empowerment (dppm) of universitas muhammadiyah malang for funding this project. with the support, this community service is well implemented; thus, the project team can make a real contribution to the school partner. references banegas, d. l., & beamud, p. (2020). content and language integrated learning: a duo ethnographic study about clil pre-service teacher education in argentina and spain. https://doi.org/10.1177/0033688220930442 branda o, c. (2015). qualitative research in psychology p . bazeley and k . jackson , qualitative data analysis with nvivo ( 2nd ed .). qualitative research in psychology issn:, 12(4), 492–294. https://doi.org/10.1080/14780887.2014.992750 coyle, d. (2015). strengthening integrated learning: towards a new era for pluriliteracies and intercultural learning. latin american journal of content and language integrated learning, 8(2), 84–103. https://doi.org/10.5294/laclil.2015.8.2.2 creswell, j. w. (2013). research design: qualitative, quantitative, and mixed method approaches. sage publications inc. farah, r. r. (2020). infusing islamic-related content through trivia cards: research & development in esp classroom. edulite: journal of english education, literature and culture, 5(1), 78-88. farah, r. r., & sukarma, s. (2020). muslim students’ attitudes and motivations towards english learning in indonesia: highlights on cultural teaching. the journal of asia tefl, 17(2), 724-732. farrell, p., alborz.a., howes, a., & pearson, d. (2010) the impact of teaching assistants on improving pupils’ academic achievement in mainstream schools: a review of the literature, educational review, 62:4, 435-448, doi: 10.1080/00131911.2010.486476 fraser, c., & meadows, s. (2008). children's views of teaching assistants in primary https://doi.org/10.1080/00131911.2010.486476 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 103 schools, education 3-13, 36:4, 351-363, doi: 10.1080/03004270701754219 khoiriyah, k. 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(2021). needs analysis in the english for specific purposes (esp) approach: the case of the beneme rita universidad auto noma de puebla. mextesol journal, 45(2), 1–24. waloyo, a. a., farah, r. r., & khoiriyah, k. (2021). teachers’ perception to clil and web-based material implementation in a primary school. english review: journal of english education, 9(2), 227–234. wardani, n. f. k., sunardi, & suharno. (2020). thematic learning in elementary school: problems and possibilities. advances in social science, education and humanities research, 397, 791–800. https://doi.org/10.2991/assehr.k.200129.099 yusrina, h., yamtinah, s., & rintayati, p. (2018). implementation of thematic learning on curriculum 2013 in 4th grade elementary school. ijpte : international journal of pedagogy and teacher education, 2, 9-18. https://doi.org/10.20961/ijpte.v2i0.19822 https://doi.org/10.1080/03004270701754219 https://doi.org/10.2991/assehr.k.200129.099 354 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 354 364 a semiotic analysis on fifa world cup 2022 qatar memes amos ruben panjaitan1, arsen nahum pasaribu2 amos.panjaitan@student.uhn.ac.id 1 arsen.pasaribu@uhn.ac.id 2 sastra inggris, universitas hkbp nommensen, medan, sumatera utara received: 2023-03-17 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.3693 abstract memes have become a unique way of conveying messages and sharing experiences in today's social media era. the fifa world cup is one of the biggest sporting tournaments in the world, and its audience, which is divided into various regions and circles, has attracted researchers to make it an object. the aims of this semiotic analysis study are to determine the signifier and the signified, as well as the denotation and connotation, as well as the meaning of fifa world cup qatar 2022 memes. the descriptive qualitative method is being used in the study. to analyze the data, the researchers applied roland barthes' theory. memes are classified as signifiers and signified, which can be expressed verbally or visually. the researchers also explained the denotative and connotative interpretations of the 2022 fifa world cup in qatar. the writers selected four memes for this analysis that talked about watching experiences, trolling the fans and players, and giving thoughts about the fifa world cup 2022 qatar tournament. the results show that the signifiers in the memes were very random and unique, such as the heartbeat display in the first image, scientists in the second image, actors in the third image, scientists, and cartoon characters with flags in the last image. these signs certainly have objective or literal meanings (denotation) and subjective or other meanings (connotation). most of the connotational meaning from memes that have been analyzed focuses on sharing the experience of watching the fifa world cup 2022 competition and also trolling the football supporters or even the players that participated keywords: discourse analysis; meme; semiotics; world cup 2022 introduction in this modern era, internet users have various ways to convey messages, feelings, ideas, and thoughts. memes are a unique way to communicate on the internet. in general, memes are used to express feelings that are short and easy to understand. typically, these memes involve some sort of expressive image and some block of text that contains signifiers (words, pictures, sounds) and signified (the meaning of its words, pictures, and sounds) which produce connotative (subjective) and denotative (objective) meaning. these memes have a powerful meaning and are designed to help convey an emotional state in an easy-tounderstand way. usually, the messages conveyed through memes can be in the form of satire, provocation, or trolls. both creators and viewers of these memes usually have the same experience as that represented by the meme. http://u.lipi.go.id/1457703302 mailto:amos.panjaitan@student.uhn.ac.id1 mailto:arsen.pasaribu@uhn.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 355 social media platforms on the internet enable people to contribute and leave comments on relevant content without any moderation. although most internet users are inoffensive, some produce offensive content as a result of the privacy and freedom provided by social networks. people are becoming more expressive in their humor as a result of this freedom by creating memes. although memes are intended to be humorous, they can become intimidating and disrespectful to certain people or communities (suryawanshi et al., 2020). the term "meme" was formed by evolutionary biologist richard dawkins (1976) through his search for a term to describe the cultural counterpart to genetic evolution. he describes memes as replicators, which should be viewed as information units that are transmitted through symbol (johann & bülow, 2019). troll memes are offensive memes that are aimed to offend individuals or groups. trolling memes can spark social media debates and influence specific events. it can cost a company money or ruin somebody's life. as a result, it is critical to identify and limit the spread of trolling memes (mishra & saumya, 2021). football is the most popular and most watched sport in the world. although, this competition is held every 4 years, the fifa world cup is the most watched competition because it involves national teams, which means this sport competition can unite many groups of people on earth. the most recent fifa world cup competition, according to the time this journal was written, was fifa world 2022, which was held in qatar. however, when this competition was held, the 2022 fifa world cup was always a trending topic on various social media. many football fans use memes as their tool to convey information or experiences as well as satire, provocation, or to make fun of the opponents of the team they support and their fans. therefore, the researcher will examine the sign and symbol from the fifa world cup qatar 2022 memes shared on the internet by football fans, which include the national team, players, and even fans. these memes are interesting to discuss and analyze because there are still so many people who do not understand the meaning of the meme content that they saw. furthermore, these memes have distinct and intriguing semiotic meanings, which could serve as research material for this paper. this research's title was preferred to answer several questions, such as analyzing the signified and signifier as well as identifying the denotative and connotative interpretations of fifa world cup 2022 qatar memes. previous research was done by fauzan et al.,(2021) entitled semiotic analysis of "euro 2020" tournament memes on twitter. the signifier/signified and meaning of euro 2020 tournament memes were studied in this research. the researchers analyze the data using roland barthes's theory, analyzing the denotative and connotative meanings of euro 2020 memes. through their research, the authors discovered three memes about trolls and comedy in the euro 2020 tournament. simandalahi et al.,(2022) examined cartoons of kim jong un and donald trump. this research is aimed at the meaning and types of signs used in kim jong un and donald trump cartoons. the study selected qualitative research methods to figure out the meaning and types of signs used in accordance with charles sanders pierce's theory. the study's findings are as follows: the general meaning of kim jong un and donald trump's semiotic analysis cartoons is generally each other's competitive diplomacy about nuclear weapons. the fundamental principle of this study is that they learn and think about making better nuclear weapons to make each other afraid of him. this paper's general type of sign is an iconic sign. the iconic sign is used to alert viewers to similar objects. the first, second, third, and fifth images are all similar. the same sign is shown by kim jong un and donald trump. the first illustration is similar to learning more about nuclear power. the second illustration is amos ruben panjaitan1, arsen nahum pasaribu2 a semiotic analysis on fifa world cup 2022 qatar memes 356 identical to the television show. third as well as fifth, they share the same mindset of competing with one another. another previous research have been conducted by prasojowati et al., (2019) about analyzing the semiotics that is found in cigarette products. the author conducted a semiotic analysis on the visual images of cigarette products. the author used the qualitative method. the results of these studies, gathered by the writer, show that the messages or semiotic signs found on cigarette products were successfully conveyed by the active smoker or the viewer, where the active smoker means a person who has been actively smoking for a specific length of time. isnaini et al., (2019), a visual semiotic analysis of multicultural values in an indonesian english textbook is the title of the study. this study examined the multicultural values represented in an indonesian vocational high school english textbook through the visual images in the textbook using roland barthes' visual semiotic theory. according to the results of this research, there are four types of multicultural values represented in the efl textbook: respecting other people's traditions, appreciating other people's points of view, praising other people's cultural institutions, and respecting women's equal rights. these observations provide students with opportunities to improve their intercultural communication skills by appreciating cultural diversity and accepting racial and religious differences in their surroundings. moreover gandhi, (2020) analyzed the semiotics of ruangguru advertising that appeared on television. this study looks at television advertisements that last less than 30 seconds in the hopes of attracting viewers. this study utilizes semiotics to analyze television advertisements for the product. to analyze the signs used in advertisements, the research approach uses an interpretive and descriptive approach. the data resource consists of four video advertisements on television media. the analysis begins with transcription and the creation of video screenshots to help sharpen the analysis. according to the findings, ruangguru uses signs that indicate superior features to attract television viewers. the features include animated learning videos, practice questions, discussion, and applicationbased learning. several other studies have also been carried out by several authors, namely by examining various objects such as advertisements, poetry, films, memes, and culture using roland barthes's semiotic method and analyzing the connotations and denotations of these objects so as to produce exciting and different research results (aprillyanto, 2022; kanzunnudin, 2022; nasirin & pithaloka, 2022; suryawanshi et al., 2020; tamara, 2020; widiastuti et al., 2020). semiotics according to umberto eco (dianiya, 2020), semiotics is concerned with everything that can be referred to as a sign. saussure chandler (rudrakumar & venkatraman, 2022), said that the signifier and the signified produce a sign as a byproduct. the actual utterance of the object can be defined as a signifier. it is a material aspect of an object that may exist as a visual, auditory, or graphic aspect. a signified is the mental aspect of an object, in which the image of the object is more significant than the actual object. the signified is the meaning presented by the speaker and the listener. as a result, a sign, according to saussure, is the arbitrary nature of the bond between the signifier and the signified. the french philosopher roland barthes is the most specific semiotic person in the history of semiotics. he was indeed a philosopher, literary critic, structuralist, and semiologist all rolled into one. this semiotician advanced ferdinand de saussure's structuralism in-text semiotics study. the model of denotation and connotation is fundamental t o barthes' semiotic analysis (siregar, 2022). roland barthes defines semiotics utilizing the theory of ferdinand de saussure. ferdinand de saussure's cours de linguistique générale is being read by roland barthes. ferdinand de saussure inspired roland barthes' theory. denotation is the very first level of ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 357 signification in barthes' semiology, followed by connotation. denotation is more implicated with closed meaning in this case. as a response to the literality of such an oppressive connotation, barthes attempted to eliminate and reject it. only certain connotations for him. he went on to say that the literal meaning of "literal" is something natural, recognized as the theory of signs. (simandalahi et al., 2022). language according to barthes manik et al., (2022), is a system of signs that mirror the assumptions of a specific culture at any particular time, where the idea of the sign is made up of the signifier (marker), the signified (sign), the denotative sign (denotative sign), the connotative signifier (connotative marker), the connotative signified (connotative sign), and the connotative sign (message/myth). the theoretical framework of this study is focused on semiotic studies. barthes' semiotic theory develops saussure's semiotics by studying the relationships among the signified and the signifier in a sign. the signifier and the signified have an equivalent rather than a similar relationship (prasetyaningtyas, 2012). barthes' meaning map of how signs function is typically presented as follows : figure 1. roland barthes meaning map (muthia rahayu, 2020) in the first stage, barthes' semiotics works directly about the object (denotative stage), such as signifier, signified, and sign. the second stage uses the entire sign system from the first stage (connotative stage). the meaning of the message is revealed at the second stage (metalanguages), namely by the addition of a myth (dianiya, 2020). denotative and connotative according to leech pratiwi et al., (2020), the denotative meaning is the true meaning of meaning, as defined by the dictionary. a denotative meaning is the recognized meaning of the word woman, which can be specified as human, female, girl, or adult. it can all be concluded based on the true meaning of women, and connotative meaning is the meaning that does not go specifically to the purpose or something, in other words, this meaning surpasses the conceptual meaning itself; connotative meaning is often defined as meaning that is not actually. the researcher used a qualitative research method in this analysis, collecting data and analyzing an object before describing the sign in text form. in collecting data, the researcher collected the meme pictures from several internet sites, and the researcher analyzed the sign found in the meme pictures using roland barthes's semiotics theory, which is divided into three parts, namely, connotation, denotation, and myth. the researcher also used roland barthes's meaning map concept to analyze the data, which means the data has been analyzed in table form. amos ruben panjaitan1, arsen nahum pasaribu2 a semiotic analysis on fifa world cup 2022 qatar memes 358 results and discussion this paper aims at identifying the meaning behind the fifa world cup 2022 meme image by using roland barthes's theory. in the table, five meme images were examined. in order to find the meanings and the forms of the meme pictures, the researcher described every sign in the meme pictures, which will appear in the table below : 1. https://www.boredpanda.com/blog/wp-content/uploads/2022/12/world-cupmemes-football-soccer-fifa-63a043b283952__700.jpg signifer : 1. a picture of zigzag line. 2. normal heartbeat. 3.a picture of straight line. 4. deceased heartbeat. 5. a picture of an irregularly shaped line. 6. argentina vs. france. signified : 1. a picture of zigzag line in heart rate indicator is described as a normal heartbeat. 2. caption that described the first picture (a zigzag line heartbeat). 3. a picture of a straight line described as dysfunctional heart. 4. a caption that described a heartbeat of dead people. 5. a picture of an irregularly shaped line described as an extreme heartbeat or an adrenaline rush (this picture of a heartbeat is not real) caused by watching the argentina against france. 6. caption that means the participants of grand final match of fifa world cup 2022 . denotative sign : this meme is showing the 3 types of heartbeats. the first picture is a zigzag line with the caption "normal heartbeat", which means normal heartbeat is described as a zigzag line. the second picture, a straight line with the caption "deceased heartbeat", means the heartbeat of deceased people is described as a straight line. and the last picture is an irregularly shaped line with the caption "argentina vs. france" which means the heartbeat of people who watch the match between argentina and france. connotative signifier : denotatively, the researcher saw the 3 different types of heartbeats that showed in the meme picture. a normal heartbeat, a deceased person's heartbeat, and an irregular and random-shaped heartbeat of people that connotative signified : the connotative meaning is that the fifa world cup 2022 grand final match between argentina and france was very intense; the game was ended with a score of 3-3, with argentina taking the lead 2-0 first, and then france equalizing it to 2-2; but then argentina took ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 359 watched argentina's match against france in the fifa world cup 2022. the lead again to 3-2; but dramatically, france equalized it again in the last few minutes of extra time, and it’s ended up with argentina winning it in the 4-2 penalties. this caused the people that watched that game to have an adrenaline rush, which is described in the picture as a random, irregularly shaped line in the heartbeat indicator. connotative sign : the message conveyed in this meme picture is that watching an intense sport match like the grand final of the 2022 fifa world cup between argentina and france can cause a medical issue such as an adrenaline rush or an intense heartbeat, no matter which side you support from both teams, and by that, the form of this meme picture is about sharing the same experiences. 2. https://img-9gag-fun.9cache.com/photo/a8q3aoz_700bwp.webp signifer : 1. scientists in the laboratory. 2. caption “french scientists trying to figure out how to clone and make 10 copies of mbappe before the next world cup”. signified : 1. a picture of scientists doing their work in the laboratory. 2. caption means the french scientists are trying to make another kylian mbappe (french football player), which will amount to 10 for the next fifa world cup, so there will be a starting eleven of all kylian mbappe in the france national team. denotative sign : this meme is about french scientists doing their work in the laboratory, with the caption above: “french scientists trying to figure out how to clone and make 10 copies of mbappe before the next world cup”. connotative signifier : this meme picture implies that the french scientists are on their way to figuring out how to make and clone another kylian mbappe for the next competition of the fifa world connotative signified : connotatively, the meme creator is trying to say that france needs to make the 10 clones of kylian mbappe, arguably the only french player who performed very well in that final game of the fifa world cup 2022, because he’s https://img-9gag-fun.9cache.com/photo/a8q3aoz_700bwp.webp amos ruben panjaitan1, arsen nahum pasaribu2 a semiotic analysis on fifa world cup 2022 qatar memes 360 cup, as described in the picture of scientists working in the laboratory. the only scorer in that final game. this means, this meme is indicating that the france national team needs to make 10 more of kylian mbappe so they can have a starting eleven of kylian mbappe (11 good players), which is impossible to do for the scientists. connotative sign : the message in this meme picture is that all the french football players who played in the final of the fifa world cup 2022 did not perform well or contribute enough besides kylian mbappe, and that caused them to lose the trophy. the meme creator gives the message by trolling kylian mbappe's teammates that played in that final game and also the france national team supporters by saying that they need to make another kylian mbappe so they can have a good team to win the next tournament. 3. https://img-9gag-fun.9cache.com/photo/akejlk1_460swp.webp signifer : 1. henry cavill posing on the red carpet. 2. caption “world wanting messi vs ronaldo final”. 3. jason momoa sneaks up on henry cavill. 4. caption “ morocco”. signified : 1. henry cavill is an actor who can be seen in photos posing on the red carpet. 2. the caption means that most football fans in the world want a match between ronaldo with portugal against messi with argentina in the grand final of the fifa world cup 2022. 3. jason momoa is an actor who can be seen in the picture trying to surprise henry cavill by sneaks up on him from behind. 4. morocco is a country that also participates in the fifa world cup 2022. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 361 denotative sign : this meme picture is showing an actor named henry cavill posing for the camera on the red carpet with the caption "world wanting messi vs. ronaldo final" on him, while there is an actor named jason momoa who can be seen trying to surprise henry cavill by sneaking up on him from behind with the caption "morocco" written on jason momoa. connotative signifier : the researcher saw in this picture that henry cavill was standing on the red carpet and posing for the photographers, while jason momoa, who was also attending the red carpet, tried to troll henry cavill by sneaking up on him from behind. connotative signified : the connotative meaning of this meme picture is that many of the football fans wanted the matchup between portugal with ronaldo against argentina with messi in the final of the fifa world cup 2022 because they wanted to witness the two players who have been very dominant throughout their careers before they retired. but that final matchup that many football fans around the world wanted to see did not happen because portugal was beaten by morocco in the quarter-final by 1-0 before they could meet argentina in the final. so the moment when football fans wanted the matchup between portugal and argentina in the final but got surprised by morocco national team, who knocked portugal out of the competition early, is described in the meme picture as jason momoa, who is trying to surprise henry cavill from behind. connotative sign : the meme creator was trying to share the same experience that many football fans had, which was the surprised and also upset feeling caused by the final matchup of ronaldo against messi that failed to happen because of the surprise result that portugal was beaten by morocco in the early stages, especially for ronaldo and portugal supporters who were really surprised by morocco's performance. 4. amos ruben panjaitan1, arsen nahum pasaribu2 a semiotic analysis on fifa world cup 2022 qatar memes 362 https://pbs.twimg.com/media/fj7tn1uviaeqlqb?format=jpg&name=large signifer : 1. tom. 2. jerry. 3. spike. 4. saudi arabia flag. 5. argentina flag. 6. mexico, croatia, poland, australia, and netherlands flag. 7. stick signified : 1. fictional character from tom and jerry, (cat). 2. fictional character from tom and jerry, (mouse). 3. fictional character, (bulldog).. 4. a country who participate in fifa world cup 2022. 5. a country who participate in fifa world cup 2022. 6. a country who participate in fifa world cup 2022. 7. a wood stick that used for hitting spike. denotative sign : this meme picture displays certain cartoon clips from the tom and jerry cartoon. when jerry trolled tom by hitting spike with a stick and then passing the stick to tom, it caused spike to wonder if tom hit him with a stick, spike, who is looking angry, wondered if tom hit him with a stick because tom was holding a stick. there is also saudi arabia on jerry, the flag of argentina on spike, and the flags of mexico, croatia, poland, australia, and the netherlands on tom. connotative signifier : denotatively, the researcher saw the scenes in the tom and jerry cartoon where jerry trolled tom by hitting spike when he fell asleep. after jerry hit spike, he immediately gave his stick to tom, who was confused because spike looked at him with anger. connotative signified : the connotative meaning of this meme picture is that when saudi arabia surprisingly took a win over argentina in the first week of the fifa world cup 2022 in qatar, it made argentina really angry for the next matches, and it caused mexico, croatia, poland, australia, and the netherlands to get beaten by argentina because of the anger after the loss against saudi arabia.. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 363 connotative sign : the message in this meme picture is that argentina took the defeat against saudi arabia as an experience to get better for the next matches. after that defeat, argentina played really well and beat all their opponents to become the champions of the fifa world cup in qatar in 2022. conclusion the use of memes as a form of conveying information and also sharing experiences is not always successful, sometimes messages cannot be conveyed by the viewers because the signifiers and signifieds contained in memes are difficult to understand if there is no explanatory context. the objective of this paper is to answer the questions addressed in the introduction about determining the signified and signifier, as well as the denotative and connotative meaning, and the message of the fifa world cup 2022 in qatar. using roland barthes' semiotic theory as a reference. the answers to those questions already appeared in the results and discussion. the signifiers that showed up in the memes are very random and unique, such as the heartbeat display in the first image, scientists in the second image, actors in the third image, scientists, and cartoon characters with flags in the last image. these signs certainly have objective or literal meanings (denotation) and subjective or other meanings (connotation). most of the connotational meaning from memes that have been analyzed focuses on sharing the experience of watching the fifa world cup 2022 competition and also trolling the football supporters or event 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(2020). a dataset for troll classification of tamilmemes. proceedings of the wildre5– 5th workshop on indian language data: resources and evaluation, 1(may), 7–13. https://www.aclweb.org/anthology/2020.wildre-1.2 tamara, j. (2020). kajian semiotika roland barthes pada poster unicef. journal of education, humaniora and social sciences (jehss), 3(2), 726–733. https://doi.org/10.34007/jehss.v3i2.403 widiastuti, a., ismail, m. r., & iswanto, a. z. (2020). analisis semiotika meme ‘ profesi yang tidak dapat work from home ’ selama pandemi covid -19. jurnal semiotika, 14(1), 1–7. https://doi.org/http://dx.doi.org/10.30813/s:jk.v14i1.2193 https://doi.org/10.24256/ideas.v10i1.2661 the particular dialect or language that a person chooses to use on any occasion is called a code 36 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 36 50 how to implement discovery learning in english language teaching at indonesian higher education? rafiqa1*, marhaeni sabil2 muhammad aswad3 rafika@unsulbar.ac.id1* marhaenisabil@yahoo.com2, aswad@unsulbar.ac.id3 1,3faculty of teacher training and education, universitas sulawesi barat 2department of accountancy, sekolah tinggi ilmu ekonomi (stie) amkop received: 2023-03-03 accepted: 2023-04-17 doi: 10.24256/ideas.v11i1.3654 abstract this study aimed to investigate the implementation of discovery learning in teaching english. this study was qualitative research, and it applied a case study. the data source was from three lecturers. the researchers used interview guidelines to gather data. the findings release that there were six stages of discovery learning implementation. the stages of this implementation were stimulation, problem identification, data collection, data processing, verification, and generalization. the highest frequency of using marked the selection of each category discovery learning in teaching english. the frequency of implementation of discovery learning can be described into different categories, namely: high implemented discovery learning (hidl), moderate implemented discovery learning (midl), and law implemented discovery learning (lidl). all lecturers are the high implemented discovery learning is marked by the highest frequency of using discovery learning in teaching english education students. keywords: discovery learning; implementation; english language teaching introduction the success of our education world still seems to be hampered by some obstacles. one of them is the problem of the weak learning process. students are less encouraged to develop their critical thinking skills in the learning process. learning in the classroom is still directed at the students’ ability to memorize information. the students’ brains are forced to remember and hoard new knowledge without comprehensively understanding and applying it daily. as a result, when the students graduate from school, they are theoretically competent but practically more negligible. still, they are poor at applying theoretical background knowledge, http://u.lipi.go.id/1457703302 mailto:rafika@unsulbar.ac.id mailto:marhaenisabil@yahoo.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 37 including foreign languages that they are learning. many ways have been attempted by lecturers to overcome above problems. being a good facilitator to solve the problems mentioned above needs various creativities in teaching english to help the students learn it as a foreign language. in line with those teaching creativities, the research conducted by kakar found that (1) creative and innovative teaching makes the learning process enjoyable and increases students’ participation and motivation because it puts students in the learning center process; (2) some students show resistance to changes from a teachercentered approach to a student-centered approach when it was implemented, and (3) some instructors need support from higher education to incorporate creative teaching into their courses because there is a glaring lack of professional development needs. based on those findings, this study considers that creative teaching of english positively impacts students' academic achievement. consequently, this study presents a significant way to introduce information and strategies about innovative teaching to l2 instructors in the same context in afghanistan. besides, those results abovementioned have implications for innovation in teaching productive skills and the future of teaching english in esl and efl contexts (kakar et al., 2020). therefore, teaching efl is required to engage with the teaching-learning cycle effectively. that is to say, teachers’ part in language learning is just a facilitator, and the students of english absorbing the information provided must be an investigator. that is why appropriate learning strategies become an essential need as a current pattern in teaching english as a foreign language for both teachers and students, one of the strategies is discovery learning. discovery learning has a long history in teaching-learning (ozdem-yilmaz & bilican, 2020; restanti, 2020). however, it has seen a resurgence in prevalence in the most recent decade. one explanation is the adjustment in training towards more constructivist thoughts regarding information and learning. with its accentuation on the student's information development, discovery learning fits into this system over customary explanatory instructing (veermans, 2003). the obvious principle of learning in discovery learning is that the materials or content delivered are not in the final form. still, students are encouraged to identify what they want to know, seek information themselves, and then organize or form (constructive) what they know and understand in a final form. (schunk, 2012; smaldino et al., 2011). discovery learning is a ground-breaking instructional approach that encourages students to investigate data and ideas, extends new information, and applied new practices (maheshwari, 2013 ozdem-yilmaz & bilican, 2020)). discovery learning is a request-based, constructivist learning hypothesis in critical thinking circumstances (junina & halim, 2020). the student draws on their own previous experience and existing information to find realities and connections and new certainties to be educated (chusni, 2022; murtiyasa & karomah, 2020). understudies associate with the world by investigating and controlling articles, grappling with questions and debates, or performing tests. thus, understudies might be bound to recall ideas and information found alone. rafiqa, marhaeni sabil, muhammad aswad how to implement discovery learning in english language teaching at indonesian higher education? 38 applying the discovery learning strategy can improve the self-discovery capabilities of the individual concerned. utilization of a discovery learning strategy can change passive learning conditions to be active and creative learners. change teacher-oriented learning to student-oriented. changing the student's expository mode receives the teacher's general information to discovery mode, the student finds their knowledge (andayani, 2020; ozdem-yilmaz & bilican, 2020). sofeny described that his study revealed the effective use of discovery learning for extrovert students rather than introverted students. following that, the discoveries propose that using direct guidance is also compelling for introverted students instead of extroverted students. the consequences of the discovery learning utilized affect extrovert students more than introvert students (sofeny, 2017). the previous researchers also investigated features of the students' issues in procuring language competency in english by utilizing discovery learning (bernardini, 2016; cahyani & yulindaria, 2018; junizar & sudiyono, 2020; sofeny, 2017). the researcher found that discovery learning is more effective in acquiring grammatical competency in english. thus, it will be helpful to advance the competency of the students in sentence structure. the successful techniques for utilizing the discovery learning strategy were pulled in the youthful students learning english (isnardiantini et al., 2019). regarding to the use of discovery learning, a preliminary study in universitas sulawesi barat majene west sulawesi showed that the english lecturers have attempted an innovation by utilizing discovery learning based-instruction in teaching english for students within a series of learning activities designed (rafiqa & munawir, 2017). it simply figured out that the lecturers tried to change the learning approach used, i.e. teacher-centered learning becomes student-centered learning. it came on the surface as some of the lecturers conventionally conducted their english class making the students lack the motivation to learn productive english skills in which they do not want to learn, and then they do not enjoy attending the class as a result (lestari p, 2020). based on the abovementioned teaching and learning phenomenon, the english lectures of universitas sulawesi barat have been implementing discovery learning intensely in teaching english for students. therefore, this study intended to investigate how lecturers implement discovery learning in their english teaching learning process. based on some previous research who have mentioned above, it takes into account that teaching by utilizing discovery learning requires the teachers to prepare and determine what activities can facilitate the students to learn different english language skills at various levels and grades and to achieve some oriented learning goals independently (aldalur & perez, 2023; mahmoud, 2014). based on the explanation above, the researchers intend to investigate the processes of applying discovery learning in teaching english to the students at universitas ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 39 sulawesi barat. furthermore, in the concept of learning, the discovery learning strategy is the formation of categories or ideas, allowing generalization. bruner's categorization theory appears in the discovery learning strategy, that discovery is the formation of types, or more commonly called coding systems (ozdem-yilmaz & bilican, 2020). the construction of categories and coding systems is formulated thus in similarities (differences) between objects and events (winarni et al., 2020). furthermore, the discovery learning integrates the following five principles (harisuddin, 2020; istiqomah, 2018; septya et al., 2018) : 1. problem solving students must be motivated and guided by teachers to solve the problems they face and combine their initial knowledge with the new knowledge gained in the learning process. thus, students play an active role in the learning process, improving analytical and problem-solving skills. 2. learner management the lecturers let the students complete the work individually and in groups. the students can handle and manage well. 3. integrating and connecting students learn to connect their experiences with new things they get to apply in everyday life. therefore, they have the opportunity to develop their knowledge in the future. 4. information analysis and interpretation teachers allow students to conduct in-depth analysis and investigate and transform their newly acquired knowledge. discovery learning emphasizes processes and interactions in learning, not achievement-oriented learning. 5. failure and feedback providing feedback in learning is the teachers’ duty and responsibility. in discovery learning, it is focused on the process of discovering new things not on the results obtained. so it does not require students to find the right answer, demanding to find new facts. method this study constitutes qualitative research, and it applied a case study. a case study is a story about people, organizations, systems, services, communities, structures, and events that may be unusual, exceptional, or interesting stories (yin, 2018). by illustrating what happened to bring it about, a case study provides the story behind the effect and can be an excellent way to demonstrate the implementation process or bring attention to a specific problem or difficulty in a project. cases can be chosen because they are highly efficient, popular, representative, or of particular interest (neale et al., 2006). it can also be a single organization, a person, and an event (bryman, 2012). this study focuses on discovery learning in english language teaching. the researchers conducted this study in universitas sulawesi barat majene rafiqa, marhaeni sabil, muhammad aswad how to implement discovery learning in english language teaching at indonesian higher education? 40 regency west sulawesi. this university was selected since some lectures had implemented discovery learning based-instruction in their class; it was based on preliminary research. the data source came from three english lecturers. they implemented discovery learning in english, so their experience can represent the data in this study. the participants demographic of this research was three of the participants females, and the age of the participants is in the range of 29-36 years old. the participants' experience teaching english have started from five years to ten years. to apply the principle of beneficence, specifically, and respondent confidentially in collecting data, the researcher provided a symbol of the name of lecturers. the symbol was lecturer respondent (lr1, lr2, lr3). the researchers were primary instrument in this case study research. the researchers used interview guidelines to gather data. there were three concurrent flows of activities in analyzing qualitative data: data reduction, data displays, and conclusion drawing or verification. results a. lecturer 1 (lr1) based on the data gathered from lr1, she implemented discovery learning based-instruction in teaching english education students for almost one semester. she applied it from the fourth until the fifteenth meeting. the theme is the local culture preservation during seven sessions, and she attempted discovery learning during this teaching-learning process. she stated that: i asked students to choose one topic from the local cultures to investigate together, and they were divided into some groups. then they will make field observations about the topic that they choose and collect data through interviews with people directly involved with the local culture. local culture includes sandeq, lipa' sa'be mandar, and mandar cultural festival (lr 1). in the first meeting of applying discovery learning based-instruction, the lecturer (lr 1) stimulated the students. she explained that: in this stage, the student is faced with something that confuses, so that there is a desire to investigate itself. at this stage, the lecturer asks questions or requests students to read or listen to descriptions containing problems. stimulation provides learning interaction conditions that can develop and help students explore materials. in this case, the lecturer provides stimulation by using the technique of asking is to ask questions that can confront students' internal conditions that encourage exploration (lr 1). the lecturer (lr 1) provided some problems about local culture preservation. one of the problems is how technology development influences local culture and how to preserve local culture. it can stimulate students to identify as many problems relevant to the subject matter. then one of them is selected and formulated in a ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 41 hypothesis. below is the problem identification: providing the opportunity to the students to identify and analyze the problems they face is a useful technique in building students so that they get used to finding a problem (lr 1). the lecturer let the students gather the data and information as much as they need at the data collection stage. she stated that: the students interviewed with the cultural activist, sandek maker, and other experts based on their topic. the students also investigated about polewali mandar international folk and art festival (pifaf), so students conducted an interview with the pifaf liaison officers (los) (lr 1). the next stage of discovery learning based-instruction is data processing. data processing is a processing activity. students have obtained data and information through interviews, observations, and then interpreted. all readings, interviews, observations, and so on are all processed, scrambled, classified, tabulated, even when necessary to be calculated in a certain way and interpreted at a certain level of trust. formulating conclusions is the process of describing findings obtained based on the results of hypothesis testing. the students compose their findings after processing the data. providing the finding is an essential step in the teaching learning process using discovery learning. the amount of data obtained often causes the formulated conclusions to focus on solving the problem. lecturers should be able to show students relevant data to accept accurate findings. this stage is the verification step. the last step is a generalization. the generalization stage is the process of drawing a conclusion that can be used as a general principle and applies to all events or problems in common, considering the verification results. b. lecturer 2 (lr2) based on the data gathered from lr2, she implemented discovery learning based-instruction in teaching english to education students twice in one semester. the lecturer provided stimulation to the students as the first step. the lecturer also stimulated students to offer the problem related to the local culture. in this case, the lecturer limited the culture, particularly for the local wisdom story or mandar folklore. the lecturer did not reveal the questions as a part of problem identification, so no hypothesis is needed to be tested. but the lecturer directly asks students to gather data about local wisdom stories. students collect data through interviews with some experts and activists of mandar culture to get information about mandar folklore. the students asked them to tell one mandar folklore. they recorded that story after that students wrote the mandar folklore because there is no document about it (lr 2). the students processed and verified the data by repeating the same question to different persons. data verification is used to re-examine data obtained through observation, interview data, and documentation. the purpose of data verification is for the data obtained to be valid (lr 2). the above steps were the last, and there was no conclusion needed because rafiqa, marhaeni sabil, muhammad aswad how to implement discovery learning in english language teaching at indonesian higher education? 42 there was no hypothesis tested in this discovery learning. students only collected and verified the data, and they were only required to present the result of the data collected. the lr2 also implemented discovery learning by bringing the students to be outdoor classes. she provided an outdoor lesson in a park with a beautiful view. she allowed the students to explore around like hero graves, beaches, and beautiful landscapes in which they were asked to explain and write what they found. c. lecturer 3 (lr3) based on the observations from lr3, the researcher has obtained an overview of the implementation of discovery learning based-instruction in teaching english education students. the lecturer provided discovery learning during six meetings. the content in teaching english is mandar culture, and it is a process of learning foreign languages combined with local culture, in this case, mandar culture. in this learning, include elements of mandar culture in the learning process to understand and preserve their own culture. the result of interview are below: the lecturer stimulated students by presenting various customs and cultures of indonesia. this step is similar to the second lecturer. she did not provide some questions to the students, but she described other cultures to stimulate students. stimulation in learning is done by imitating or manipulating the actual situation to describe or indicate a particular process, condition, or object being studied accompanied by an oral explanation. stimulation is a practical method that develops learners' skills (cognitive and skills) by moving an actual situation into an activity or study room because of difficulties or limitations to practice in a real case. the next stage was data collection. in this stage, the students gathered the data by observation, interview, and collecting documents such as record videos related to their topic. the last stage was students process and conduct verification. there was no conclusion because the was no hypothesis tested also. the frequency of implementation of discovery learning can be described into different categories, namely: high implemented discovery learning (hidl), moderate implemented discovery learning (midl), and law implemented discovery learning (lidl). all lecturers are the high implemented discovery learning is marked by the highest frequency of using discovery learning in teaching english education students. the stages of this implementation are stimulation, problem identification, data collection, data processing, verification, and generalization. the highest frequency of using marked the selection of each category discovery learning based-instruction in teaching english. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 43 discussion identifying students' needs was the first stage in discovery learning. principles selection, conceptual understanding, and knowledge sharing were the first steps in this process. selecting the right materials, subjects, and assignments. help and explain the activities and challenges that pupils confront and the part that each student plays; prepare the lessons and tools that were required; examine students' comprehension of the issue at hand; make it possible for pupils to explore new things. if pupils needed information or data, provide it to them. look inward and ask yourself probing questions to see where your weaknesses lie. male-female interactions in the classroom. assist pupils in formulating rules and making generalizations about their findings (raharjo et al., 2019). according to the data, it was discovered that the lecturers participated in a number of different activities in order to carry out the stimulation stage. the lecturers kicked off the process of teaching and learning by questioning the students, encouraging them to read books, and engaging them in a variety of different learning activities to get them ready for problemsolving. it is consistent with the findings from other studies, and they discovered that one of the professors who was watched in her research presented questions to motivate the pupils. this discovery is in line with the findings from earlier studies (efrini, 2016; zalviani & zainil, 2021). in addition, the presenter provided images and a glossary. in the meantime, other instructors participating in the research offered their students an example of subject learning and reminded them of the importance of culture in terms of motivating their pupils. another researcher came to the conclusion that the teacher who participated in her study employed the technique of asking questions (efrini, 2016; hanafi, 2016; mufida et al., 2015; zalviani & zainil, 2021). this agrees with bruner's findings in mushtoza (2016). he stimulated the use of questioning to provide exposure for the pupils to internal situations that inspire exploration through the questions he poses. the teacher can foster and encourage discovery learning by creating an environment conducive to the process. students have the option of making educated guesses at the answers and letting the teacher know that they are doing so. the purpose of stimulation at this stage was to offer learning interaction circumstances that might foster student development and assist them in investigating the information. in this situation, the instructor demonstrated mastery of the strategies of presenting a stimulant to the pupils in order to encourage them to investigate the goal that can be attained. they were confronted with something that makes it difficult for them to make sense of things, and then they proceed to avoid making any broad statements, which sparks their interest in investigating the matter further. the procedure for implementation or the problem statement. students were given the opportunity to find as many agendas as possible that are pertinent to the topic that was being discussed by the speakers. the results obtained from other studies were not affected by this discovery in any way (efrini, 2016; hanafi, 2016; mufida et al., 2015; mukharomah, 2015). according to the findings of their investigation, the stage of formulating a problem statement was given by the instructor in the form of a question regarding the materials that was to be verbally posed by the students to one another and posed in english. according to the findings that were discovered by efrini (2016), in order to implement the problem statement, the instructor posed the question, assigned listening tasks that were related to the subject, created rafiqa, marhaeni sabil, muhammad aswad how to implement discovery learning in english language teaching at indonesian higher education? 44 examples and posed questions about them, and requested that the students locate difficult words and to mean synonyms based on the text that was provided. the subsequent action in the procedure for putting discovery learning into action is data collection. according to the findings of this study, the classroom teacher used the step-by-step activities. the professors encouraged the students to read the assigned works of literature. after that, the lecturers gave the students permission to look at various objects. the lecturers provide the question rather than proving the hypothesis, which enables the students to collect (collection) relevant information, read the literature, observe the objects, interview sources, and conduct their own trials, among other things. students were required to actively seek out information that was relevant to the issues that they were experiencing as a consequence of this step. it connected students, unintentionally, with the knowledge problem that has been owned. this finding is different from the previous study. the researchers found that giving exercises and presenting the practices results in front of the class were the teacher's activities to implement the data collection step (hanafi, 2016; mufida et al., 2015; zalviani & zainil, 2021). mushtoza (2016) discovered that the instructor prompted the students to seek out additional resources so that they could carry out the data collection step. the sources may include dictionaries, books, browsing the internet, or participation in group discussions (mushtoza, 2016). nevertheless, efrini's findings are strikingly comparable to these (2016). she demonstrated that the instructor had requested that the students read a text, search the internet, complete the assignment in lks, and locate something by reading a text in order to carry out this step (efrini, 2016). the step that immediately follows the collection of data is the processing of the data. the findings of this study showed that the professors actually did implement this step. one activity was completed by the lecturers in order to carry out this step. the professors challenged the students to make sense of the data they had gleaned from a variety of sources, including reading, interviews, observations, and others. according to shah and mushtoza (2016), data processing is defined as the activity of processing data and information that students have obtained through interviews, observation, and other methods, which are then interpreted. this definition is in line with the findings of mushtoza (2016). all of the informal readings, discussions, observations, and the like must be processed, randomized, classified, tabulated, and, if necessary, calculated and analyzed in a specific manner at a specific level of confidence. this finding lends credence to the findings of the earlier research conducted by mufida (2015), mushtoza (2016), and efrini (2016). the findings of the investigation that mufida carried out led him to the conclusion that the step of processing the data required the instructor to request that the students express the topic by playing games and using other languages. in the study that mushtoza (2016) conducted, the instructor gave the students an assignment to write a text that was based on the data collection step before having them perform the data processing step. efrini (2016) found that the teachers asked the students to write a text based on an example and data that was found, do the task, and answer questions about the text in order to implement this step. this finding is very similar to what mushtoza (2016) found. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 45 following the step of processing the data, the step of verification comes next. according to the findings of this research, the lecturers did carry out the verification step. this step required the instructor to complete two different activities in order to put it into action. the instructor tasked the students with conducting in-depth research in order to disprove the hypothesis that had been presented earlier by presenting alternative findings that were associated with the outcomes of data processing. the lecturers also gave the students the opportunity to discover a concept, theory, rules, or understanding through the examples that the students had encountered in their own lives. this finding is consistent with the conclusion that was drawn from the research that mushtoza (2016) and efrini conducted (2016). mushtoza (2016) discovered that the activities in this step were carried out by providing correction and feedback to the students through the tasks they were assigned. in the meantime, efrini (2016) discovered that this step was carried out by comparing the text produced by the students with the example text, other text, or the material taken from sources. the process comes full circle with a generalization as its final step. the lecturer who participated in this study carried out this action. it was implemented by the instructor through the completion of a specific kind of activity. under consideration of the findings of the verification, the lecturers requested that the students reach a conclusion in order to obtain general principles and apply them to any and all situations or problems that are identical. in this section, students were also responsible for coding or categorizing the information, which served as the individual formation of concepts and generalizations. the generalization of the student acquired new information regarding alternative answers or settlements that require logical proof. this finding is consistent with the findings and conclusions obtained from earlier research carried out by mufida (2015), mushtoza (2016), and efrini (2016). researchers mufida (2015) and mushtoza (2016) discovered that this step required the students to draw conclusions based on the activities that they participated in while learning. efini (2016) found that this step was implemented by having the instructor ask the students to summarize the overall lesson before providing feedback and assigning homework. it is possible to draw the conclusion from what has been described so far that the instructors encouraged their students to discuss the approach to education that works best for them. according to brown's definition in mushtoza (2016), a teacher is a facilitator who ensures that the appropriate task is carried out. in addition to that, the experience gained from the instructor was very beneficial. it is anticipated that it will become proficient in the step of data processing. the ability to think systematically was the competency that was developed through participation in this activity. other skills developed included developing attitudes of honesty and tolerance. it is for them to concisely express their opinion and to develop their excellent and appropriate language skills. during the step of verification, the lecturers also provided the students with corrections and feedback on the work they had completed in groups and individually. according to harmer in mushtoza (2015), the idea that one of the roles of the teacher is to respond to the questions and comments of the students is an appropriate one. the definition of the word "response" is "to react to the content and construction of a performing task and suggest ways in which it could be improved." this agrees with rafiqa, marhaeni sabil, muhammad aswad how to implement discovery learning in english language teaching at indonesian higher education? 46 bruner's findings in mushtoza (2015). he hopes that the process of learning will be successful and creative if the instructor allows the students to discover a concept, theory, rules, or understanding through the use of examples that he has experienced in his own life. during the generalization step, the class as a whole came to a conclusion, led by the instructor. it was the method that could be utilized as a guiding principle and applied to any and all events or problems that were analogous in nature in regard to the result of the verification. according to djamarah's findings in mushteza (2015), students picked up the skill of drawing specific conclusions or making broad generalizations based on the results of the earlier verification stage. in conclusion, it put into words the fundamental principles that are the foundation of generalizations. the full implementation of discovery learning in the teaching and learning process could encourage students to think critically (caprario, 2013; kusumawardhani et al., 2019; martaida et al., 2017; noer, 2018; nur et al., 2013; rafiqa & munawir, 2017; rahmadhani et al., 2021; sari nurza et al., 2021; wilcox et al., 2017). students can, of course, be encouraged and stimulated to take an interest in the subject matter. it could be found in the works of barry k. beyer in mustheza (2015). he explained that the process of critical thinking involves making clear and wellreasoned judgments. ideas ought to be rationalized and thoroughly thought out and evaluated whenever one is engaged in critical thinking. the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered from, or generated by observation, experience, reflection, reasoning, or communication, as a guide to belief and action, is how the national council for excellence in critical thinking defines critical thinking in musteza (2008). the skills of observation, interpretation, analysis, inference, evaluation, explanation, and metacognition are all included on the list of fundamental abilities required for critical thinking. students are responsible for carrying out all of the activities and presenting the report in order to put discovery learning into practice in the classroom. the results of one's education in chemistry can be affected by the discovery-based instructional approach. students who engage in discovery learning perform significantly better on standardized tests than their peers who engage in conventional learning. teachers who use discovery learning can facilitate high-quality education for their students (raharjo et al., 2019). the implementation of discovery learning has a positive impact on improving students' scientific and cognitive attitudes, as marked by an increase in students' learning completeness in each cycle, according to additional conclusions drawn from syarif 's (syarif et al., 2020). students' capacities for critical thinking, creative thinking, and working together on projects can all be improved through the application of the guided discovery model (rahmadhani et al., 2021). the teaching and learning process is positively impacted by the utilization of this tactic. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 47 students in junior high school as well as students in senior high school benefit favorably from the effect (zalviani & zainil, 2021). conclusion the lecturers carried out the process of discovery learning, which consists of six steps. the stimulation step assisted students in identifying topics, encouraged students to learn, and assisted students in exploring in order for them to reach their objective. following that, the step of formulating a problem statement assisted students in comprehending the material. students had the opportunity to explore the topic to the fullest extent possible during the data collection step, while they could process the data during the data processing step. students had the opportunity to get corrections during the verification step, and then during the generalization step, students were given the chance to understand the concept, even if they did not understand the hypothesis. the frequency of implementation of discovery learning can be described into different categories, namely: high implemented discovery learning (hidl), moderate implemented discovery learning (midl), and law implemented discovery learning (lidl). all lecturers are 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(2021). the implementation of discovery learning for reading skill in efl classroom at smpn 8 padang. journal of english language teaching. 365 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 365 376 expressive speech acts analysis of “sonic the hedgehog 2” movie joseph anderson gulo1, arsen nahum pasaribu2 joseph.gulo@student.uhn.ac.id1 arsen.pasaribu@uhn.ac.id2 1,2 sastra inggris, universitas hkbp nommensen, medan, sumatera utara received: 2023-03-17 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.3694 abstract this study aims to find expressive speech acts and the meaning presented based on its categories is in accordance with the actual context in sonic the hedgehog 2 movie script. this research was designed using descriptive qualitative method. in this research, the researcher used himself (human instrument) as a research instrument, because of the position of the researcher as a planner, implementer of data collection, implementer of data analysis, interpretation, and becomes a reporter for the findings. by using searle’s theory (illocutionary act), the research results showed that of 963 utterances uttered by all actors in the sonic the hedgehog 2 movie, the researcher took 10 samples representing all utterances that included in the expressive speech acts with data divided into 7 types of speech acts according to searle (illocutionary act) in leech (1983), with the distribution of data as follows: reproach consists of 2 data (20%); liking of 1 data (10%); disliking of 2 data (20%); blaming of 1 data (10%); greeting of 2 data (20%); congratulating of 1 data (10%); and welcoming as many as 1 data (10%). keywords: discourse analysis; expressive speech acts; movie; pragmatics; speech acts introduction research on speech acts delivered by a speaker has become something interesting. it is because knowledge of the meanings that are clearly stated or implied by one speaker to another can build a very good communication relationship between the two or more. people try to express themselves by creating speech. not only does speech contain grammatical structures and words, but people act on speech. the actions taken by the speech can be in the form of expressions of pleasure, displeasure, thanks, expressions of surprise, and so on. for example, a judge said: "the defendant is condemned to death for the murder of mike howard in accordance with the law.”. it can be used to end someone's life, not just an expression. when producing an utterance, the speaker regularly expects the listener to recognize their intention. speech situations, called speech events, usually help the speaker and speech partner to identify their meaning. determine the meaning of the utterance. for example, "miami is hot". when spoken in the summer in miami, it may mean the weather is hot there. in other situations, it can also mean that miami (name http://u.lipi.go.id/1457703302 joseph anderson gulo, arsen nahum pasaribu expressive speech acts analysis of “sonic the hedgehog 2” movie 366 of person) is a beautiful and sexy woman. this speech phenomenon is called the speech act. people sometimes use utterances that have implicit meanings in life communication to conclude what they need to know, where, when, or contextually, to achieve the purpose of the utterance itself. what the speaker really wants from the other side. context is also important to help the greeting interpret the meaning of speech. context can stimulate and help listeners interpret meaning. speech acts are defined by austin (cutting, 2002) as "actions performed in saying something" (p. 16). it implies that speech contains not only grammatical structures and words, but also actions. according to searle (1969), examples of speech acts include making statements, giving orders, asking questions, making promises, and so on. in carrying out actions through speech, there are three related actions. illocutionary acts, illocutionary acts, and illocutionary acts are all examples. austin (levinson, 1983), defines locational action as the utterance of a sentence with a specific meaning and reference. it is a fundamental speech act, which makes it a significant speech act. when uttering a sentence, the illocutionary act refers to the function or purpose that the speaker has in mind.in fact, perlocutionary passes language and meaning tests to monitor the outcome or effectiveness of the speech. searle stated that there are 5 basic types of illocutions that can be performed on speech. they are representative, directive, commissive, expressive & declarative. representative serious in what the speaker believes to be the case or not, directive attention to the speaker wanting the listener or others to do something, commissive concern in the speaker's commitment to future action, expressive convention using self-actualization or the speaker's feelings, declarative regarding using immediate action changed. in a previous study conducted by kumala (2018) with the research title: an analysis of speech acts in the croods movie. this research used qualitative method. it demonstrated that all types of speech acts occur in the film the croods. the locutionary act in this study is the actor's utterances. the most common illocutionary acts in the croods movie are asking and commanding. the term "perlocutionary act" is frequently used in a non-literal sense. next research was conducted by rahayu et al. (2019) with the research title: speech act analysis of “frozen” the movie script. the results revealed that the majority of speech acts in frozen the movie are representatives (38 sentences), directives (32 sentences), expressives (10 sentences), and commissives (3 sentences). it demonstrates that the movie's character represents a situation. given that this is a comedy and animated film. while directives are the most common type of speech act used in the film. as the movie is about the kingdom, and the related character is a princess of the kingdom, the sentences that appear in the related character's conversation are mostly about commands and requests. another previous research conducted by rahmawati (2021) with the research title: an analysis of expressive speech acts used in crazy rich asian movie. this research investigates expressive speech acts in the film crazy rich asians. the aims of the research are to describe (1) the type of expressive speech act found in crazy rich asians and (2) the s-p-e-a-k-i-n-g model employed in crazy rich asians. in assessing the data, this study applied theory from searle (1985) and hymes (1974). searle mentions twelve expressive speech acts: apologize, thank you, condole, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 367 congratulate, complain, grieve, protest, bemoan, boast, praise, greet, and welcome. the descriptive qualitative approach was employed in this study. the researcher gathered expressive speech act utterances as data to be studied; the data was analyzed using the s-p-e-a-k-i-n-g model. then, the next research was conducted by kurniasih & mulatsih (2022) with the research title : expressive speech acts used by the main character in encanto movie script. this research aims to find types of expressive speech acts and to describe the utterances which performed by the main character from the movie entitled ‘encanto’. the researcher uses qualitative method and the data analyzed descriptively. the researcher uncovered some utterances containing the sorts of expressive speech acted by searle's theory from the data (1976). according to searle (1976), there are six types of expressive speech acts: expressive of congratulating, expressive of apologizing, expressive of thanking, expressive of wishing, expressive of attitudes, and expressive of greetings. there are various possibilities in this study, but not all of them are realized. first and foremost, it is desired that further data on the analysis of expressive speech acts in this study will be discovered. second, it is desired that the meaning supplied by its categories corresponds to the real context. as a consequence of this research study, there are two predicted outcomes. whatever the outcome, this research will be greatly appreciated. the author believes that this research may be utilized as reference material in the field of pragmatics, particularly speech acts and that it can also educate readers about speech acts. literature review pragmatics language study is closely related to two areas of linguistics: semantics and pragmatics. both sciences are related to language, but have different aspects. semantics refers to the construction of meaning in language, and pragmatics refers to the construction of meaning in a particular interaction context. pragmatics is the study of the interaction between language forms and their users. according to yule (1996, p. 3), “in its research, pragmatics is the study of speaker meaning, contextual meaning, how more may be transmitted than expressed, and the expression of relative distances." this form of research must understand what individuals mean in a specific setting and how that context effects what they say. this strategy is stated to inevitably lead to the speaker's interpretation of the speaker's intended meaning, thus it is said that how the listener can make conclusions is not mentioned. find out how it is acknowledged as part of what you are doing. leech (1983, p. 6) states that " the study of meaning in relation to speech acts is known as pragmatics". crystal (silalahi, 2016) defines that "pragmatics studies the elements that influence language choice in social interactions, as well as the effects our choices have on others." stalnaker (searle et al., 1980) defines it as follows: there are two main types of problems that need to be solved in pragmatics. first, the type of speech act and the definition of the language product of interest. second, characterizing the function of language context to help determine which prepositions are represented in certain sentences. joseph anderson gulo, arsen nahum pasaribu expressive speech acts analysis of “sonic the hedgehog 2” movie 368 based on the description above, pragmatics may be defined as the study of the speaker's meaning, the research of contextual meaning, the study of how more is said than spoken, and the study of the expression of relative distances that can be done. in other words, pragmatics studies how language is used and how it fits into the context of communication. speech acts the concept of speech acts is one of the most important pragmatic meanings. according to nuramila (izar et al., 2022) speech acts are one of the components of pragmatic studies that pertain to the use of language in context, and pragmatics itself is one of the outcomes. the term indicates that language is not only a carrier of meaning, but also understands what it does, or acts, in a very realistic way. speech acts were originally developed by the philosopher austin (1962) in the book “how to do things in words” and developed by john r. saar. austin describes speech actions as what we do when we speak something. according to yule (putri, 2021), “the study of how speakers and listeners utilize language is known as a speech act.” speech act is an action that performs through utterances. in addition, searle et al. (1980) states: " the smallest unit of human communication, according to speech act theory, is not a phrase or another word, but the execution of specific sorts of acts such as greetings, inquiries, commands, explanations, explanations, apologies, gratitude, salvation, and etc." from the above definition, it can be concluded that a speech act is a statement that includes behavior as a communication functional unit that pays attention to aspects of the speech situation. according to austin in kumala (2018), speech acts can be divided into three types: a. locutionary act the act of locution is to say a statement with certain opinions and preferences. "it's dark in here," for instance. this remark is intended to tell the receiver about the recipient's room conditions and hot weather without doing anything or influencing the recipient. the core of the above example is "i" as the subject, "dark" as the predicate, and "in here" as the object. this speaking act just indicates utterance and does not necessitate knowing the speaker's intent. b. illocutionary act these actions are speaking, offering, and making promises through the pronunciation of sentences based on the conventional power involved (or which has been commonly done/heard/interpreted by the speaker and listener). this action is also known as the act of doing something by saying something. example: "it's almost half past eight". it was a phrase that parents uttered to their school-age son/daughter in the morning, not only uttering the words, but also reminding him/her that he/she had to go to school now. a speech act is a speech that helps people do something, not just say it. c. perlocutionary act ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 369 perlocutionary action is the effect caused by several utterances from the speaker to the speech partner. this behavior can be said to affect a person. example: "there is a car behind you!", when you say this to someone, this utterance will have several effects. after hearing these words, listeners can try to avoid the direction of the car so as not to get hit. on the other hand, j.r. searle (putri, 2021) also gave his statement about speech acts theory. according to him, there are five general types of functions performed by speech acts: declarative, representative, expressive, directive, and commissive. a. representative representative is a type of speech act that states whether the speaker is true or not (yule, p. 3). when using expressions, the speaker arranges the words according to the world (beliefs). b. declarative declarative is a type of speech act that adjusts the content of the preposition with facts. in this case, the action is usually carried out by someone who is specifically authorized to carry out the action within the framework of certain instructions. c. expressive the expressive function clarifies or informs the speaker's psychological stance toward the situation. in this type of speech act, the speaker adapts the words to the situation. this includes emotions. d. directive directives are intended to have an influence on the listener through actions: commanding, requesting, advising, and recommending are examples of how the speakers convey their wish (leech, p. 106). e. commissive commissive is a type of speech act that speakers use to commit to future actions (yule, p. 54). commissive conveys the speaker's intention. commissive can be performed by the speaker himself/herself or as a member of the group. the speaker attempts to adjust the world (through the speaker) to the utterance by employing the commissive. expressive speech acts according to yule (1996) "expressive speech acts are ones in which the speaker expresses how he or she feels. they can represent psychological emotions such as pleasure, pain, likes, dislikes, joy, or sadness. they can be caused by something either the speaker or the listener does, but they are about the speaker's experience." this indicates that expressive speech acts are those that are utilized to convey the speaker's emotions. sub-category of expressive speech acts: blessing, forgiveness, reproaching, condolences, praising, greeting, thanking, welcoming, joseph anderson gulo, arsen nahum pasaribu expressive speech acts analysis of “sonic the hedgehog 2” movie 370 liking, disliking, congratulating, apologizing, lamentation, exclamation, blaming, etc. (related to the speaker’s feelings/emotions). (leech, p. 106). hornby (widyowati, 2019) explains some of the meanings of the classification of expressive speech acts, namely as follows : a. thanking is a term used by someone to convey thanks to another person for what they have done. b. like is a word used to indicate enjoyment or approval of something or someone. c. dislike is an expression used by someone to express their dislike for someone or something. d. welcome is a statement used by someone to greet someone who has come to her/his home. e. praising is a term used to convey appreciation for someone's performance or looks. a. greeting is a kind word or gesture of welcome or recognition. a greeting is anything you say or do to greet someone, as well as a message of well wishes for their health and happiness. method this research was designed using descriptive qualitative method. according to saryono (2010), qualitative research is used to examine, discover, describe, and explain the quality or privilege of social factors that cannot be explained quantified, or described quantitatively. bryman (oktavia et al., 2020) states that in qualitative research, data is presented in the form of words, phrases, clauses, and sentences. so, in this study, the researcher will describe it in the form of words, phrases, or sentences based on film transcripts. this method helps the writer in finding expressive speech acts categories of searle's speech acts in the sonic the hedgehog 2 movie script. this study uses several steps to collect data. first of all, watch sonic the hedgehog 2 and read the full script from website: https://sonic.fandom.com/wiki/sonic_the_hedgehog_2_(movie)/transcript. then mark and make a list of words according to the author according to the expresive speech acts categories of speech acts. it also categorizes the data into speech act categories: reproaching, liking, disliking, blaming, greeting, congratulating, welcoming. in this research, the researched used the himself (human instrument) as a research instrument. hasanah (suputra et al., 2022) states that researchers are also human instruments, namely as the main data collection tool. it is due to the researcher's role as a planner, implementer of data collection, implementer of data analysis, interpretation, and reporter for the findings. (sugiyono, 2014:59). technique of data collection the technique of gathering the data applied in this research by using several types: 1. the researcher watched the video to attempt to comprehend it, seeking for any crucial aspects that supported this research and looked for all of the utterances. 2. searching for transcription of the dialogues through internet site (sonic the hedgehog 2 (movie)/transcript, 2022). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 371 3. identified the dialogue spoken by actors in the movie into the expressive speech acts. 4. classified the actor’s utterances found in the movie. 5. classified the meaning of each category in expressive speech acts (reproaching, liking, disliking, blaming, greeting, congratulating, welcoming) in sonic the hedgehog 2 movie. technique of data analysis the techniques of data analysis are as follows: 1. determined the actors' utterances by speech acts. 2. sorted the data of expressive speech acts utilized in the sonic the hedgehog 2 movie. 3. explained the meaning of each category in sonic the hedgehog 2's expressive speech acts (reproaching, liking, disliking, blaming, greeting, congratulating, welcoming). 4. based on the data analysis, reached a conclusion and made suggestions. findings and discussion findings speech acts can be seen not only in everyday conversation but also in movies. therefore, this study tried to analyze the expressive speech acts proposed by searle in sonic the hedgehog 2 script. the script is from a website (sonic the hedgehog 2 (movie)/transcript, 2022) created by patrick casey, josh miller, and john whittington. the movie itself was a hit in theaters worldwide in 2022. the movie is directed by jeff fowler and features an ensemble cast that includes ben schwarts (as sonic the hedgehog voice cast), colleen o'shaughnessey (as miles "tails" prower voice cast), idris elba (as knuckles the echidna voice cast), donna j. fulks (as longclaw voice cast), jim carrey (as doctor robotnik / eggman), james marsden (as tom wachowski / donutlord), tika sumpter (as maddie wachowski), natasha rothwell (as rachel), adam pally (as wade whipple), shemar moore (as randall handel), etc. in this movie, as a continuation of the sequel to the previous sonic film with the same antagonist, dr. robotnik who has returned to earth with his new ally knuckles with the goal of taking back control of earth. so, sonic and his new friend, tails will fight them. after conducting this research, the researcher found that of 963 utterances uttered by all actors in the sonic the hedgehog 2 movie, the researcher took 10 samples representing all utterances that included in the category of expressive speech acts with data divided into 7 types of expressive speech acts according to searle (illocutionary act) in leech (p. 106), with the distribution of data as follows: reproach consists of 2 data (20%); liking of 1 data (10%); disliking of 2 data (20%); blaming of 1 data (10%); greeting of 2 data (20%); congratulating of 1 data (10%); and welcoming as many as 1 data (10%). joseph anderson gulo, arsen nahum pasaribu expressive speech acts analysis of “sonic the hedgehog 2” movie 372 figure 1. percentage of expressive speech acts in sonic the hedgehog 2 movie discussion the following are some analysis of conversational dialogues between characters that are sampled in the analysis speech acts sonic the hedgehog 2 : 1. the expression of reproaching extract 1: robotnik : hey, stone! it's time to say goodbye to this, [inhales] piece of shiitake planet!!! this scene took place on a mushroom planet that is not inhabited by humans at all, and for robotnik that planet is a bad place. so he insulted the planet by saying "piece of shiitake planet!!!" extract 2: sonic : oh, i'm sorry, i don't speak duct tape. armored truck security guard : what the heck are you?! in the sentence "i don't speak duct tape", here it is clear that sonic is making fun of the armored truck security guard who was being held hostage by the robbers, as a result his voice sounded unclear because it was covered with duct tape, and became a joke for sonic. 2. the expression of liking extract 3: sonic : and now this way! sonic : woo-hoo! this scene occurs when sonic is trying to stop the bank robbers, in the armored truck, there is a fierce dispute between sonic and the robbers. sonic then makes another turn, causing the bank robbers to crash into the opposite 20% 10% 20% 10% 20% 10% 10% reproach liking disliking blaming greeting congratulating welcoming ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 373 wall and all of the money they took to fly out of the truck. as the hunt continues, sonic laughs. so he really liked the helplessness of the robbers and said "woohoo!" as an expression of joy. 3. the expression of disliking extract 4: sonic : ahh, ohh. hot, hot, hot, hot, hot! armored truck security guard : why don't you let the police handle this?! this scenario took place as sonic attempts to use the brakes but is unable to do so since they are blocked by the corpse of one of the unconscious bank robbers. sonic uses his foot to pick up the bag of dynamite, which is quite hot. so, the armored truck security didn't like sonic's handling of the problems they were facing and advised him to leave everything to the police. extract 5: tom : sonic, [holds up the newspaper paper] you destroyed an entire city block! sonic : the block was already messed up! who cares? look, i stopped a robbery! i was a hero! this scene occurs when sonic and tom are talking about the problems experienced by sonic. tom advised sonic not to always be reckless in acting to want to be a hero, but sonic refused and did not like to be blamed for the previous incident when there was chaos when he wanted to drive away bank robbers and caused the people around to blame him. 4. the expression of blaming extract 6: armored truck security guard: you are terrible at this! sonic : you know what? your negative attitude is not helping anyone! this scenario occurs when sonic and the armored truck security guard try to stop the explosion of a bomb that has been attached to the car they are traveling in by a group of robbers, but both of them instead blame each other because of a misunderstanding in acting according to what the interlocutor wants. 5. the expression of greeting extract 7: sonic: good morning, green hills! joseph anderson gulo, arsen nahum pasaribu expressive speech acts analysis of “sonic the hedgehog 2” movie 374 the scene occurs as sonic runs up the mountain and stops on a small rocky ledge overlooking the green hills. then, he greeted all residents in green hills at once by saying "good morning, green hills!". because it was impossible for him to greet everyone in the entire city of green hills. extract 8: rachel : hey! tom : hey! rachel : good to see you. thanks for coming, tom. really glad you came! the scene occurs when tom and maddie come to hawaii to attend rachel and randall's wedding. and when they got there, tom and rachel met and greeted each other, and rachel also expressed her gratitude because tom had come to attend her wedding. 6. the expression of congratulating extract 9: tom : really? well, great! great to see you too. congratulations. you guys seem, like, really happy together. the scene took place when tom and maddie come to hawaii to attend rachel and randall's wedding. and when they got there, tom and rachel met and greeted each other, and tom congratulated her on getting married soon. 7. the expression of welcoming extract 10: stone : doctor. it's really you. you look different. robotnik : papa's got a brand new ‘stache. the scene took place in mean bean coffee café at night, agent stone is finally reunited with his master, robotnik after being separated for a long time because sonic defeated robotnik, causing him to move to another planet. and he’s welcoming his master by saying " doctor. it's really you. you look different." conclusion as described in the findings and discussion above, it is clear that this study tries to analyze the expressive speech acts proposed by searle in the sonic the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 375 hedgehog 2 script. from the 963 utterances uttered by all actors in the sonic the hedgehog 2 movie, the researcher took 10 samples representing all utterances that included in the expressive speech acts with data divided into 7 types of speech acts according to searle (illocutionary act) (leech, p. 106), with the distribution of data as follows: reproach consists of 2 data (20%); liking of 1 data (10%); disliking of 2 data (20%); blaming of 1 data (10%); greeting of 2 data (20%); congratulating of 1 data (10%); and welcoming as many as 1 data (10%). references austin, j. l. (1962). how to do things with words. oxford university press. https://doi.org/10.2307/3326622 cutting, j. (2002). pragmatics and discourse (routledge). izar, j., nasution, m. m., virginia, o., & harianto, n. (2022). the analysis of locutionary, illocutionary, and perlocutionary of speech acts in the short story “rembulan dalam cappuccino” by seno gumira ajidarma. jetli: journal of english teaching and linguistics, 3(1), 28–35. https://doi.org/10.55616/jetli.v3i1.265 kumala, a. f. i. (2018). an analysis of speech acts in the croods movie. international journal ajes: academic journal of educational sciences, 1(1), 1–7. https://doi.org/10.35508/ajes.v1i1.1251 kurniasih, n., & mulatsih, s. (2022). expressive speech acts used by the main character in encanto movie script. unclle: undergraduate conference on language, literature, and culture, 2(1), 52–59. http://publikasi.dinus.ac.id/index.php/unclle leech, g. n. (1983). principle of pragmatics. longman group limited. levinson, s. c. (1983). pragmatics. cambridge university press. oktavia, s., suwandi, s., & setiawan, b. (2020). directive speech act in interactive videos of indonesian language learning in senior high school. international journal of multicultural and multireligious understanding, 7(11), 157–165. https://doi.org/10.18415/ijmmu.v7i11.2163 putri, e. p. (2021). analysis of speech act in thor: ragnarok. ladu: journal of languages and education, 1(2), 67–78. https://doi.org/10.56724/ladu.v1i2.49 rahayu, a. s., syahrizal, t., & sadikin, i. s. (2019). speech act analysis of “frozen” the movie script. project (professional journal of english education), 2(5), 692–699. https://doi.org/10.22460/project.v2i5.p692-699 rahmawati, r. d. (2021). an analysis of expressive speech acts used in crazy rich asian movie. journal of language and literature, 9(1), 83–94. https://doi.org/10.35760/jll.2021.v9i1.2961 saryono. (2010). metode penelitian kualitatif, pt. alfabeta, bandung. searle, j. r. (1969). speech acts an essay in the philosophy of language 34th ed. cambridge university press. searle, j. r., kiefer, f., & bierwisch, m. (1980). speech act theory and pragmatics. in key ideas in linguistics and the philosophy of language. d. reidel publishing company. https://doi.org/10.1007/978-94-009-8964-1 joseph anderson gulo, arsen nahum pasaribu expressive speech acts analysis of “sonic the hedgehog 2” movie 376 silalahi, p. v. (2016). a highlight on pragmatics. parafrase: jurnal kebahasaan & kesastraaan, 16(1), 83–92. https://doi.org/10.30996/parafrase.v16i01.682 sonic the hedgehog 2 (movie)/transcript. (2022). wiki fandom. https://sonic.fandom.com/wiki/sonic_the_hedgehog_2_(film)/transcript sugiyono. (2014). metode penelitian pendidikan pendekatan kuantitatif, kualitatif, dan r&d. bandung: alfabeta. suputra, g. k. a., idris, i., ali, a., & astriana, a. (2022). analysis of a lecturer’s directive speech acts to student in online pragmatic studies. prisma sains: jurnal pengkajian ilmu dan pembelajaran matematika dan ipa ikip mataram, 10(1), 167–174. https://doi.org/10.33394/j-ps.v10i1.4876 widyowati, n. (2019). an analysis of the expressive speech acts used by john and savannah as the main characters in dear john movie. jellt (journal of english language and language teaching), 3(1), 49–57. https://doi.org/10.36597/jellt.v3i1.4484 yule, g. (1996). pragmatics. oxford university press. the particular dialect or language that a person chooses to use on any occasion is called a code 218 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 218 231 learners’ personalities and language learning: a literature review saarah nabiilah octaviani1 jumariati2 eka elyani puteri3 nasrullah4 saarahnabiilah@gmail.com; jumariati01@ulm.ac.id; eka.elyani@ulm.ac.id; nasrullah01@ulm.ac.id *) corresponding author: saarahnabiilah@gmail.com 1, 2, 3, 4 universitas lambung mangkurat, banjarmasin, kalimatan selatan received: 2023-03-07 accepted: 2023-06-24 doi: 10.24256/ideas.v11i1.3672 abstract a growing interest in studies about learners’ personalities in language learning has occurred from time to time. however, there are contradictions in many studies. some claim that extroverts are more successful in language learning, whereas some believe the opposite. other factors may influence the learner’s language learning, other than their personalities; therefore, this study explores the influence of extrovert and introvert personalities on language learning and the difference between them. the method used in this study is a literature review obtained from various research engine databases such as google scholar, researchgate, and proquest. the data are collected from journal articles, theses, dissertations, and books and analyzed using thematic analysis. this study found that various aspects influence the learner’s achievement in language learning other than the learner’s personality. the implication of this study benefits the teachers to define the best teaching method and strategy for each personality in language learning and the students to find the best learning strategy based on their personality. it also can be a reference for other researchers to conduct a study based on the same variables. keywords: extrovert; introvert; language learning; learner personalities introduction every individual has a distinct personality. according to eysenck (2004), individual personality differences have a crucial influence on individuals' performance in various practical situations because they symbolize the implicit relationship between perceptible manners and performance qualities. personality determines the correlation between feelings, thoughts, and behavior; therefore, the model of harmonious practice and personal quality, just as the state of the environment, can impact one's personality (shehni & khezrab, 2020). introversion-extraversion is a psychological concept that describes the relationship between biological and social phenomena (wilson, 1977). introverts http://u.lipi.go.id/1457703302 mailto:saarahnabiilah@gmail.com mailto:jumariati01@ulm.ac.id mailto:eka.elyani@ulm.ac.id mailto:nasrullah01@ulm.ac.id mailto:saarahnabiilah@gmail.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 219 and extroverts are the two types of personalities. introverts are more preoccupied with their feelings than external situations; they are too shy to participate in social activities (suliman, 2014). they are attracted by their thoughts and feelings outside their local environment and are mostly unwilling to speak or participate in group activities; they have enough internal stimulation, and their energy is focused on their world (myers, 2003). conversely, extroverts have a limitation in cognition but have visible social behavior and a willingness to initiate social relationships (freyd, 1924). they are more concerned with what is happening than their thoughts and feelings; they look for inspiration outside themselves, and their energy aligns with the outside world (myers, 2003). other than their behavior, introverts and extroverts are also distinguished by their brain, which is how they respond to the neurotransmitter dopamine (granneman, 2015). additionally, she explained that people become more communicative and eager to explore their surroundings when dopamine fills the brain. furthermore, the available dopamine is the same for introverts and extroverts, but the dopamine reward network is different, where it is more active in the brains of extroverts. each personality has its characteristics, and these differences may affect their learning progress. because of these various traits, teachers should get to know and learn about their students’ personalities. personality must be acknowledged and altered for language learners to progress most with their learning patterns (suliman, 2014). recognizing a student's personality helps teachers modify their teaching process. it can give students a better chance of succeeding in learning (lestari et al., 2013). regarding the relationship of each personality with learning language, extroverts who are outgoing and open to others are more successful at acquiring languages than introverts (naiman et al., 1978). however, well-organized and serious introverts are perceived as better learners in a systematic study (swain & burnaby, 1976). when teachers learn about students' personalities, they can modify their teaching style and activity to best suits each character. for example, extroverts are usually the initiator of social interaction. they rarely feel anxious when in a big circle; therefore, they might have no problem in speaking class in language learning. unlike extroverts, introverts have difficulty expressing themselves. henceforth, they might have problems in speaking class. in another case, extroverts might feel frustrated because they cannot apply their social skills in reading class. however, introverts might have no problem because they do not have to face many social interactions. from time to time, there have been several studies related to personalities and language learning. however, many studies have found no middle point regarding this problem. the researcher has seen many different ideas regarding this matter. some studies discovered a correlation between personality traits and language learning, while some studies on specific skills found no correlation between personality and those language skills. there have been contrastive ideas between personality and language skills in particular areas. first, some studies show a correlation between personalities and saarah nabiilah octaviani, jumariati, eka elyani puteri, nasrullah learners’ personalities and language learning: a literature review 220 speaking performance. however, these studies contrast; lestari et al. (2013) believe introverts are better at speaking mastery, whereas taiyeb (2019) believes extroverts achieved the highest mean score. meanwhile, some studies found no significant relationship or no relationship between personalities and speaking performance (paradilla et al., 2020; rahmawati & nurmayasari, 2016). second, some studies show a correlation between personalities and writing skills. kafryawan (2020) states that extroverts tend to offer good writing skills. on the other hand, some believe that introverts are better at writing (boroujeni et al., 2015; zainuddin, 2016). the studies above contrast with khodabandeh (2022). he indicates that there are no differences between the writing performance of introverts and extroverts. according to the explanation above, the researcher found a gap where there are different perspectives on the personality influences in their language learning; therefore, the researcher hypothesizes that external and internal factors may affect students’ language learning other than the student’s personality. furthermore, this study explores the influence of extrovert and introvert personalities on language learning and explores the difference between these two personalities. the writer hopes these research findings may help teachers understand their personalities and find a suitable learning style and strategy to enhance students’ learning progress despite their differences. additionally, it may help students better understand themselves and determine which learning method suits them best. this research also can be a reference for other researchers to conduct a study based on the same variables. method this study applies the literature review method, which is obtained from various research engine databases such as google scholar, researchgate, and proquest. from these research engine databases, the researcher found thirty-four research reports, which are the subjects of this research. a literature review can serve a variety of purposes and has many functions, such as mapping the landscape, sensitization to new areas, spotting landmarks, positioning one’s research, comparing ideas, exploring theories, brainstorming approaches, taking stock, and seizing opportunities (booth et al., 2021). the data are collected from several studies: theses, dissertations, books, and journal articles with related topics. the instruments are documentation from several research reports and a table. moreover, the data collection through document analysis was done by reading, taking notes, and collecting written data sources. the study is carried out by analyzing the data using thematic analysis. thematic analysis is finding patterns or themes in qualitative data (maguire & delahunt, 2017). it is a technique for methodically locating, compiling, and providing insight into patterns of meaning throughout data collection; additionally, it enables the researcher to recognize and understand common or collective implications and experiences (braun & clarke, 2012). braun & clarke (2006) provide six-phase steps for ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 221 conducting the analysis: familiarize the data, produce initial codes, look for themes, review themes, define themes, and write out the result. after the analysis, the results will be gathered in the table and elaborated on in the discussion. findings this study found 34 research reports with the topic related. the analysis and summary of documented papers are connected to personalities and language learning, provided in table 1. the information provided in the table is already analyzed based on the related topic and in line with this study’s purpose. table 1 the research findings on personalities and language learning no. researcher and year research findings 1. obralic & mulalic, 2017 this study discovered a strong link between personality traits and language learning, where personality is related to openness to experience. 2. karim et al., 2016 this study discovered that personalities might significantly influence second language acquisition. furthermore, other factors such as strong motivation, a positive attitude, acculturation, high self-esteem, sociability, risk-taking, and perseverance are required for positive results in second language learning. teachers and students can choose how or when to adapt if they know students well. they can perceive the students' potential for implementing effective strategies and establishing a cooperative environment. 3. shehni & khezrab, 2020 individual differences play a critical role in achieving a second language, although no definitive theory exists for their differences in successful learning. it may encourage the need to study precisely and empirically, especially if the students know individual differences. external sources help extroverts energize, whereas internal stimulations such as emotions, ideas, and impressions help introverts. an extrovert seeks variety in the material presented and tries to take an active role; meanwhile, the introvert behaves passively and prefers fewer topics. 4. suliman, 2014 according to the findings, personality traits significantly impact the process of second language acquisition. extroverts are believed to be better at speaking than introverts, even if their output is not always accurate. introverts tend to talk less and reflect more before acting, prefer to be quiet, and prefer to work alone or with one or two other people. they are more passive than extroverts. saarah nabiilah octaviani, jumariati, eka elyani puteri, nasrullah learners’ personalities and language learning: a literature review 222 many introverted students are obsessed with producing grammatically correct sentences with a native-like accent. 5. zainuddin, 2016 according to the findings, introverts are better at language construction for essay writing than extroverts. both groups have an equal chance to improve their ability to learn foreign languages. however, extrovert learners must pay more attention to using good syntax because they tend to be careless and make errors in constructing phrases. 6. lestari et al., 2013 the findings show a moderate correlation between extrovert and introvert personality and speaking performance; introverts are better at speaking mastery. 7. taiyeb, 2019 there was a difference in speaking performance between students with extroverted and introverted personalities; extroverts achieved the highest mean score. 8. rahmawati & nurmayasari, 2016 the findings show that whether introvert or extrovert has no significant correlation with their speaking ability. 9. qanwal & ghani, 2019 introverts are better writers than extroverts. 10. molinuevo & torrubia, 2013 although the effect on attitudes is small, this study confirms the influence of personality traits on medical students' attitudes toward learning speaking skills and their selfrating toward their speaking skills. 11. paradilla et al., 2020 personalities did not influence successful speaking performance. both have their way of learning, so both have a chance to be better at speaking. additionally, students with different personality types use different learning strategies. 12. boroujeni et al., 2015 introverts outperformed extroverts in most writing subsets, such as producing content, language, mechanics, and vocabulary. 13. marashi & dibah, 2013 the extroverts in this study enjoyed being in both groups because they were more willing to speak. they like cooperative learning more than introverts, who do not speak unless prompted. 14. souzandehfar et al., 2014 it has been discovered that there is no relationship between each personality style and ielts speaking test performance. 15. dewaele, 2013 extroverts are more sociable and naturally conducive to finding opportunities for interaction, which provides greater chances for language development. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 223 16. citra & zainil, 2020 the findings show introverted learners use meta-cognitive, cognitive, and affective strategies. on the contrary, extrovert learners tend to use social, memory, and compensation strategy. 17. asrawaty et al., 2022 the research results indicated that most extroverted students prefer indirect learning strategies, while introverted students prefer direct learning strategies. the correlation between personality factors and speaking skills was low, whereas the correlation between language learning strategies and speaking skills was strong. therefore, personality is essential in choosing the appropriate language learning strategies for developing speaking skills. 18. yu, 2021 learners’ different personalities could improve online learning effectiveness. teachers could design different pedagogical approaches to cater to learners with different personalities. they could provide opportunities for interpersonal communication and develop interactive academic activities for those with strong extroversion traits. 19. ahmar, 2021 there is no significant difference between extroverted and introverted students in speaking achievement. 20. ebrahimi et al., 2023 the results indicated no difference between the speaking ability of introverted and extroverted learners. 21. khodabandeh, 2021 the findings showed that introverts are better in the flipped classes, while extroverts benefit from the treatment in the traditional classes. 22. bagheri nevisi & fermoudi, 2022 extroverted language learners enjoyed significantly higher field dependence and were more inclined to communicate than introverted language learners. learning their cognitive styles and personality types to improve language skills is crucial. there is also a relationship between these factors and the increased tendency to communicate in foreign languages. 23. oktriani et al., 2021 the result of this research shows that there were no significant differences between introvert and extrovert personalities in english conversation class achievement. it was concluded that the student's personality does not affect the score achieved in the speaking class. 24. shiddiq & oktaviani, 2022 introverts prefer reading books and are naturally good listeners. introverted students benefit more in structure and written expressions, which require good memory skills saarah nabiilah octaviani, jumariati, eka elyani puteri, nasrullah learners’ personalities and language learning: a literature review 224 and listening and reading comprehension. on the other hand, extroverts might be better at other language skills. 25. trotsiouk et al., 2016 introverts are more cautious than extroverts; they may perform fewer errors than extroverts in doing memory tasks. 26. alagic , 2022 the study showed no significant difference in english proficiency between introverted and extroverted students. extroverts expressed a lack of patience during the reading segment of the test and skimmed over the text, leaving more time for the writing part. despite posing a better range of vocabulary, introverts refused to use it when recorded because they feared it hindered their scores. furthermore, they expressed the same fear to be the obstacles they faced during the writing part of the exam. 27. septianah et al., 2019 extroverted and introverted students have different ways of delivering a speech. the introvert may encounter difficulty speaking without allowing time for mental processing; meanwhile, the extrovert needs to talk to work out their ideas. 28. kafryawan, 2020 the findings showed a medium correlation between efl learners' extroversion personality and their writing skills. extrovert learners tend to show good writing skills. based on the observation, they commonly show characteristics like interacting with others, increased energy, preferring people and things over thoughts and ideas, will speak extensively, having no trouble coming up with words, and talking through their thoughts out loud. 29. khodabandeh, 2022 the research results showed no significant differences between students’ personalities and writing performance, meaning that both had the same performance. 30. anggraini et al., 2022 there is a weak relationship between personality types and the strategy used. extroverted students tended to use socioaffective strategies, and introverted students preferred the global strategy. the researcher also suggests that teachers should use various reading strategies to maximize their online reading comprehension. 31. hum, 2022 there is a correlation between personality and second language learning behaviors. the study found introverts adopt more compensation strategies, whereas extroverts use social strategies. 32. hasan & yulianti, the study found that the more introverted the students, the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 225 2018 better their reading comprehension. additionally, they may be better in classroom learning, especially receptive skills. 33. abdullayeva, 2021 the introverted learner learns more effectively individually, involving ideas and concepts. their strengths are their ability to concentrate on the task and their self-sufficiency. however, they need to process ideas before speaking, which sometimes leads to avoidance of risk-taking in conversation. the extroverted learner learns more effectively through experiences and contacts with the outside world. they are willing to take conversational risks but depend on external stimulation and interaction. 34. sun, 2019 extroverts are more likely to do better in second language acquisition than introverts. extroverts are optimists, have better socializing abilities, and have strong desires to communicate with others, especially those speaking the target language. this will help create more opportunities to practice the target language. introverts often miss the chances for language learning and practice because they tend to be inactive in communication. extroverts often show optimism and self-confidence, while introverts are shy, afraid of making mistakes, and lack self-confidence. discussion from those articles, books, thesis, and reports, the researcher also drew into five topics from the reviewed studies, which are 1) the relationship between students’ personalities and language learning, 2) introverts in language learning, 3) extroverts in language learning, 4) other influences on student’s achievement in language learning, and 5) the benefits of understanding learner’s personality on language learning. 1. the relationship between students’ personalities and language learning several studies discovered the connection between personality and language learning. obralic & mulalic (2017) found a strong link between personality traits and language learning. moreover, some studies also found that personalities might influence second language acquisition (karim et al., 2016; shehni & khezrab, 2020; suliman, 2014). besides the relationship between student personality and language learning, several studies were conducted on language skills. there are different views on the relationship between students’ personalities and speaking skills. some findings show a correlation between personalities and speaking performance (lestari et al., 2013; molinuevo & torrubia, 2013; taiyeb, 2019), but some researchers are also contrasting. some believe introverts are better at speaking mastery (lestari et al., 2013), saarah nabiilah octaviani, jumariati, eka elyani puteri, nasrullah learners’ personalities and language learning: a literature review 226 and some believe extroverts are better than introverts (suliman, 2014; taiyeb, 2019). on the other hand, some findings found no relationship between these variables (ahmar, 2021; alagic , 2022; bagheri nevisi & fermoudi, 2022; ebrahimi et al., 2023; oktriani et al., 2021; paradilla et al., 2020; rahmawati & nurmayasari, 2016; souzandehfar et al., 2014;). asrawaty et al. (2022) show a low correlation between personality factors and speaking skills, whereas the correlation between language learning strategies and speaking skills was strong. hence, variables other than students' personalities may affect the relationship found in the previously mentioned studies. as well as in speakings, there are different perspectives on the relationship between students’ personalities and writing skills (boroujeni et al., 2015; kafryawan, 2020; qanwal & ghani, 2019; zainuddin, 2016). however, some are contrasting; some believe introverts are better writers than extroverts (boroujeni et al., 2015; qanwal & ghani, 2019; zainuddin, 2016), and others believe the opposite (kafryawan, 2020). several studies show a correlation between these variables. some results showed no differences between the writing performance of introverts and extroverts (alagic , 2022; khodabandeh, 2022), meaning that both had the same performance. furthermore, they expressed the same fear to be the obstacles they faced during the writing part of the exam (alagic , 2022). zainuddin (2016) also shows that both groups have an equal chance to improve their ability to learn foreign languages. according to the studies above, many perspectives exist on the correlation between students’ personalities and language learning. those studies contrast with each other. therefore, internal or external factors influence their learning achievement, leading to the following points in this finding. 2. introverts in language learning introverts benefit more from receptive skills such as reading and listening (hasan & yulianti, 2018; shiddiq & oktaviani, 2022) because they are good listeners and prefer reading books (shiddiq & oktaviani, 2022). introverts are more cautious than extroverts; they may perform fewer errors than extroverts in memory tasks (trotsiouk et al., 2016). in terms of productive skills, most introverts may not perform well in speaking because they tend to talk less (marashi & dibah, 2013; suliman, 2014; shehni & khezrab, 2020) because they are shy, afraid of making mistakes, and lack self-confidence (sun, 2019). they may have difficulty speaking without time for mental processing (septianah et al., 2019) because they need to process thoughts (abdullayeva, 2021; suliman, 2014). therefore, they may miss chances to improve their speaking skills. many introverted ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 227 students are obsessed with producing grammatically correct sentences with a native-like accent (suliman, 2014). despite posing a better range of vocabulary, introverts refused to use it when recorded because they feared it hindered their scores (alagic , 2022). besides their speaking skill weaknesses, they may benefit from writing because they are better at language construction for essay writing than extroverts (zainuddin, 2016). in terms of language learning, the researchers found that introverts may be better at classroom learning (hasan & yulianti, 2018), prefer direct learning strategies (asrawaty et al., 2022), and are better in flipped classes (khodabandeh, 2021). besides, they benefit more from a test that requires good memory skills, listening (shiddiq & oktaviani, 2022), and reading comprehension (hasan & yulianti, 2018; shiddiq & oktaviani, 2022). in addition, they tend to use meta-cognitive, cognitive, and affective strategies (citra & zainil, 2020) so that internal stimulations such as emotions, ideas, and impressions help introverts (shehni & khezrab, 2020). in terms of soft learning interaction, they avoid cooperative learning (marashi & dibah, 2013); they prefer to work alone or with one or two other people (abdullayeva, 2021; suliman, 2014) and adopt more compensation strategies (hum, 2022). furthermore, they preferred the global strategy (anggraini et al., 2022) and learned more effectively when involving ideas and concepts because their strengths are their ability to concentrate on the task and their self-sufficiency (abdullayeva, 2021). several studies provide suggestions for teachers to maximize introverted students’ language learning. they suggest that teachers should offer fewer topics in speaking classes (shehni & khezrab, 2020) and provide opportunities for interpersonal communication (yu, 2021) for introverted students. based on their nature, introverted students benefit more from receptive skills than productive skills, especially in speaking. however, it does not rule out the possibility for them to be proficient in other skills. if they want to take a risk and have confidence, they also will be able to master speaking skills. their cautiousness and habit of trying to produce grammatically correct sentences may hinder them from enhancing their productive skill. however, it also can be an advantage for them to create highquality writing or speech. 3. extroverts in language learning extroverts are benefited in some aspects, especially in speaking skills. they are sociable (bagheri nevisi & fermoudi, 2022; dewaele, 2013; marashi & dibah, 2013) and always find opportunities for interaction, which provides greater chances for language development (dewaele, 2013), even if their output is not always accurate (suliman, 2014). they often speak before thinking (kafryawan, 2020) because they need to talk to work out their ideas saarah nabiilah octaviani, jumariati, eka elyani puteri, nasrullah learners’ personalities and language learning: a literature review 228 (septianah et al., 2019). they have strong desires to communicate with others, especially those speaking the target language; additionally, it will help them to create more opportunities to practice the target language because they often show optimism and self-confidence (sun, 2019). other than speaking skills, extroverts may also stand out in writing skills in some circumstances. they tend to show good writing skills (kafryawan, 2020), but they must pay more attention to using good syntax because they tend to be careless and make errors in constructing phrases (zainuddin, 2016). despite their strengths in productive skills, especially speaking skills, they lack reading skills. they expressed a lack of patience during the reading segment of the test and skimmed over the text, leaving more time for the writing part (alagic , 2022). to overcome this problem, teachers should develop interactive academic activities (yu, 2021). regarding extroverts’ learning activities, the researcher found that extroverts enjoy being in groups (kafryawan, 2020; marashi & dibah, 2013) and prefer cooperative learning (marashi & dibah, 2013). besides, they seek various materials and try to take an active role (shehni & khezrab, 2020). those categorized in that type can also use social, memory, and compensation strategies (citra & zainil, 2020) and indirect learning strategies (asrawaty et al., 2022). furthermore, they are benefited from the treatment in the traditional classes (khodabandeh, 2021) and enjoy significantly higher field dependence (bagheri nevisi & fermoudi, 2022). even though they tend to use socio-affective (anggraini et al., 2022) and social strategies (hum, 2022), they learn more effectively through concrete experiences and contacts with the outside world (abdullayeva, 2021). in this regard, they are willing to take conversational risks but depend on external stimulation and interaction (abdullayeva, 2021; kafryawan, 2020; shehni & khezrab, 2020). according to the explanation above, extroverted students are the opposite of introverted students. they have a greater chance of mastering productive skills, especially speaking skills, than receptive ones. they are naturally sociable, and their confidence and high risk-taking benefit them in increasing their speaking skill. however, they lack patience and focus, hindering their reading, listening, and writing skills. despite their nature, they can master the other skills if they can overcome these problems. 4. other influences on student’s achievement in language learning from the previous points, a few things have been stated that differentiate between extroverts and introverts. however, some other factors also influence their language learning achievement. either introverted or ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 229 extroverted students may possess these factors. factors other than personality influence the student’s achievement in language learning: strong motivation, a positive attitude, acculturation, high self-esteem, sociability, risk-taking, perseverance (karim et al., 2016), openness to experience (obralic & mulalic, 2017), cognitive styles (bagheri nevisi & fermoudi, 2022), different learning strategies (paradilla et al., 2020), and their self-rating towards their skills (molinuevo & torrubia, 2013). henceforth, whether they have introverted or extroverted personalities, the students may increase the chance of enhancing their language learning if they have positive attitudes and find the best learning strategy for themselves. 5. the benefits of understanding student’s personality on language learning several studies show that a good understanding of students' personalities will assist teachers and students. finding a good learning or teaching method that suits a student’s personality may enhance the student’s improvement in language learning. the benefits involve; first, both teachers and students are empowered to choose how or when to adapt; teachers can perceive the students' true potential for implementing effective strategies, establishing a cooperative environment (karim et al., 2016), and designing different pedagogical approaches (yu, 2021) and strategy (anggraini et al., 2022) for different personalities. in addition, it may encourage students to study precisely and empirically (shehni & khezrab, 2020) and pay more attention to their cognitive styles and personality types to improve their language skills (bagheri nevisi & fermoudi, 2022). furthermore, it helps teachers and students to choose the appropriate language learning strategies for developing speaking skills (asrawaty et al., 2022). lastly, personalities could improve online learning effectiveness (yu, 2021). based on the explanation above, this study found that previous studies have many contrastive ideas about personalities and language learning; therefore, other aspects influenced students’ language learning achievement. the other influences are strong motivation, a positive attitude, acculturation, high self-esteem, sociability, risk-taking, perseverance, openness experience, cognitive styles, different learning strategies, and self-rating towards their skills. besides studying the relationship between personality and language learning, several studies have also investigated their behavior and preferences during language learning. introverts naturally benefit more in receptive skills, and extroverts benefit more in speaking skills. however, based on the fact that many contrastive ideas regarding the relationship between personality and language learning and many other aspects that influence their language learning; hence, both personalities have the same chance to improve their language skills as long as they can conquer their shortcomings. moreover, learning students’ personalities brings many benefits, leading to better teaching and saarah nabiilah octaviani, jumariati, eka elyani puteri, nasrullah learners’ personalities and language learning: a literature review 230 learning activities. conclusion this study found many contrastive ideas between students' personalities and learning achievement. based on their nature, introverts benefit more in receptive skills and lack in speaking skills. on the other hand, extroverts are the opposite. however, both personalities, either introverts or extroverts, have the same chance to achieve learning’s achievement and improve their language skill despite their nature. additionally, many other aspects may influence the different achievements between these two personalities, e.g., strong motivation, a positive attitude, acculturation, high self-esteem, sociability, risk-taking, perseverance, openness experience, cognitive styles, different learning strategies, and self-rating towards their skills. furthermore, learning students’ personalities may benefit teachers and the students themselves. the benefits are 1) teachers can implement effective strategies, establish a cooperative environment, and design different pedagogical approaches and strategies for different personalities, 2) students will be encouraged to study precisely and empirically and pay more attention to their cognitive styles and personality types, 3) and lastly, personalities could improve online learning effectiveness. the shortcoming of this study is that the study topic is too broad; therefore, it is suggested that the next researcher study a more specific topic to dig deeper into a more specific case. the researcher recommends researching the correlation between the aspects mentioned above, the learner’s personality, and their language learning. language learning can also be specified into one of the four language skills. references aini, n., amalia, f., & ningrum, a. 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405 an analysis of directive acts found in “the princess switch” cindy erika damanik1, ambalegin ambalegin2 pb191210023@upbatam.ac.id 1 ambalegin@puterabatam.ac.id2 12universitas putera batam, indonesia received: 2023-05-10 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.3718 abstract the aim of this descriptive qualitative research was to examine the various types of directive uttered by the characters in the princess switch movie. the data were collected from the characters' utterances of directive acts in the movie. the theory proposed searle (1979) was used to analyze the types of directive acts. the observational method and nonparticipatory technique were employed to obtain the data. in addition, the data were evaluated using the pragmatic identity method and pragmatic competencein equalizing technique. the results demonstrated that the characters in the princess switch movie delivered 20 utterances of directive acts. there were 9 data displayed asking, 3 data displayed requesting, 1 data displayed inviting, 3 data displayed advising, 3 data displayed permitting, and 1 data displayed commanding. the asking type of directive acts was the most common type as the characters in the princess switch regularly asking each other questions keywords: directive acts; pragmatics; speech acts introduction regarding the use of language, the phenomenon can be found on social media such as whatsapp, youtube, facebook, instagram and so on. this research took the phenomenon from youtube channel of “the tonight show starring jimmy fallon”. the directive illocutionary acts uttered at the video entitled "dua lipa’s full tonight show interview and 80-year-old fan surprise”. it was published on april 13th, 2022. jimmy hosted the show, and dua lipa featured as a guest star. it was the phenomenon of directive acts found on the interview as follows. jimmy (s) : “now i’m doing this every show, so get ready. could you show me the move?” dua lipa (h) : “i’ll do it with you.” dua lipa is a famous english singer and song writer. dua lipa, a guest, had the opportunity to attend an interview by jimmy. the utterance was said by jimmy as the speaker and dua lipa as the hearer in 00:06:56 – 00:07:03 minutes. the utterance was performed when the speaker attempted to make a request with the hearer, who stated that online intimidation caused her a great deal of grief. however, the hearer learned from it, and the hearer began to sing “don't start now” along http://u.lipi.go.id/1457703302 mailto:pb191210023@upbatam.ac.idm mailto:ambalegin@puterabatam.ac.id cindy erika damani & ambalegin an analysis of directive acts found in “ the princess switch” 396 with her dancing. furthermore, the speaker uttered a request to the hearer to show that dance. the hearer did the action as the speaker’s utterance. nevertheless, since it is a request, the action can be refused. searle and vanderveken (1985) stated that the type of request can be accepted or refused by the hearer. the researchers took a phenomena of directive speech act in “the princess switch” movie. this movie is an american romantic comedy. the movie directed by mike rohl, and released on november 16th, 2018. in this study, the researchers took the utterance of a baker named stacy from chicago. the movie portrays stacy as a baker from chicago, who met accidently with the royal princess named margaret. surprisingly, stacy has the similar face as the royal princess. the utterance of stacy will be stated below. stacy (s) : “who are you?” margaret (h) : “lady margaret delacourt, duchess of montenaro.” the conversation above featured stacy as the speaker and margaret as the hearer. the utterance was produced by in 00:10:28 – 00:10:31 minutes. the conversation happened in a prestigious cooking competition in the kingdom of belgravia. stacy (the speaker) coincidently met margaret (the hearer). both the speaker and hearer were surprised when they noticed how similar their looks were. then, the speaker asked a question to the hearer in . thus, the type of directive act in utterance above is asking. ask question means asking the hearer to perform a speech act based on the content of the question (searle & vanderveken, 1985). the researchers observed two previous study to support this research. first, virginia and ambalegin (2021) aimed at investigating the types of directive acts in “i care a lot” movie. the data was collected from the movie’s main character. the reason of this research was interested to be discussed, because this research applied the theory proposed by searle (1979). the type of asking was frequently produced by the main character. this research was found several types of directive acts namely asking, permitting, ordering, requesting, advising, and inviting were produced in the movie. the next is della and sembiring (2018) aimed at finding out the types of directive acts that used the theory of searle (1979). the research took the data source from the script by casper van dien in “sleeping beauty” movie. regarding the findings, it featured five types of directive including command, permission, request, question, and prohibition. the most commonly used was command type. the previous and current research revealed both similarities and differences. both current and previous research emphasized the same topic and theory. this current research employed the directive acts theory proposed by searle and vanderveken (1985). moreover, the previous and current research used different data source. the data source for this research derived from “the princess switch” movie. as a result, this research aimed at examining the types of directive acts in “the princess switch” movie. directive acts are used to persuade the addressee to do something. according to searle (1979), directive acts are the speaker's implicit meaning. the types of "directive" illocutionary acts are asking, ordering, permitting, advising, requesting, inviting, begging, praying, commanding, and entreating (searle, 1979). 1) asking: asking the question is one of the directive acts types. as claimed by searle & vanderveken (1985), when a question is uttered, the hearer ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 397 performs an action for the speaker, and the speaker determines the form before asking the question. beside, searle (1979) stated that question as a type of directives speech act since the speaker wants to get a response from the hearer. below is an example. “what is it?” (lailiyah, 2015) 2) ordering: searle & vanderveken (1985) stated that ordering does not necessarily have the institutional authority of speaker to persuade a hearer to do something. it implies that everyone can implement the kind of ordering in directive speech acts. the following is the example of ordering. “raya, you have to listen.” (hendar et al., 2021) 3) permitting: this is one of directive acts types that occurs in utterances as grammatical interrogatives that ask permission to do or get something. according to searle & vanderveken (1985), permitting is conveyed by a speaker to give someone permission to perform a specific action. furthermore, the speaker who asks permission expects to be granted permission to carry out the intended action. below is an example of one of the utterances. “can i eat with you?” (widodo, 2019) 4) advising: the directive acts type of giving someone advise on the best course of action is advising. searle & vanderveken (1985) stated that the purpose of advice is to persuade a listener to do a certain action that the speaker presumes the listener would find interesting. the sentence below shows one of the utterances. “i think we should have them just in case. but be careful.” (virginia & ambalegin, 2021) 5) requesting: requesting is might be accepted or refused by the listener searle & vanderveken (1985). furthermore, searle (1979) defined a request as a directive speech act that occurs when the speaker intends the hearer to perform an action and the speaker perceives the hearer is capable of performing it. following is the utterance of requesting. “please make sure they stay out of the kingdom until we return.” (yani & maharani, 2022) 6) inviting: the speaker uses inviting in directive speech acts to persuade the listener to take action. inviting is principally directive (searle & vanderveken, 1985). additionally, searle (1979) determined that inviting is the speaker's intention to persuade the hearer to participate in a certain event or to perform an action. one of the examples is mentioned below. “aurora? come here. sit.” (biatrik et al., 2020) 7) begging: this kind of act is used to beg a decent and respectful request. searle & vanderveken (1985) determined that the verb "beg" has two meanings. firstly, begging is a courteous request. secondly, begging is used to make a modest request of a scrounger, who is perceived to be routinely begging. in both cases, begging is used to convey a deep desire of the speaker to the hearer to do an action. one of the utterances as follow. “wait! please, wait for me.” (suryanti & afriana, 2020) 8) praying: searle & vanderveken (1985) said that praying is implemented to make requests of god or other religious entities. in other words, this type is frequently utilized in situations where a speaker is praying. this type is also cindy erika damani & ambalegin an analysis of directive acts found in “ the princess switch” 398 used to ask for assistance and express gratitude to god. one of the examples is mentioned below. “lord. i pray this child turn out good.” (tesaindra & mualimin, 2017) 9) commanding: its important purpose is to ensure that the hearer follows the instructions. in order to give the instruction, the speaker must have authority over the listener. as defined by searle & vanderveken (1985), commanding is performed by a speaker who has the ability to influence the hearer. furthermore, searle (1979) argued that commanding occurs when the speaker attempts to persuade the listener to do something. following is the utterance of commanding. “put it in the right order, do not step on it or you may broke it!” (suryandani & budasi, 2021) 10) entreating: entreating is an act of asking for a great desire and showing a strong willingness in the respectful manner (searle & vanderveken, 1985). the action taken by the hearer is defined as a strong willingness. below is an example. “linda, call me, i beg of you. i swear i'll never deceive you again. i'll be entirely honest from now on.” (husna, 2019) methods this descriptive qualitative research was undertaken in this research. according to merriam (2016), qualitative research involves a variety of philosophical perspectives and approaches. the qualitative research refers to an anthropology, sociology, journalism, education, social work, medicine, and law. this research employed the observational method provided by sudaryanto (2015) to collect the data. the observational method was used by watching the aftermath movie. additionally, this research used a non-participatory methodology because the researchers were excluded from the data source. the researchers took several steps for collecting data. first, the researchers watched the movie entitled aftermath. second, the researchers re-watched the movie and highlighted the phenomenon. after that, the phenomenon converted into written utterances. next, the data was categorised by the researchers based on the types of directive acts. the data was analysed by using pragmatic identity method proposed by sudaryanto (2015). furthermore, this research used pragmatic competencein equalizing technique by sudaryanto (2015). besides that, this research applied searle's (1979) theory to analyze the types of directive acts. the data analysis process is divided into several steps. first, the researchers determined the context of the collected utterances. second, the researchers examined the various types of directive acts using theory proposed by searle (1979). finally, the result showed the types of directive acts performed by characters in the aftermath movie. results and discussion data 1 stacy (s) : “when is it?” kevin (h) : “we’d leave friday.” (00:02:07 – 00:02:08) the utterance was said by stacy (the speaker) and kevin (the hearer). it ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 399 took place in the cake shop. the conversation performed when the speaker is working at the shop. the hearer and his daughter told the good news to the speaker. after telling the good news, the speaker asked regarding the good news to the hearer when is the international baking competition will be held. accordingly, the type of directive act performed in the above conversation is asking. data 2 margaret (s) : “i know it’s short notice, but would you join me at the palace for a consultation later on today?” stacy (h) : “a consultation? wow! i would be so honored.” (00:11:42 – 00:11:50) the utterance was delivered by lady margaret (the speaker) to invite stacy (the hearer) joining a consultation. both the speaker and the hearer discussed about the wedding cake in the margaret’s house. the speaker invited the hearer to join a consultation because the hearer was a popular baker. hence, the type of directive act uttered in the above conversation is inviting. data 3 kevin (s) : “could you be spontaneous for once in your life?” stacy (h) : “you know i am not good at spontaneous.” the utterance was expressed by kevin (the speaker) to stacy (the hearer) at the cake shop. the speaker asked the hearer to join the bake competition. the hearer seemed not interested in joining as the cake shop could not close suddenly before christmas. the speaker then made a request to the listener to be spontaneous. thus, requesting is the type of directive act said in the conversation above. data 4 stacy (s) : “do i really need to bow or something before i go?” margaret (h) : “it really isn’t necessary.” (00:12:16 – 00:12:19) the utterance was delivered by stacy (the speaker) and margaret (the hearer) in the house of the hearer. the speaker was discussing a plan with the hearer. after discussing, the speaker asked the question to the hearer. it encouraged the speaker to ask about the tradition to do the curtsy. thereby, the utterance above belongs to asking type of directive acts. data 5 stacy (s) : “so, you want me to teach you how to be normal?” margaret (l) : “no. i want to be you. i want to switch places with you.” (00:14:45 – 00:14:52) the utterance was produced by stacy (the speaker) and margaret (the hearer) in the room of the palace. the speaker and hearer were talking about the marriage of the hearer. the speaker asked a question to the hearer. the reason for this is that the speaker intended to help the hearer. hence, the utterance above belongs to the asking since it includes a question. data 6 stacy (s) : “is there something i can do for you?” staff (h) : “yes, i just wanted to say i hope you understand that i wish i could rearrange my schedule. i hate to leave at such short notice.” (00:26:45 – cindy erika damani & ambalegin an analysis of directive acts found in “ the princess switch” 400 00:26:54) the utterance was delivered by stacy (the speaker) around of the door of margaret’s room. stacy had switched roles to margaret according to the agreement they made. the hearer came looking for margaret. then, the speaker asked a question with the intention of asking if there is anything the speaker can help with. thereby, the utterance above belongs to asking type of directive act. data 7 edward (s) : “i thought a nice ride through the countryside would be a fun surprise for you this morning.” stacy (h) : “oh! isn’t it too cold to go riding?” (00:30:08 – 00:30:15) the conversation happened when prince edward (the speaker) gave an engagement present. edward did not realize that the hearer is actually stacy disguised as margaret. the speaker declared to grant the surprise for the hearer. the speaker advised that would be a fun surprise. thereby, the utterance above belongs to advising type of directive act. data 8 olivia (s) : “are you feeling okay?” margaret (h) : “super.” (00:32:23 – 00:32:25) the utterance was expressed by olivia (the speaker) to margaret (the hearer) in the house of the speaker. in the conversation above, the speaker did not know that the hearer is actually margaret disguised as a stacy. the speaker asked a question about the feeling of the hearer. this is because the speaker discovered something unusual about the hearer. thereby, the utterance above belongs to asking type of directive act. data 9 ms. donatelli (s) : “may i help you?” mr. de luca (h) : “the prince would like to see the duchess in the potrait library.” (00:40:26 – 00:40:30) the conversation occurred when mr. deluca was spying on stacy in front of margaret's room. then ms. donatelli (the speaker) surprised mr. deluca (the hearer) and asked for permission to help the hearer. the hearer then conveyed his intention to inform something. thereby, the utterance above belongs to permitting type of directive act. data 10 margaret (s) : “christmas should be about love.” kevin (h) : “i’ve never seen you so sentimental.” (00:41:28 – 00:41:31) the conversation occurred while margaret, kevin, and olivia were painting art. the first to show the result of painting was olivia. both speaker and hearer admired olivia's painting. next, kevin (the hearer) showed the painting’s result. olivia and margaret mocked it. furthermore, margaret (the speaker) showed her painting and she advised them about what should christmas be. hence, the utterance above belong to advising type of directive act. data 11 edward (s) : “speaking of fabulous ideas, they’ll be expecting us to have us the first dance.” stacy (h) : “oh, dear! i’m not very good at dancing.” edward (s) : “well, you know what they say. practice makes perfect.” ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 401 (00:51:56 – 00:52:09) the conversation happened when stacy was sitting in the gazebo. edward (the speaker) came to stacy (the hearer) because speaker had an interesting idea. the speaker invited the hearer to dance for the first time. it turned out that the hearer was not very good at that, so the speaker advised the hearer that practice would make perfect. hence, the utterance above belongs to the advising type of directive act. data 12 margaret (s) : “well, keep calm and carry on.” stacy (h) : “you too.” (00:54:11 – 00:54:14) the conversation occurred when both the speaker and hearer talked on the phone. margaret (the speaker) admired kevin. meanwhile, stacy (the hearer) admired edward. when both margaret and stacy had conversation, they still switched places that margaret became stacy and stacy became margaret. the speaker then gave a command to the hearer to continue their plan. thus, the utterance above belongs to the commanding type of directive act. data 13 olivia (s) : “can i get the candy cane?” kevin (h) : “yeah. there you go. knock yourself out.” (00:59:18 – 00:59:21) the conversation occurred when olivia, kevin, and margaret were walking on the road. olivia as the speaker looked at something interesting. then the speaker asked permission to get that something interesting. then, kevin as the hearer allowed the speaker. thus, the utterance above belongs to the permitting type of directive act. data 14 adam (s) : “excuse me. are you stacy de novo?” margaret (h) : “yes. yes, i am.” (00:59:44 – 00:59:48) the conversation happened when kevin, and margaret were walking on the road. margaret had switched roles to stacy. kevin didn't know that the current person who looked like stacy was actually margaret. a reporter from the food insider magazine named adam delaney came up to them. adam as a speaker asked a question to margaret the hearer. and the hearer answered that she was stacy de novo. accordingly, the utterance above belongs to the asking type of directive act. data 15 olivia (s) : “can stacy tuck me in?” kevin (h) : “sure.” (01:08:05 – 01:08:07) the utterance was delivered when both speaker and hearer were in the kevin’s house. olivia (the speaker) asked to hang out with kevin and stacy. kevin refused olivia and asked her to go to bed. then, the speaker asked for permission to the hearer. therefore, the utterance above belongs to the permitting type of directive act. data 16 kevin (s) : “what do you think?” margaret (h) : “it’s the most beautiful gift i’ve ever received. thank you so much.” (01:14:04 – 01:14:13) cindy erika damani & ambalegin an analysis of directive acts found in “ the princess switch” 402 the utterance was delivered when kevin (the speaker) gave a present to margaret (the hearer). the present given was a necklace with a pendant containing a photo. then, the speaker asked a question what the hearer thought about the necklace. thus, the utterance above belongs to asking type of directive act. data 17 margaret (s) : “can we just pretend this never happened?” kevin (h) : “why?” margaret (s) : “please, you just have to trust me on this.” (01:15:08 – 01:15:22) the utterance was delivered after margaret (the speaker) and kevin (the hearer) kissed in the kevin's house. kevin expressed feelings to margaret by kissing her. margaret realized that this shouldn't have happened. after that, margaret requested kevin to pretend it never happened. the reason is because it was margaret's last day to switch place as stacy. thus, the utterance above belongs to request type of directive act. data 18 margaret : “so, what do we do?” stacy : “nothing. you go back to being the duchess, and i hop on a plane back to chicago as soon as the competition’s over.” (01:17:23 – 01:17:31) the utterance was delivered when the time to switch places between margaret (the speaker) and stacy (the hearer) was over. margaret came from chicago to the place she supposed to be. then, margaret asked a question to stacy about the next plan. hence, the utterance above belongs to asking the type of directive act. data 19 olivia (s) : “is it really you?” stacy (h) : “it’s really me.” (01:18:31 – 01:18:35) the conversation occurred when olivia (the speaker) came to the kitchen and saw stacy (the hearer) was cooking. the speaker wondered whether the figure she saw was a real stacy. then, olivia openly asked the question in order to know it was stacy or margaret. thereby, the utterance above belongs to asking type of directive act. data 20 kevin (s) : “can someone please explain what’s going on?” margaret (h) : “this is my fault.” (01:28:54 – 01:28:57) the conversation occurred after kevin and stacy were announced as the winner of the baking competition. because queen caroline was unable to present the award ceremony, the duchess margaret of montenaro and the prince edward of belgravia came into the competition. kevin (the speaker) was very surprised how stacy could look so similar to margaret (the hearer). then, kevin made a request to someone to tell him what was going on. thereby, the utterance above belongs to the requesting type of directive act. table 1. the types of directive acts performed by the characters in the princess switch movie ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 403 asking “when is it?” “do i really need to bow or something before i go?” “you want me to teach you how to be normal?” “is there something i can do for you?” “are you feeling okay?” “are you stacy de novo?? “what do you think??” “what do we do?” “is it really you?” 9 requesting “could you be spontaneous for once in your life?” “can we just pretend this never happened?” “can someone please explain what’s going on?” 3 inviting “would you join me at the palace for a consultation later on today?” 1 advising “i thought a nice ride through the countryside would be a fun surprise for you this morning.” “christmas should be about love.” “practice makes perfect.” 3 permitting “may i help you?” “can i get the candy cane?” “can stacy tuck me in?” 3 commanding “keep calm and carry on.” 1 total 20 cindy erika damani & ambalegin an analysis of directive acts found in “ the princess switch” 404 conclusion directive acts are used to persuade the addressee to do something. to put it another way, a speaker performs directive acts in response to a precise intention that must be carried out. as stated by searle (1979), directive acts refer to the speaker's implicit meaning. in this research, the characters in the princess switch expressed several types of directive acts, namely asking, ordering, advising, permitting, commanding, and requesting. the researcher found the most frequently type expressed by characters was asking. the reason for this is that the characters asked a lot of questions. if the speaker wants the hearer to perform action as persuaded, it is difficult to avoid conveying directive acts. hence, directive acts are particularly important since it is always said by a speaker who intends a hearer to perform action. references biatrik, d., natsir, m., & kuncara, s. d. (2020). the functions of directive speech acts of maleficent character in maleficent movie. jurnal bahasa, sastra, seni, dan budaya, 4(3), 460–475. https://journals.unmul.ac.id/index.php/jbssb/article/view/2869 della, f., & sembiring, b. (2018). an analysis of directive speech acts by searle theory in “sleeping beauty” movie script. journal of english education and teaching, 2(1), 22–27. https://doi.org/10.33369/jeet.2.1.22-27 hendar, ashila, j., natalia, c., raudhatunnisa, a., nurastuti, w., & gumilar, m. g. n. r. (2021). pragmatics analysis on the classification and types of directive speech acts in raya and the last dragon movie. 11(3), 1466–1477. https://doi.org/10.48047/rigeo.11.3.139 husna, h. (2019). courtesy strategy used in directive speech of the characters on the english teacher movie by craig zisk. lailiyah, s. (2015). directive speech act of the main characters in divergent movie. lecturer of abdurachman saleh university, 5(1), 59–76. https://jurnal.unars.ac.id/artikel/2016-02-48-77-05.pdf merriam, s. b., & tisdell, e. j. (2016). qualitative research: a guide to design and implementation (4th ed.). san francisco, ca: jossey bass. saurer, w. (1989). foundations of illocutionary logic. international studies in philosophy, 21(3), 148–149. https://doi.org/10.5840/intstudphil198921355 searle, j. r (1979). expression and meaning: studies in the theory of speech acts. new york: cambridge university press. searle, j.r., & vanderveken, d. (1985). foundations of illocutionary logic. new york: cambridge university press. sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: sanata dharma university press. suryandani, p. d., & budasi, i. g. (2021). an analysis of directive speech acts produced by teachers in efl classroom. journal of english language and culture, 12(1), 36–45. https://doi.org/10.30813/jelc.v12i1.2823 suryanti, & afriana. (2020). an analysis of directive speech acts in “cinderella” movie. scientia journal : jurnal ilmiah mahasiswa, 2(1). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 405 https://ejournal.upbatam.ac.id/index.php/scientia_journal/article/view/2 004 tesaindra, m. s., & mualimin, m. (2017). the directive illocutionary acts in the help movie. lantern (journal on english language, culture and literature), 6(2). https://ejournal3.undip.ac.id/index.php/engliterature/article/view/16231 virginia, f., & ambalegin, a. (2021). directive acts uttered by main character in i care a lot movie. journal of applied studies in language, 5(2), 237–244. https://doi.org/10.31940/jasl.v5i2.237-244 widodo, a. t. (2019). directive speech acts found in “13 reasons why” serial movie. 1–19. http://digilib.uinsby.ac.id/29421/ yani, n. k. w., & maharani, p. d. (2022). analysis of command, order and request directive speech act found in frozen 2 movie. journal of language and applied linguistics, 3(1), 31–41. https://doi.org/10.22334/traverse.v3i1.53 https://ejournal3.undip.ac.id/index.php/engliterature/article/view/16231 774 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 774 790 exploring teachers' perceptions of the relevance of african languages in the digital space calsile khumalo1, maglin moodley 2 cali.makhele@gmail.com maglinm@uj.ac.za the aurum institute implementation research department johannesburg, south africa1 faculty of education, university of johannesburg, johannesburg, south africa received: 2023-04-11 accepted: 2023-08-01 doi: 10.24256/ideas.v11i1.3688 abstract digital learning is the future of education within the african context, and thus it is important to provide equitable access to educational content for all african language speaking students. by so doing, the quality of education and the relevance of african languages will be enhanced. this study aimed to explore the perceptions of teachers towards the relevance of african languages in the digital space. the study adopted a mixed methods technique and chose a sample of 10 language teachers from four high schools for the online survey and semi-structured interviews. the online survey data was analysed using descriptive statistics, whilst the interview data was analysed using thematic analysis. the study’s key findings showed that while the teachers were happy to see african languages being used on a digital platform, they advocated further for the empowering of african languages. however, there was a sentiment amongst majority of participating teachers that while african languages are important, they are however not relevant in the 21st century and that their integration onto digital platforms might be niceto-have, but in the larger scope of things they will not prepare students for the 21st century. the findings were explained against the theory of colonial mentality. key words: african languages, 21st-century status, digital learning. introduction the study aimed to investigate the perceptions of teachers towards the relevance of african languages in the digital space. the research was conducted in the context of a growing interest in using african languages in digital media and education. this study sheds light on the complexities surrounding the use of african languages in the digital age and highlights the need for further research and development in this area. background ocheni and nwankwo (2012) define colonialism as the physical dominance of a country, where power and control reside with a foreign power. its goal was to exploit the resources http://u.lipi.go.id/1457703302 mailto:cali.makhele@gmail.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 775 of the colonized country. mcphail (2014) identifies three key drivers of colonialism: control of land and resources, the market for products, and emotional and mental domination. while the first two drivers may eventually be addressed, the third driver's damage has long-term effects that are not easy to fix. oliver and oliver (2017) argue that the success of colonization did not solely depend on the exploitation of physical resources, but also on the exploitation and eventual domination of the human spirit, which involved the domination of culture and language. culture and language play significant roles in african society, with undeniable impacts on the economy and education, particularly the issues faced by african education (chukwuere, 2017). it is widely believed that african languages lack the intellectual capacity to be used in technical and specialized fields of study, which is a result of the negative perception created by the process of colonization (maseko et al., 2010). the introduction of ict was viewed as a crucial player in the education sector, providing students and teachers with access to information and resources that were previously inaccessible (sithole & yola, 2020). it promised improved educational standards and the narrowing of the digital divide between urban and rural areas. sithole and yola (2020) argue that access to ict should be viewed as a fundamental human right. nevertheless, the south african education system still faces inequality in the 21st century, which is a legacy of colonialism and apartheid-era policies, with language being at the center of these challenges (muswede, 2017). poor resources continue to be a challenge for most schools in townships and rural areas despite the introduction of icts (international centre for educational research and innovation [iceri], (wijaya,2019). most learners in these areas are from disadvantaged backgrounds, which exacerbates the unfortunate state of education in these regions. however, digital and mobile technologies present an opportunity to improve the effectiveness and quality of education in south africa (sithole & yola, 2020). according to bamgbose (2011) and prah (2018) indigenous languages need to be included in the digital space, as it will provide users with new resources and improve the status and standing of these languages. even though some african languages have a presence on the internet, there is minimal content in these languages (world bank group, 2021). therefore, it is essential to translate digital resources and materials into african languages to enable their development and expansion (wierenga & carstens, 2021). south africa has over 10 official languages, which presents a hurdle in terms of language representation in official settings and online digital platforms (wierenga & carstens, 2021). despite efforts to modernize and include african languages in the 21st-century mainstream, many first-language african speakers consider it counterproductive (prah, 2018). nonetheless, a government effort to empower all languages, including african languages, is necessary, though it may be expensive and labour-intensive (yaman, 2015). english dominates across all sectors, especially in technology, leading many non-english speakers to view it as the key to success. yaman (2015) noted that without english, digital opportunities are limited, so learning the language is necessary to benefit from the internet. however, this situation stems from colonial mentality, where the ex-colonised society places high value on english as the dominant language (david & okazaki, 2006). decena (2014) and kamwangamalu (2016) supported this, noting that colonised people often perceive their own language and culture as inferior and prefer english or other european languages. despite the increasing importance of african languages in the digital age, there is a lack of understanding about how teachers perceive the relevance and importance of these languages in their classrooms and curriculum development. this research aims to explore teachers' perceptions of the relevance of african languages in the digital age and is guided by the research question is: what are teachers' perceptions of the relevance and importance calsile khumalo1, maglin moodley 2 exploring teachers' perceptions of the relevance of african languages in the digital space 776 of african languages in the digital age? review of literature a literature review's goal is to identify, evaluate, and summarize existing research on a specific topic. this articles review is a critical summary and analysis of existing research pertinent to this topic, the review was guided by a set of eight themes or aspects that contribute to the study. african languages continue to play an important role in the cultural, social, and economic development of the continent in the 21st century. however, many african languages face threats to their survival and ultimate use. one of the most significant challenges is the continued supremacy of colonial languages such as english and french as primary languages of education, business, and government. african languages in the 21st century indigenous african languages refer to the diverse set of languages spoken by africa's indigenous peoples. ne mec ek (2010), noted that african languages are experiencing a decline in its use and status. this condition was highlighted by buzasi (2012) and chukwuere (2017), who argue that the key reason behind the declining use and status of indigenous african languages can be greatly attributed to the lasting effects of colonisation. many academics and linguists, however, argue that the decline in use and status of african languages cannot be blamed solely on colonisation, but that the inattention of africans themselves has also played a role (gudhlanga & makaudze, 2012). furthermore, (kaleimamoowahinekapu galla, 2018), pointed out that deficient or the lack of language policies and their inefficient implementation plays a role in the continued decline of the use and status of african languages. as such, african languages need to become globally relevant so that it can be used in specialist domains and subjects and not just for social and cultural gatherings (kaschula & maseko, 2014). this notion of specialist domain use of african languages was also proposed by bamgbose (2011, p. 3), who stated that a common feature of a weakening language is when indigenous speakers “no longer see any meaningful purpose of the language in the community”. as such, it becomes imperative that african languages develop and possess the capacity and ability to be used effectively in specialist domains like law, science, education, medicine, business, and ict, which will allow for the elevation of the status of african languages in the 21st century. dominance of the english language lieberman (2003) posits that many believe english is better suited for use in specialized fields due to its developed conventions. ndebele (2014) and rwantabagu (2011) argue that african leaders prioritized the unification of their diverse populations and adopted english or an ex-colonial language as the official language, sidelining indigenous african languages and identity. however, prah (2007) notes that this resulted in the growth and dominance of english at the expense of african languages. african languages are further marginalized in employment and academia in post-1994 south africa (ndebele, 2014). this marginalization negatively affects the status of african languages and the self-esteem of african individuals (gudhlanga and makaudze, 2012; ndimande-hlongwa and ndebele, 2017). thus, african languages must be promoted and modernized to ensure equal access to opportunities and resources in fields such as law, science, business, and ict (phaahla, 2014; zeleza, 2006). status of african languages the impact of colonization on african language and culture has been enduring (bamgbose, 2011). only 10 out of 54 african countries recognize african languages as official, while 13 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 777 use arabic and 49 ex-colonial languages (ebatamehi, 2020). despite some african countries attempting to promote indigenous languages after gaining independence, ex-colonial languages remain prominent (wanjiru, 2020). in south africa, english, a non-indigenous language, is given higher status and dominance over the nine indigenous african languages (alexander, 1999). as a result, african languages are viewed as inferior, particularly by nonafricans, perpetuating their low status in the country (ndimande-hlongwa & ndebele, 2017). modernization of african languages the modernization of language is a term used to refer to the progressive development of a language to remain up to date and reflective of current global trends (bodo , fazakas, & heltai, 2017). however, nu rnberger (2012), noted that achieving language modernity is much easier for dominant languages as compared to indigenous languages, as a result dominant languages such as english can produce/ create new and appropriate terms and concepts much easier and quicker. as a result, indigenous languages are forced either directly or indirectly to conform to and accept the information and solutions produced using a dominant language. african languages in the digital age the benefits that technology has for the developing world cannot be underestimated, according to etoundi et al., (2016), access to ict must be prioritised so that these benefits are enjoyed by all. attempts to address the issue of access has largely been successful in the last two decades, according to venkatesh and sykes (2013), there has been an increase in access to physical ict resources and end-user skills training. however, omojola (2009) and osborn and osborn (2010) noted that even with the issue of physical access and connectivity being addressed, the access that is granted in contexts like africa is largely problematic in that large segments of africa’s population are not english speaking, yet most ict platforms and resources are developed in languages alien to the african population. the inclusion of african language in ict platforms and resources will greatly address the new divide (chukwuere, 2017), and , literature maintains that modernisation of african languages is not a new concept and that african languages have always undergone the process of modernisation, and as such, indigenous african languages can intellectualise and modernise, become relevant, and be used in specialist fields and ict in the 21st century (prah, 2007 & zeleza, 2006). theoretical framework theory of colonial mentality. the theoretical framework adopted is the theory of colonial mentality. this theory was developed by ashis nandy, who argued that the effects of colonialism still influence the minds of former colonized people, and often they internalize the values, beliefs, and ways of thinking of their former colonizers, leading to a mentality of inferiority and powerlessness. decena (2014, p. 2), further noted that colonial mentality is ‘the perception of ethnic and cultural inferiority and a form of internalised racial oppression’, held by individuals who were colonised. decena (2014), further goes on to identify six key manifestations germane to the theory of colonial mentality. these manifestations include language and cultural inferiority, cultural shame, within group discrimination, physical traits, unintellectual language, and colonial debt. within the context of this study, the aim of which was to identify perceptions teachers towards the relevance and importance of african languages in the digital age, the findings that manifested from this study were aligned and explained where applicable against the six manifestations of colonial mentality. research design calsile khumalo1, maglin moodley 2 exploring teachers' perceptions of the relevance of african languages in the digital space 778 method this study employed a mixed method research approach that utilized a case study design to understand the perceptions of teachers towards the relevance of african languages in digital age. a case study is a research method that involves in-depth analysis of a specific individual, group, in this case teachers. it is often used to explore complex social phenomena and to gain a deeper understanding of a particular phenomenon (shorten & smith, 2017). in the context of this study, to secure a deep and thick understanding of the perceptions of african first language speaking teachers towards the relevance of african languages in the digital age, required a research method that would allow for the voice of the teacher to come through loud and clear in a natural environment, hence a case study approach was the best suited. participants: a total of 10 participants were selected using purposive sampling. inclusion criteria were that teachers had to be teaching a language at high school and had to have access to and been using any digital device for at least six years. furthermore, the final criteria, was that the teachers had to be at least bilingual (any african language and english). each participant completed a consent form, and their anonymity was assured prior to the start of the study. data collection methods: data collection instruments refer to the tools or methods used to gather information for research or evaluation (glasow, 2005). these can include surveys, interviews, focus groups, observation, and document analysis. it is important that the research questions and population are considered when deciding on the appropriate data collection instrument (creswell, 2015). a combination of methods may be used to triangulate data and increase the validity of the findings. to ensure the richness and depth of the data, the study used a combination of an online survey and semi-structured interviews. the online survey was structured, with pre-determined questions and some open-ended question, whilst the semistructured interview instrument had a set of predetermined questions to guide the conversation, using the semi-structured interview allowed for a more in-depth exploration of the teachers’ experiences and perceptions (creswell, 2015). as the data collection process took place during the pandemic, school visits were restricted and as such the online survey was conducted using google forms and the semi-structured interviews were conducted using the zoom platform, which lasted a maximum of 30 minutes. data analysis: the two methods of data collection used in this study guided the data analysis process. the online survey responses were analysed using simple descriptive statistics. descriptive statistics is a branch of statistics that deals with the description and summarization of data. it involves the use of quantitative methods to describe, explore, and understand the characteristics of a dataset (conner & johnson (2017) in the context of this study, the data that was collected using google form was then analysed and visualized with google form’s built-in tools. the data collected from the interviews conducted through zoom was transcribed and then analysed using braun and clarkes six steps of thematic analysis. a key advantage of using braun and clarkes model is its flexibility, and the ability to adapt the analysis process to suit the specific research question, data, and context. furthermore, this method greatly assisted in drawing attention to an individual’s biases and assumptions. after processing the data through this model, four themes emerged, these include african languages in a globalised world, african language as a language of teaching and learning, african languages in the digital space, and benefits of ict use in education. ethical considerations: in any research it is important to consider all ethical considerations and to take steps to ensure that the rights and welfare of research participants are protected throughout the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 779 research process. in this study each participant completed an informed consent, which informed them about the nature and purpose of the research and provided them with information about the risks and benefits of participating, as well as their right to withdraw from the study at any time. furthermore, the teachers were informed of their right to confidentiality and privacy, and that measures would be taken to protect their identities and personal information using pseudonyms. ethics clearance approval was received from the university of johannesburg. finding and discussion findings this article presents the results of a study that aimed to explore the perception of high school teachers in south africa and how they perceived the relevance of african languages in a globalised world within the digital space. the findings will be presented in two sections, the first section will present the findings from the quantitative data and the second will present the findings from the qualitative data. the discussion section will be presented within the framework of the themes and will draws a synergy between the findings and the various sources of literature reviewed. section a: quantitative phase the data derived for this section was generated from the online google form platform, the findings in this section will be presented in the form of descriptive statistics and supported by graphical representation. the quantitative phase is presented in two phases, the first phase looks at five demographic data aspects, whilst the second focuses on the broad question of teacher perceptions towards the relevance of african languages in the 21st century. 1. demographics sex figure 1: gender distribution of respondents in this study, 64% of the participants were female and 36% were male (figure 1). age calsile khumalo1, maglin moodley 2 exploring teachers' perceptions of the relevance of african languages in the digital space 780 figure 2: respondents’ ages in years the age breakdown of the participants as shown in figure 2 reflects that 55% participants were between the ages of 36 and 45 years, whilst the 9% of respondents were between 56 and 65 years. teaching experience with regards to the teaching experience as shown in figure 3, 46% of the participating teachers had between 5–10 years of teaching experience, while 27% had more than 20 years teaching experience, 18% had between 15–20 years of experience and 9% had less than five years teaching experience. figure.3: respondents’ teaching experience in years home language figure 4: respondents’ home languages ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 781 there was a fair representation of african languages among the respondents, as presented in figure 4. most respondents spoke isindebele at 27%, with 18% of the teachers speaking isizulu and sepedi. level of computer literacy figure.5: respondents’ level of computer literacy figure 5 reflects the level of computer literacy amongst the teachers, all the teachers indicated some level of computer knowledge, with 64% who rated themselves as good, while 27% said they are experts, and 9%believed their computer knowledge was fair. 2. teachers’ perception of the relevance of african languages in the 21st century in this section, the participating teachers were presented with four statements that were related to the relevance of african languages in the 21st century. they were then provided with a three-level likert response scale as reflected in table 1. table 1: teachers’ perception of the relevance of african languages in the 21st century statement agree neutral disagree 1 african languages don’t contribute to 21st-century education. 27% 9% 64% 2 english is an international language; therefore, students don’t need to learn their african languages. 9% 9% 82% 3 online learning platforms will modernise the learning of african languages. 82% 9% 9% 4 teaching languages online will increase the status of languages worldwide in the 21st century. 100% 0 0 statement 1: this statement was phrased in the negative and attempted to understand how the participating teachers perceived the contribution of african languages to education the 21st century. in response, 64% of teachers disagreed with the statement and believed african languages do have a role to play in education in the 21st century. statement 2: this statement essentially highlighted english as the dominant language and calsile khumalo1, maglin moodley 2 exploring teachers' perceptions of the relevance of african languages in the digital space 782 that learning an african language was not essential. in response, 82% of the teachers disagreed with the statement, while 9% agreed. once again highlighting the fact that the teachers see the relevance of african languages. statement 3: the purpose behind this statement was to understand how teachers viewed the inclusion of african languages onto digital platforms, in response to this statement, 82% of the teachers agreed that by including african languages onto online platforms, would greatly assist in modernising african languages. statement 4: this statement was to determine how the teachers perceived the status of languages worldwide in the 21st century and whether digital platforms had a role to play. the response to this statement was a 100% agreement, the teacher participants agreed that using a language in the digital space, would increase the status of the language. section b: qualitative phase this section of the findings will be presented against the four constructs that framed the interview instrument. construct a: teacher’s reasons for the inclusion of african languages on digital platforms according to osborn and osborn (2010)), the user of a language is the best advocate for the survival of a language. from the interview data, it was found that majority of the teachers supported the inclusion of african languages in the digital space, however their reasons differed. according to teacher 1, “in the 21st century, african languages play an important role, a vital role because it is about self-identity”, the concept of african identity and culture was also put forward by teacher 5, who noted that by including african languages in the digital space, “ accommodates, um, a diversity, different cultural diversity.” furthermore teacher 6 also highlighted that including african languages would bring “some dignity to the african languages, some dignity to the african culture”. teacher 2, came in more from a pedagogic perspective, and stated that african-speaking students should be given the opportunity to be exposed to digital platforms as, “it can make the learning easy, and the teaching will be easy”. this view was further expanded on by teacher 3, who justified the use of african languages in the 21st century, by comparing south africa to china, and supported this argument by stating that “they use their language but are the best in the world”, teacher 4, on the other hand looked at the inclusion of african languages for the future and used the context of the covid-19 pandemic, and noted that, “covid taught us a lot of lessons. you know, for instance, we should always be prepared when, something that stops us from having face to face learning.” so, while the teachers all agreed on the inclusion of african languages in the digital space, we see that the reasons differed greatly. construct b: teachers challenges using digital learning platforms. in the second construct, the focus was to look at the challenges teachers face when using digital learning platforms in the course of their work. the introduction and use of technology in south african schools was and is still influenced by elements of the digital divide, which range from lack of skills to lack of access to digital resources (rwantabagu, 2011). the study findings showed that majority identified the skills gap of teachers and lack of ict resources as the key challenges. according to teacher 1, “we cannot implement new teaching strategies because they are not fully equipped with, uh, technical skills.” the issue of the skills gap was also pointed out by teacher 3, who identified lack of skills as the key challenge, “another thing is that teachers are lacking with the technical knowhow.” teacher 4 made an interesting argument and stated that “most of the teachers in the system at the present moment were trained in the absence of digital technology,” hence implying the need for in-service training. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 783 according to seti et al. (2015), the digital divide is more than the issues of lack of skills and access, but ancillary factors such as culture and language can also widen the digital divide. the emergence of this argument was supported by additional findings such as teacher 1, who highlighted the social context in which schools and students find themselves and pointed out the “socioeconomic barriers that hinder us from, uh, teaching fully online.” this argument was also elaborated on by teacher 3, who emphasized the role of government to ensure equal access by stating that, “maybe the governments can improve, cellular coverages like the wi-fi.”, this was also highlighted by teacher 6 who also alluded to “lack of data” and “network challenges” as some of the challenges faced when it comes to using digital learning platforms. expanding on other challenges, teacher 1 was the only respondent who spoke to the issue of teachers’ pedagogical skills, and pointed out that, “there might be educators who are tech savvy. but do not necessarily know how to me merge that tech services with their pedagogical knowledge and their content knowledge”. the issue of language extinction according to osborn and osborn, (2010) is a topical issue that has received much attention in mainstream research, however limited attention has been given to the presence of african or other indigenous languages in the digital space. a few teachers brought up the issue of language, especially the fact that they as african language speakers, must contend with digital resources in a foreign language (english). this argument is evidenced when teacher 4 states that, “technology is, um, structured, you find that, um, most of, uh, the tools that are used in, learning are, are presented in english”, and goes on further to state that, “we want to teach african children in african languages”. this is further supported by teacher 5, who claimed that “if the digital learning is done, using african language to make it easier for learners to learn some concepts”. however, teacher 4 also reiterated that the big challenge is the availability of digital content in african languages, “there isn't adequate content that is created in african languages for, um, for, for children to be able to learn.” construct c: perceptions towards the use of english on digital platforms various bodies of research have shown that english remains the dominant language in the digital space and that african languages is greatly underrepresented (venkatesh and sykes (2013)). this concern was noted by teacher 1 who stated her concern with english being the only language used in the digital space, “i don't appreciate the fact that, uh, we are only catering for one language”, and goes on further to justify the inclusion of african language in the digital space, “by changing the language to the person's native language, you are simplifying the concepts or boiling them down to anything simpler.” the dominance of english was highlighted by a few of the teachers, the response from teacher 1, further highlighted the extent of the problem, in that english is still dominant in the south african education system, because “most of our teachers learned their pedagogy their way of teaching their content knowledge in english.”, implying that the more experienced teachers will sway towards using english. a further perception of english held by the teachers is that english greatly hinders effective teaching and learning, teacher 4, noted, “learners who have english as a second or third or fourth, language, it already, um, creates a barrier between, the content that is presented and the students that are supposed to consume that content.” furthermore teacher 4, also highlighted that the internet is english language friendly, in that “because the internet seems to, um, only speak to english, speaking people, so english understanding people will find it easier to work in”. this point was also expanded on by teacher 2, who stated that digital platforms should “be changed to, african languages because english only is not benefiting them”. this view was also reiterated by teacher 4, who felt that english domination of the digital space is a “disadvantage for learners who do not really understand, the language that the internet is presented in.” calsile khumalo1, maglin moodley 2 exploring teachers' perceptions of the relevance of african languages in the digital space 784 however, the findings also showed a differing set of perceptions with regards to the use of english on digital platforms. according to teacher 5, english is and “international language” and “we are used to using the english, as a medium of instruction”. teacher 6 however looked at the use of english on the digital space as a convenient and common language, in that, “the world is a global village now where people interact with people of different nationalities, and maybe english becomes a common language that people can communicate.” the positives of using english were further supported by teachers 4 and 6, who drew attention to the argument that using english brings “a certain degree of, of comfort” to the teaching, teacher 6 substantiates this by stating that, “a teacher is teaching biology. okay. the teacher can comfortably talk in english.” finally, teacher 4 further claimed that “no language can be used on digital platforms”, hence the belief that african languages lack the intellectual or technical capacity that english has. section d: perception of teachers towards the relevance of african languages in the 21st century according to lusekelo (2018), the world has become more competitive, and as such south africans need to be prepared to compete on the global stage, and with english being the language of international communication, it would stand to reason that many south africans view english as being relevant for communication in the 21st century. the 21st century skill set as alluded to in many educational policies and frameworks, include communication, collaboration, critical thinking, and creativity, of which language forms the foundation. according to teacher 1, if we focus on communication as an example and collaboration, cause to collaborate, you must be able to communicate”, furthermore teacher 1 noted that, “in the 21st century, african languages play an important role, a vital role, because it is about self-identifying.” however, developing and promoting the selfidentity is a problem, what the findings show is that some parents according to teacher 2, “want their, their children to understand english more than their african languages.”, as a result the african student starts to lose their identity, which ultimately impacts the relevance of african languages. according to teacher 2, the inclusion of african languages in education is vital, as it would be of benefit to african students since, “they won't need the expensive education while they can get the same education that they can get in their locations and speak their languages”. furthermore, there is a widely held notion that african languages lack the intellectual capacity to be used in specialist subjects, this was highlighted by teacher 3, who explained that students may not perform well, “not because they're not intelligent, but because it's not explained in their mother tongue that they can understand”, added on teacher 3 also noted that, “students shy away from sciences, coz its difficult, yet they'll be able to do well in those subjects. if they're taught in there, in african languages.” the relevance of african languages depends on its use, teacher 4, provides a great argument, when she states that if, “the bible for instance, that it has been. translated into so many languages,” and everyone reads, so “there's no reason why learning content cannot be translated into so many languages and digital tools.” however, the findings also highlighted differing views with regards to the relevance of african languages in the 21st century. teacher 5 believed african languages have no place in the 21st century, according to teacher 5: “i feel like african languages are not supposed to be done in the 21st century.”. the responses from teacher 5, could have been also construed as very negative, to the extent where she stated categorically, “as much as we are africans, we need to do away with our african language”. teacher 6, on the other hand was not so vociferous, but also felt that the relevance of african languages in the 21st century would be problematic, as “the only problem that may come with it, as i mentioned is that will be confined to a certain geographical area, since there are so many different languages in the different parts of sa.” teacher 6 highlighted the problem of commonality and unity, aspects ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 785 that were used by colonists and the ruling elite to maintain a colonial language as the official language. so, while this study generated some interesting findings, with teachers presenting varying views, a very poignant moment was a closing remark from teacher 6, who essentially tied this argument up into an impactful statement, “we cannot entirely divorce our african language because our art, our life. our creativity. the very rhythm of life will make sense when it is in our, in our african language,” discussion numerous technological advancements have occurred in the digital age, revolutionizing the way we communicate, access and engage with information. with the rapid growth of the internet, the role of language in our online interactions has grown in importance. african languages, in particular, play an important role in ensuring that african communities' voices are heard in the digital space. the research question that based this article was: what are teachers' perceptions of the relevance and importance of african languages in the digital age? the focus was on the importance of african language preservation and promotion in the digital era, as well as their role in ensuring cultural diversity and linguistic inclusivity in the online world. the inclusion of african languages on digital platforms according to osborn and osborn (2010), issues around culture and especially language has greatly influenced the spread of technology. the findings that emerged from this study present varying reasons why teachers would like to see the inclusion of african languages in the digital space. a point that was repeatedly noted was the issue of the african identity, teachers stated that by including african languages in the digital space, the african person would gain a sense of pride and dignity with regards the african language and culture. this view was aligned to ne mec ek (2010), who noted that african languages are experiencing a decline in its use and status furthermore the findings also showed that teachers identified that using technology would make teaching and learning easier, and as such including african languages into the digital space will assist african learners. challenges in using digital learning platforms. as technology continues to advance, a greater number of teachers are engaging with ict to enhance their teaching methods. however, the adoption and use of ict in the classroom is also hampered by challenges. what the findings from this study highlighted, was that many teachers still viewed physical access and skills as key central challenges to technology acceptance. however, seti et al. (2015), argued that the digital divide is not predicated solely by lack of access or skills, but rather through intrinsic factors such as language and culture. english use on digital platforms english is the default language on most digital platforms and software, but its dominance is adversely affecting education in south africa, as noted by ndimande-hlongwa and ndebele (2017) and yu and dumisa (2015). the study found that english serves as a gatekeeper to learning and technology, as african languages are being side-lined in key sectors of the economy and academia (ndebele, 2014). speaking english is seen as a step towards economic prosperity and a higher social status (gudhlanga and makaudze, 2012; phaahla, 2010). while lack of physical access was once attributed to the digital divide, the study found that a small group of teachers believed that technology ideally benefits those who speak english fluently, and that digital platforms and software should accommodate the language of the calsile khumalo1, maglin moodley 2 exploring teachers' perceptions of the relevance of african languages in the digital space 786 target recipients (phaahla, 2014; khan, 2014; bodo , fazakas, and heltai, 2017). some teachers defended the use of english based on the concept of language commonality, viewing it as a unifying force for the country (alexander, 1999; ndebele, 2014; rwantabagu, 2011).however, the study also found that some teachers perceive english as the only intellectual language and that specialist fields like ict can only be successful using english, a view supported by lieberman (2003) and allowing for the sustained growth, adoption, and dominance of english in postcolonial africa (le glise and migge, 2007). relevance of african languages in the 21st century kaschula and maseko (2014), argued that the status of african languages must be raised for it to be modernised so as to be on par with technological advancements, as it was clearly mentioned by a teacher, upskilling is not dependent on english proficiency. nu rnberger (2012), alluded to cultural lag, and cautioned against african language lagging behind advances in technology. this cultural lag is because of the belief that african languages are not intellectual, this view was evident in the findings, where many teachers felt that african languages lack the technical terms and content. this view was noted in the early work of finlayson and madiba, (2002), who argued that the use of the phrase intellectualization of african languages can be controversial, as it could imply that african languages lack the required intelligence of use. another comment that was apparent was teachers views that using multiple african languages in south africa will perpetuate disunity in the country, while english will unite the various groupings in south africa. this argument is what decena (2014), referred to when unpacking the concept of colonial mentality as a feeling of ethnic and cultural inferiority, and that using african languages will create disunity. furthermore, the findings also showed that teachers believed fluency in english would open doors, whilst african languages would hinder a student’s progress in the 21st century. these sentiments are all evidence of the thinking that permeates in the theory of colonial mentality. the modernization of african languages can provide learners with confidence and reassurance that their language and culture is respected and can stand on the global stage. the findings clearly show that while the teachers were happy to see the use of african languages in the digital space, they were however highly sceptical of its relevance in the digital space and in in the 21st century. the multitude of reasons and perceptions apparent in the data can be explained through the theory of colonial mentality. recommendations for future research based on the findings of this study, there are several recommendations for future research that can build on the current research's findings and contribute to a more comprehensive understanding of teachers' perceptions towards the relevance of african languages in the digital space. • explore both teacher and student perceptions of the relevance of african languages in the digital space. • examine the availability and quality of digital tools and resources in african languages. • investigate policy and government initiatives to promote the use of african languages in the digital space. • explore the potential of emerging technologies to promote language diversity and inclusion. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 787 these recommendations can lead to a deeper understanding of the role of african languages in the digital space and promote diversity and inclusion in language representation. overall, these recommendations for future research can contribute to a more comprehensive understanding of the relevance of african languages in the digital space and provide important insights into how digital tools and resources can be leveraged to promote language diversity and inclusion. contribution of the study the topic of exploring teachers' perceptions of the relevance of african languages in the digital space is a highly relevant in the digital age. with the rapid growth of technology, african languages should also be accommodated in the digital space and understanding the perceptions of teachers can provide valuable insight into how this trend can be leveraged to further the development of african languages. the findings from this study would provide important information on how african languages can be used in the digital space and how teachers perceive their relevance, furthermore the findings could inform policy makers on strategies to encourage the use of african languages in digital contexts, while also providing teachers with a better understanding of how they can support the use of african languages in the digital space. moreover, the 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(2009). african studies and universities since independence. transition: an international review,110-135. the particular dialect or language that a person chooses to use on any occasion is called a code 51 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 51 57 investigating the use of first language in english language teaching at secondary school suardi sahid1, riana murianty2 s.sahid@unipa.ac.id1 1, 2faculty of teacher training and education , papua university, west papua received: 2023-04-07 accepted: 2023-04-17 doi: 10.24256/ideas.v11i1.3747 abstract papuan malay is the second language considered by papuans after the regional language and not a few people use papuan malay in various aspects of life, one of which is in the field of education. at present, there are many phenomena of using papuan malay as the language used in mastering english. this study applied a qualitative descriptive method with six english teachers in secondary schools as research subjects. the data collected through classroom observation and depth interviews. the finding obtained that papuan malay is used in presenting instructions, providing motivation and explanations in teaching materials. the finding also revealed that the teacher used the first language to show anger, sadness, and happiness, its use is carried out with the aim of providing a sense of comfort when communicating and interacting properly between the teacher and students. keywords: first language; papuan malay; teaching english introduction the fundamental hassle with instructing english in tribal areas is altering the mindset of conservatives (those who do not experience the want for change). they do no longer recognize that english schooling and getting to know will convey about change; mastering is an alternate in behavior. therefore, many matters rely on mother and father and loved ones to instruct their youthful siblings so that they can additionally be on par with the modern-day world. lack of motivation and pressure stays an important assignment for instructing english. if the instructor can set up an accurate relationship with the students, the job will be easier. studies exhibit that instructor motivation contributes extra to the educating and mastering procedure than trainer competence. one must no longer imply to say that a student from a tribal location is immune to modern-day lifestyles all together; nonetheless, the instructions taught ought to be nearer home. the students take activity in gaining knowledge of english via a give-and-take process, which makes language richer. the english instructor additionally encounters http://u.lipi.go.id/1457703302 mailto:s.sahid@unipa.ac.id1 suardi sahid, riana murianty investigating the use of first language in english language teaching at secondary school 52 issues with the attitude with which the students come for learning. the students accept as true with that, they do no longer comprehend grammar; they cannot learn english by school experience from the former must not forget that anyone who knows grammar in one language also knows it in another as far as substance is concerned. if he cannot then again communicate any other language, or recognize these who communicate it, this is due to the fact of the distinction of phrases and their formations, which is unintentional to grammar. while this data has been discussed more fully in other publications (bonny norton 2011), illustrative examples of studies that investigate how identity categories like race, gender, and sexuality interact with language learning are discussed. common qualitative research methods used in studies of identity and language learning are presented, and we review the research on identity and language teaching in different regions of the world. the close linkage between ethnic identification and language. there is a relation between the use of language and ethnic identity. there is a robust tendency to ascribe many factors of human lifestyle to the impact of the surroundings in which the sharers of that tradition are placed, some even taking the excessive role of lowering virtually all manifestations of human lifestyles and notion to environmental influence. furthermore, the use of tribal language in educating english now not solely to assist the college students effortlessly recognize english phrases however additionally as language maintenance. research related to the use of mother tongue or several previous researchers have carried out first language in foreign language learning: sawaki (2021), (prihapsari 2018), (jannah 2019), (sumarsono 2011), (nurhayat 2011), (khati, 2012), harmer, 2007), (buyukyazi, 2011). (zakaria, 2017), alshehri (2017), ahmad (2018), priyastiti (2021) silvani (2015), hasrina, (2018). sawaki (2021), prihapsari (2018), jannah (2019). their research focus on the use of papuan malay as the first language while the aother researcher focus on the use of first language in teaching english in the classroom. sumarsono (2011) which states that language as part of a social phenomenon that cannot be separated from its users. sociolinguistic studies highlight the overall problem with the social organization of language behavior, including not only language use, but also language attitudes, behavior towards language use. furthermore, nurhayat (2020) finds out that there is a positive perspective in using tribal language in teaching english in the class. the first language is the language that a person acquires naturally from time to time from the environment in which he lives. in other words, the first language is the mother tongue or the language that a person acquires for the first time. in addition (khati, 2012) states that the first language is the language that a person produces since childhood and can be used comfortably in various circumstances. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 53 method this study conducted in smpn 10 manokwari and smp yapis manokwari from january – march 2021. by using qualitative descriptive method. it involved six junior high school english teacher as the participant. classroom observation and depth interview used as the instrument to know the reason and the function of using first language (papuan malay) in teaching english in the classroom. classroom observation was used to see the teacher’s way in using first language (papuan malay) while the depth interviewed was used to find out the teachers perceptions in using first language in teaching english in the classroom. meanwhile, to analyze the data this study used interactive model by miles and hubberman (1984) which covers three steps, namely data reduction, data display and conclusion drawing/verification. results the interview results show that teachers have strong reasons for using papuan language in teaching english. to provide comfort for students to be brave and active in class, the teacher invites students to use the papuan language. 1. the use of papua language in teaching english based on the result of the interview and observation, the data showed the use of papuan language in teaching and learning process in the class for giving instructions or feedback and comments. (see the short statement below from the english teacher 1, 3 ,5 and 6) [interviewer: next, question, what language do you mostly use when giving feedback on your students’ assignment? 1st teacher: when i teach em.. and when i give feedback to my students ; i of course use english but after that i will translate it into indonesian papuan language 2nd teacher: uh..the first i’m uh.. teach them in the-uh.. english language. uh.. next, i teach them to papuan malay, [?= and they are understand what i mean i indonesian language] 3rd teacher: kalau pada saat mengajar mata pelajaran bahasa inggris dan saya gunakan papua malay para murid [?=mungkin lebih senang karena mereka akan paham apa yang saya jelaskan di kelas] [ when i am teaching english i used papua malay. maybe, it is more fun because they ( student) will understand more from my explanation]. from the data above, we can see how the teacher used papuan language to help the students understand more about the point of the lesson and to get the response of the students related to the lessons. see what the first teacher said when i give feedback to my students; i of course use english but after that, i will translate it into indonesian. the word of course shows that the use of first language (papuan language is used more than indonesian in the class. the third teacher also stated that she prefers to use papuan language in teaching english because it is more understanding. besides that, the use from the data above also cam stated that the teacher tried to help the kids to get the point of the lesson so the kids can easily understand and to make the kids feel comfortable and feel happy and fun in learning english as the foreign language. 2. the language most students use when interacting with other students in class. 1st teacher: they interact more using indonesian, especially the papuan malay. suardi sahid, riana murianty investigating the use of first language in english language teaching at secondary school 54 2nd teacher: mereka *roosted sound* lebih sering gunakan bahasa indonesia dan papua malay. [mereka *roosted sound* lebih sering menggunakan bahasa indonesia dan melayu papua.] 3d teacher: yes, almost indonesian language but sometimes i ask them to try to speak english# little 4th teacher: saya lebih sering menggunakan bahasa indonesia. [i mostly use indonesian.] 5th teacher: you could say that standard indonesian was first entered. using indonesian by using the papuan dialect, they had to adjust to the fact that it was true that they at school had to use the standard language. 6th teacher: i use indonesian language when interacting with other students in school. use indonesian, i always use indonesian. the data from the six teachers above showed that most of them used papua malay in teaching english in the class. students' understanding and teacher ability toward english become the consideration why the teacher is more comfortable using papua malay in delivering english in the class. from the six statements above, we can see how the teacher answers the question with the random structure and grammatical english. it means that teacher ability affects students' response toward english in the class. besides the teacher's ability, the adjustment to the student’s ability toward the language is also the reason why the english teacher prefers to use papua malaya in delivering the lesson in the class. 3. the english score of the students who use the first language (papuan malay) is higher in the class. 1st teacher neither do some of my students have their own abilities and it doesn't depend on using a papuan accent ; em.. their score will be higher *ms. alvi laugh* of course not. # 2nd teacher ‘yes of course’ # 3rd teacher tidak juga, [%itu tergantung dari seberapa sering mereka kumpul tugas, kehadiran dan nilai uas, uts mereka] not really, [% it depends on how often they submit assignments, attendance and their uas, uts scores 4th teacher oh, what was that[?] [there are no exceptions, i mean, it does not depend on# the higher language[=]+. yes no exception it is based on their skill[=]. 5th teacher belum pernah mengevaluasi itu sih actually tapi sejauh ini karena # rata-rata yang tinggi memang ... students dari kalangan nusantara ya yang non papua so mosty # nilai yang lebih tinggi adalah penutur bahasa indonesia dibandingkan yang penutur yang bahasa ibunya adalah bahasa papua malay. [ i've never actually assessed it, but so far because the #average is indeed high...students from the archipelago, yes non-papuans, so the most # score higher are speakers of indonesian compared to speakers whose native language is papuan malay]. 6th teacher hmm # ; no because there is an assessment because most javanese students here ## + … ; so i can understand it better in indonesian. the results of interviews with six teachers from various school conditions and students' ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 55 abilities above show that each student's ability, background and environment do not affect student achievement in learning language in class. language diversity is just language and has nothing to do with students' ability to study subjects in class. the transcript below related to text above: 1st teacher: hm.. i think yes, so most of my students prefer it when i teach using indonesian, especially ; papuan malay. 2nd teacher: tidak sering, *roosted sound* karena kalau guru sering menggunakan logat papua atau papua malay di dalam kelas para murid bisa mengikuti untuk pakai bahasa tersebut. [ not often, *roosted sound* because if the teacher often uses papuan or papuan malay accents in class the students can follow along to use that language]. 3rd teacher: itu kembali lagi depend on the student, kalo anak-anaknya ... papua ya # mereka (?) lebih + ## karna disini tuh kalo anak-anak (?) kebanyakan memang anak-anak papua jadi their more comfortable when i transfer the meaning of english using papua malay. [it again depends on the student, for the children... papua huh #they(?) are more + ##because here most of the children(?) are indeed papuan children so they are more comfortable if i transfer the meaning of english using papuan malay] 4th teacher: teaching is generally standard indonesian because most of the children use the papuan language or papuan language. sometimes indonesian will be in indonesian when, for example, during recess, we will use papuan or papuan dialects. 5th teacher: yup. sometimes, the students use papuan malay and i also sometimes use papuan malay when teaching english. in practice, classroom management related to how instructors use class language in the form of guidelines that are easy for students to understand without problems. the function of the classroom language to understand interaction is an integral factor in the implementation of acquiring language knowledge, as a means of verbal exchange so that through language students can take part in type activities, understand what to do, the language spoken by word of mouth. in a way that students with language are able to train speech production, the use of language in the study room will describe the educational conditions and procedures given by the instructor to students, there is still a belief that students at an early school age must learn to pronounce words, phrases or sentences. discussion the teacher really understands the situation of the students, with an environment that predominantly uses only one language and is far from the city so that students' interest in learning english is very low, so that when the teacher uses english in class students look confused, do not want to know, are afraid and sometimes intend study is not optimal. therefore, to give students a sense of comfort and confidence in mastering english, the teacher also uses the papuan language in the teaching and learning process. in addition, the use of the papuan language has come to be one of the habits used in daily life, each with household and with friends, so that the use of the papuan language used as an excuse to make it easier to understand english. teachers at the school revealed that students have been very foreign to english, environmental prerequisites and parental backgrounds influenced students now not to be involved in getting to know foreign languages. suardi sahid, riana murianty investigating the use of first language in english language teaching at secondary school 56 thus, the teacher selected to give an explanation for the material at once the use of the papuan language. it is related to (harmer, 2007) believes that the use of the first language in gaining knowledge of is unavoidable and is a frequent incidence in lecture room interactions. in general, the use of a first language in english lessons is to bridge the hole that happens between college students and instructors all through interactions, for instance a teacher interprets into their first language when they do not recognize the directions given. however, the use of the first language in mastering english should be regarded as nicely as viable so that there are no mistakes in the acquisition of a second language for students. teachers additionally experience that the studying technique will become much less positive when the use of full english in the gaining knowledge of process, so it is indispensable to modify it to the skills of students in the classroom. even although teachers have specific cultural backgrounds, they nonetheless adapt to the dominant language used, particularly papuan malay instead than trendy indonesian. in order to keep away from misunderstandings and use the means of english, teachers and students use the papuan language as an english translator. in the implementation of instructing and gaining knowledge of activities, it is no longer distinct for teachers to immediately translate english into papuan language. this is due to the fact students do not have an english-indonesian dictionary that they can use to seem to be up the means of phrases that are hard to understand. the teacher additionally argues that gestures cannot assist students apprehend phrases or sentences in english. giving examples by means of the use of pronouns or synonyms that the teacher has additionally done, however nevertheless students higher recognize the phrases that the teacher interprets into papuan malay. conclusion the result of the study showed that both teacher and students used first language to show expressions of confusion, sadness, disappointment, and happiness. furthermore, the purpose for the usage of papuan malay in gaining knowledge of english is that they prefer to provide an experience of comfort and convenience when speaking and interacting with each teachers and students. the use of the first language (papua malay) in every session of gaining knowledge of things to do will be complete input for students so that students are acquainted with the expression of the language. classroom management and language use will make teachers extra capable in adjusting the teacher's ability to the student’s ability. the feature of the papuan malay language in the teaching and getting to know process of english is to grant instructions, furnish motivation, and provide an explanation for the lessons and teaching materials. references ahmad. i & radzuan.m.n (2018), the use of first language in the classroom: non-native efl teachers’ beliefs in teaching english to adult learners in bilingual context, arab world english journal (awej) volume 9. number 2. alshehri, e. (2017). using learners’ first language in efl classrooms. iafor journal ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 57 of language learning, 3(1), 20–33. retrieved from https://doi.org/10.22492/ijll.3.1.02 bonny norton (2017). a language teaching , volume 44 , issue 4, pp. 412 – 446 harmer, j. (2007). the practice of english language learning. england: pearson education limited. hasrina, (2018), first language (l1) use in the efl classroom: perceptions of students and teachers, english education journal (eej), 9(3), 406-421 prihapsari (2018).basastra jurnal bahasa, sastra, dan pengajarannya volume 6 nomor 2, oktober, issn 2302-6405 khati, a. r. (2012). when and why of mother tongue use in english classrooms. journal of nelta, 16(1–2), 42–51. https://doi.org/10.3126/nelta.v16i12.6128 nurhayat.h,prihartantidoi:retrieved fromhttps://doi.org/10.26714/lensa.10.1.2020.45-57 miles, m. b., huberman, ;a michael, & saldana, j. (2014). qualitative data analysis: a methods sourcebook (3rd ed.). united state of america: sage publications, inc. miftahul jannah, peggunaan bahasa daerah dalam pembelajaran matematika di kelas 1 mi thoriqul hidayah leong tanjung lombok utara tahun pelajaran 2019/2020. unpublished skripsi. priyastiti (2021), the use of first language in english as foreign language classroom, journal joepallt , vol 9, no 2 sawaki (2021), meneropong tipologi bahasa-bahasa di papua: suatu tinjuan singkat, linguistik indonesia, agustus 2018, 129-143 sumarsono. (2011). sosiolinguistik. yogyakarta: sabda. silvani (2015), the use of first language in the english class: functions and reasons (a case study at smpn 2 cisayong in the academic year of 2015/2016), unpublished article, retrieved from perpustakaan.uns.ac.id zakaria, f. (2017). the role of first language in efl classroom. jurnal ilmiah didaktika, 13(2), 373–383. retrieved from https://doi.org/10.22373/jid.v13i2.484 https://doi.org/10.22492/ijll.3.1.02 https://www.cambridge.org/core/search?filters%5bauthorterms%5d=bonny%20norton&eventcode=se-au https://www.cambridge.org/core/journals/language-teaching https://www.cambridge.org/core/journals/language-teaching/volume/ed6da785ae299a64bd49da3ff7264ab5 https://www.cambridge.org/core/journals/language-teaching/issue/789baaaa049c62dce0a2fdce3664370c https://doi.org/10.3126/nelta.v16i1-2.6128 https://doi.org/10.3126/nelta.v16i1-2.6128 https://doi.org/10.3126/nelta.v16i1-2.6128 https://doi.org/10.22373/jid.v13i2.484 https://doi.org/10.22373/jid.v13i2.484 https://doi.org/10.22373/jid.v13i2.484 page 88 english outdoor class at remote area school masruddin anthosmithstain@yahoo.com iain palopo abstrak this research aimed at finding out whether the application of outdoor program is effective or not to build students‟ vocabulary at the remote area school. in this research, the researcher applied a pre-experimental method. pre-experimental design used pre-test and post-test where pre-test was held before treatment and post-test after treatment. this research was conducted in smp limbong especially in the outdoor of the first year students. the researcher chose smp limbong because the school was located in the remote area with many natural environments surrounding the school. the population of this research was the first year students of smpn 2 limbong. there is only one class. thus, the total number of population of this research was 17 students. the researcher took all of the population as sample. so, the total number of sample was 17. the instrument that was used in collecting data in this research was vocabulary test. the result of the research shows that the application of environmental study outdoor is effective in building students‟ vocabulary to the second year students of smpn 2 limbong. it was proven by the fact that there was a significant difference between the students‟ mean score of the pretest and the posttest. in the pretest, the students‟ mean score is 50.33 and the students‟ score in posttest is 78.99. moreover, it also could be seen by comparing the result of t-test and t-table where t-test is higher than t-table (9.67 2.093). it means that the hypothesis is received (tt > t0). introduction vocabulary has significant contribution in learning english. it is a core component of language proficiency. in mastering english well, students should have sufficient vocabulary because vocabulary is important in four language skills; they are listening, speaking, reading and writing where those skills are supported each other. the students are able to get information that they hear from teacher‟s explanation, understand the message sent by the speaker and arrange their ideas into a good sentence if they have sufficient vocabulary. learning vocabulary in foreign language seems easy but some students feel fear to make mistake because they do not have a good common vocabulary in their mind and make them worry to speak with others. mastering vocabulary is a difficult task to do, especially english vocabulary. english vocabulary is complex. this complexity brings difficulties; it is probably caused by the word form and various meanings. certainly, there are many approaches that can help students to improve and to master english vocabulary. students can mailto:anthosmithstain@yahoo.com page 89 choose one to help them in learning vocabulary. teaching teenagers needs more patience, more attention and more variation activities in teaching learning process. teacher uses an interesting media or teaching method will make the students more motivated in learning and the knowledge they got will be retained better in their memory. in order to challenge students to learn more about vocabulary and attract their attention to be more active in teaching and learning process, teacher should be able to use many strategies in teaching vocabulary. the one of the strategy that can be used in teaching vocabulary is environmental study. smpn 2 limbong is one school which is located in remote area. the students are lack of facilities. then, based on the researcher‟s observation in teaching vocabulary at smpn 2 limbong, the teacher said that the students of that school still have low in vocabulary mastery. it is proven by most of them are still have difficulties to understand what the teacher says in learning process. in addition, most of students in smpn 2 limbong are lack of facilities in learning since they do not have enough sources to be read and they seldom get some information about some topics. in addition, the language ability of students at smpn 2 limbong are low. then their motivations are also very low. furthermore, they just read when they are asked to read in the class. those aspects are different from the students from other schools. based on that situation, the researcher assumes that it is necessary to improve their vocabulary. one of the strategies that can be used to teach vocabulary in remote area is outdoor program. outdoor program that the students are learning vocabulary in real context at outdoor around the environment especially around the students school. the teacher guides students in learning vocabulary deal with environment; the students are learning the names of nouns in english through direct touching and collecting those real objects from the environment. environmental study as strategy which provides a great review and enables them to gather information from each other and the real objects. they do not only silent in the class but the students are sharing idea to get information about the vocabulary of the things in the environment. it is one of the outdoors learning activities. concerning the explanation above, the researcher applies environmental study strategies to teach vocabulary to the second year students smp 2 limbong. thus, the title of this research is “teaching vocabulary through outdoor program of the second year students of smpn 2 limbong. page 90 based on the background above, the researcher use the research question of this research as follows: 1. is the application of outdoor program effective in improve vocabulary mastery of second year students of smpn 2 limbong? 2. how are responses of the second year students of smpn 2 limbong toward the application of outdoor program? based on the research questions that have been set above, the researcher states the objectives of this research as follows : a. to find out whether the application of outdoor program is effective or not to improve vocabulary of second year students of smpn 2 limbong. b. to find out responses of the second year students of smpn 2 limbong towards the application of outdoor program. theoretically, the result of the research is expected to give contribution for the development theory of language teaching theory deals with improving students‟ vocabulary in teaching english as a foreign language especially at remote area. the result of this research is also expected to be useful information for the next researcher who want to conduct a further research in teaching vocabulary. practically, for the teachers at remote area, this research is expected to be able make the teachers are easier in teaching vocabulary to the students. for the students this research is expected to be able to improve students vocabulary of second year students at smpn 2 limbong and make the students interested to learn vocabulary. this research was restricted to the teaching vocabulary by using outdoor program at the second year students of smpn 2 limbong. the kind vocabulary that was taught to the students is noun. the noun was focused of nature vocabulary. to get general understanding about the title, the researcher explain the variables of this research below: a. outdoor program strategy: in this strategy learners learn vocabulary in the real context in outdoor namely in the nature around the environment of the school at remote area. they move around in outdoor and sharing ideas about thing related to the nature. b. vocabulary: the words that related to the environmental things surrounding of the students in outdoor. page 91 review of related literature 1. vocabulary talking about language, vocabulary is one of the students important point, because to be successful in the implementation of communication, the acquisition and the learning vocabulary is fundamental requirement and through vocabulary we can communicate our ideas, emotion and the desires. before the researcher go any further, let see some of the definition of vocabulary. cambridge academic content dictionary (2009:1065) states that vocabulary as all the words used by a particular person, or all the words that exist in a particular language subject. hornby (1995:1331) states that vocabulary as: 1) the total number of words in a language 2) all the words known to a person or used in a particular book, subject, etc. 3) a list of words with their meanings, especially one that accompanies a textbook in a foreign language. meriam-webster (2013) states vocabulary as: 1) the words that make up a language 2) all of the words known and used by a person 3) words that are related to a particular subject. furthermore, merriam-webster (2013) gives full definition of vocabulary : 1) a list or collection of words or of words and phrases usually alphabetically arranged and explained or defined : lexicon 2) a : a sum or stock of words employed by a language, group, individual, or work or in a field of knowledge b : a list or collection of terms or codes available for use (as in an indexing system) 3) a supply of expressive techniques or devices (as of an art form). based on the definition above, the researcher defines vocabulary as a group of words or phrases which have an important role in language and vocabulary form a language. 2. the importance of learning vocabulary vocabulary is one of the most important aspects of foreign language learning (richards and rodgers, 1986: 32). however, language would never be on built if the peoples does not have sufficient vocabulary because language is the set of many vocabularies, which was built and make something to express human emotion and others, which is called language. http://www.merriam-webster.com/dictionary/lexicon page 92 the role of vocabulary is very fundamental in a language, although people can express emotion such as happiness and sadness through gesture using part of the body, for example is crying, laugh, smile, it is true that vocabulary is the focus of language. it means that words are sounds, meaning which interlock, and allowing us to communicate among one and vocabularies building is important in any language teaching and learning, especially in english as a foreign language. the writer realizes how important the mastery of vocabulary, particularly for people who study a foreign language such as english because vocabulary represents how well people can speak in foreign language is how well peoples‟ vocabulary mastery. in my opinion at university. even, few of students that graduated from english department of college or university, they cannot use english effectively or even correctly. may be this problem caused by people who do not have enough of vocabulary mastering, where this problem is still happening in country. it is clear enough that everybody who learns a language as a foreign language hopes to know and mastering vocabulary to improve the language skills. vocabulary becomes a major problem in learning english. therefore, mastering of vocabulary is important factor when people want to learn foreign language, the aim of learning language or foreign language is to know, to use, and even to understand about information through a language. harmer (1991:16) says that if the people want to describe how the people feel at this very moment you have to be able to find a word which reflect the complexity of your feeling. besides, by a good command of vocabulary or language, one can express ideas effectively and efficiently. having an adequate vocabulary is one way to succeed in comprehending a reading text. goodman and mohr (1991:12) state that vocabulary is a basic part in reading comprehension. it means that we are going to have trouble to understand the text if we do not know most words in the text, thus our comprehension will suffer. based on the explanation above, it can be concluded that vocabulary is very important in human life. it is needed to describe feeling and it is a basic part in reading comprehension. 3. teaching and learning vocabulary according to harmer (1991:161) the ways that are used in teaching vocabulary to the students are : a. realia: one way of presenting words is to bring the things they present into the classroom. the teacher holds up the object (or points to it), says the words and then gets students to repeat it. page 93 b. picture: picture can be used to explain the meaning of vocabulary items; teachers can draw things on things on the board or bring in the picture. they can illustrate concept such us above or the opposite c. mime, action and gesture: it is impossible to explain the meaning of words and grammar either through the use of realist or in pictures. actions, in particular, are probably better explain explained by mime. concepts like running or smoking are easier to present in this way. d. contrast people saw how words exist because of the people relations, and this can be used to each meaning of “empty” by contrasting it with “full”, “cold” with “hot”, etc. we may present these concept with picture or mime, and by drawing attention to the contrast in meaning we ensure our students‟ understanding. e. enumeration: enumeration or listing various items, also can be used o present in teaching vocabulary, such as: clothes, vegetable, furniture, etc. f. explanation: explain the meaning of vocabulary items can be difficult, especially at beginner and elementary levels. but with more intermediate students such a technique can be used. it is worth remembering that explaining the meaning of a word must include explaining any fact of word use which is relevant. g. translation: translation is a quick and easy way to present the meaning of words but it is not without problem. in the first place it is not always easy to translate words, and in the second place even. long (2003:20) gives some tips in learning vocabulary, the tips are as follows: a. read, read! most vocabulary are learned from context. the more words you are explored too, the better vocabulary you will have. while you read, pay close attention to words you don‟t know. first, try to figure out their meaning from context. then look the words up. read and listen to challenging material so that you will be explored many new words. b. improve context of research shows that the vast majority of words are learned from context. to improve context will pay close attention to how words are used. doing a search on a word using new comfort searching newsgroup will give you many examples of how that words is used in context. c. practice, practice learning a word want help very much if promptly forget it. research shows that it takes form 10 to 20 repetitions to really make a word part of your page 94 vocabulary. it helps to write the words perhaps on and start using it. review your index cards periodically to see if you have forgotten any of your new words. d. make up as many associations and connections. say the words loud to active your auditory memory, relate the word to words you already know. e. use mnemonics (memory tricks) f. get in the habit of looking up words you can‟t know if you have a dictionary program on your computer, keep it open and handy g. play with words play scrabble toggle, and do crossword puzzle, thes and other word game are available from computer. h. use vocabulary list. for the serious vocabulary students, there are many books that focus on the words most commonly found the standardized test, such as the sat and gre. there are many interesting words y magazine, many finds of the words in english magazine. i. take vocabulary test. playing games such as the ones on this cite sites, that test your knowledge will have you learn new words and also let you know how much progress you are thinking. j. get exited about word. come to appreciate the sometimes suitable different with them. 4. types of vocabulary dighton in tira (2012:6) divides vocabulary into four division: 1) speaking vocabulary is the words that someone reading to the tongue when giving speech. 2) writing vocabulary is the word that comes readily when writing. 3) listening vocabulary is the words, which rarely used but they understood when they are heard. 4) reading vocabulary is the words that rarely used of production are understood when they are seen. harmer (1991: 159) divides vocabulary into two types: 1) active vocabulary refers to vocabulary that has been learned by the students. they are expected to be able to use it. 2)passive vocabulary refers to words which students will recognize when they meet them, but they probably not are able to produce it. page 95 vocabulary is very important, people can not communication without have sufficient vocabulary. beside that learning the english vocabulary is very important because its structure is used in every day conversation. a vocabulary usually grows and evolves with age, and serves as a useful and fundamental tool for communication and acquiring knowledge. before knowing how to teach vocabulary any further, there are many kinds of vocabulary that should be comprehended by the teachers before giving it to the students. vocabulary as elaborated by thornbury (2002:3 is divided into: 1) word classes word classes are well known as part of speech in grammatical english. they include: a) nouns : teacher, jakarta b) pronouns : he, they, us c) verbs : do, studying, learned, to write d) adjectives : old, young, tall, new e) adverbs : there, continuously, always. yesterday f) preposition : on, for, in g) conjunctions : but, and h) determiner : an, a , the page 96 2) word families a word family compromises the base word plus its inflexions and it most common derivatives. a. inflexion : plays, playing, played b.derivatives : player, replay, playful 3) word formation a. compounding : second-hand, word processor, typewriter b. blend : information + entertainment = infotainment c. conversion : she upped and left (preposition to verb) d. clipping : email = electronic mail. flu (influenza) 4) multiwords units most well-known multi-words units are in the form of phrasal verbs or idiom a. phrasal verb : look for, look after b. idioms 5) collocations when two words are collocates if they occur together with more than chance frequency. examples: the biggest threat, this week, once again, once more. 8. teaching and learning at remote area in remote area, the facilities are very limited. one of the factors that can motivate the students in learning include in learning english is facilities factor. the facility that is closely related to reading namely books. in remote area the collection of books in the library is very limited. the students do not have many materials to be read. the books do not well prepared by the government. therefore, it is hard for the students at smpn 2 limbong to find the current issue books especially in english materials. they just can get the old books at the library in limited numbers. in addition, especially for descriptive paragraph, they are still difficult to understand since they seldom to find the sources that contained some vocabulary related to the current topic in english. this factor makes the students at remote are low motivation. if a student doesn‟t have motivation, it will influence the achievement in learning. as wello (1999:14) states that “motivation: intrinsic motivation has been found to correlate strongly with educational achievement". clearly, students who enjoy language learning and page 97 take pride in their progress will do better than those who don't. extrinsic motivation is also a significant factor. esl students, for example, who need to learn english in order to take a place at an american university or to communicate with a new english boy/girl friend are likely to make greater efforts and thus greater progress. in smpn 2 limbong, since their motivation is low, their achievement is also low. while in smpn 1 baebunta some students have high motivation, they can get good achievement. one of the factors that contribute to the students‟ achievement in studying is facilities. smpn 2 limbong is one of the junior high school in remote area. it is far from the city. so that, the facilities are very limited. in fact, when the researcher did previous observation in smpn 2 limbong, and she found that students still got difficulties in reading a text. they sometimes cannot understand the information from english sources. so that, she wants to do a research about the difficulties in reading english text, because the she wants to improve students‟ knowledge in reading english text and reading also has the value of helping students to learn by expressing their own thought and making them familiar with language pattern and ways of using language effectively. in fact, based on the interview with the head master in smpn 2 limbong, in remote area, most of schools are lack of qualified english teacher. the application of curriculum also is still not successful. the target and goal of teaching are still cannot be reached. many teachers do not have enough skill in teaching. therefore, this study proves that in remote area the teacher‟s quality should be developed. then, the application of curriculum should be improved include in teaching reading for national examination. 9. outdoor program agnieszka and justyna (2011:7) states in that outdoor education is one of the newest teaching methods, which is based on learning new knowledge and skills by teaching in a natural surrounding. it is hard to give one definition, because outdoor education is still developing. it is possible that over time definition will be stable. outdoor education is an interesting experience for students of different ages and at different proficiency levels, but also for the teacher. this organized learning process takes place in a natural surrounding, so students can experience direct contact with the environment and cooperate during active and attractive classes. team games, forestry stalking or sightseeing, in which the knowledge is passed between the teacher and every student and discovering new possibilities by the students themselves. page 98 in addition, outdoor education lets students develop different skills: independence, communication, cooperation in group, activity, resistance to stress, assertiveness, ability to build authority, efficiently managing a team and building selfconfidence. by outdoor education students learn how to cope with different situation, deepening contact with nature, which gives them happiness and lets them know nature‟s beauty. furthermore, classes in the natural surrounding teach team planning and designation of an appropriate strategy. students assume full responsibility for the decision they make and activities. it is important to make children aware, that defeat is not bad and they can deepen their knowledge and abilities more effectively by their own experience. outdoor activity is a cooperative activity that cannot be carried out by individuals alone. it is essential that all staff participating in the camp work together to make the camp an ideal environment for learning which is enjoyable and efficient. the teacher taking part in the english outdoor program should take on much more a role of ‘facilitator’ rather than the one who is teaching. what this means practically is that the teachers must be constantly among the students helping, hinting, and generally assisting the students in their tasks and encouraging them to use english as much as possible. this is particularly important in large group activities such as relay races or ice breakers where the whole group is expected to do the same thing at the same time. one teacher will obviously coordinate this type of activity by using a sound system, but the other teachers should mingle among the participants (agnieszka and justyna, 2011:7). methodology in this research, the researcher applied a pre-experimental method. pre-experimental design used pre-test and post-test where pre-test was held before treatment and post-test after treatment. the design of the research was as follow: o1 x o2 where: o1 = pre-test x = treatment o2 = post-test page 99 (best, 1997:103) there are two variables in this research namely outdoor as independent variables and vocabulary mastery as dependent variables. this research was conducted 10 th – to 17 th july 2014. the researcher was conducted at smpn 2 limbong especially at the second year students. the researcher chose smpn 2 limbong because the school is located in the remote area with many natural environment surrounding the school. the population of this research was the second year students of smpn 2 limbong in academic year 2013-2014. there was only one class. it consis of 17 students. thus, the population of this research was 17 students. in determining the sample of this research. the researcher used total sampling technique. the researcher took all of the population as sample. so, the total number of the sample was 17 students. the instrument that was used in collecting data in this research as follows: 1. vocabulary test: it was used in pre-test and post-test. it aimed at finding out the students vocabulary. the test was in essay and matching forms. then, the number of item in test is 100 and the students should finish the test in 60 minutes. 2. questionnaire: to find out the students responses to the application of environmental study in developing their vocabulary. the number of questions was 10 items. in this research, the researcher gave treatments in 8 meetings. each meeting consisted of 80 minutes. the procedures of this research was as follows: 1. giving pretest the pretest was in vocabulary test especially noun form. the test was in 30 numbers and students have to finish it in 60 minutes. it was given to the students to measure their basic ability before giving treatment. the vocabulary test included with the theme of things in the environment. 2. giving treatment the treatment was conducted in six meetings. in every meeting, the researcher gave different theme of the vocabulary of noun in giving treatment. the first meeting, the researcher gave vocabulary about animals, second meeting things about tree, the third meeting things about field, the fourth meeting things about river, the fifth meeting things about fruits, the last meeting about vegetables. the steps as follows: page 100 1. the researcher made a fun activities in the environment such as matching, arranging letter etc, 2. the students introduced with some real things in the environment based on the topic for each meeting. and then gave example the way to pronounce the words, 3. asking the students to point the things which is mentioned by the researcher. 4. the last, the researcher concluded the materials and then inform the students about the next material for the next meeting 3. giving posttest. after finishing the treatment, the researcher gave post-test in vocabulary test form. the posttest was in vocabulary test especially noun form, the test was in 100 numbers and students have to finish it in 60 minutes, it was given to the students to measure their achievement after giving treatment. the vocabulary test included with the theme of things in environment. in this research, the researcher analyzed the data that had been collected from the sample by using following techniques. 1. scoring the students answer from the vocabulary test that was given (adapted from tira 2012:28) 2. classifying the students‟ score into the following classification: a. 96 – 100 is classification as excellent b. 86 – 95 is classification as very good c. 76 – 85 is classification as good d. 66 – 75 is classification as average e. 56 – 65 is classification as fair f. 46 – 55 is classification as poor g. 0 – 45 is classification as very poor (depdikbud in tira, 2012: 28) 3. calculating the rate percentage of students score by using the following formula as follow: p = f n x100% where: p = percentage f = the cumulative frequency of subjects 100x items test total answercorrect total score  page 101 n = total number of subjects (gay, 1981:292) 4. in determining the mean score, standard deviation, test of significance and standard significance used spss program version 20. 5. in analyzing the students‟ responses toward the use of environmental study, the researcher analyzed the students‟ answer of the questionnaire qualitatively. then, the researcher classified the students responses into positive or negative response. findings in this part, the researcher presents the students‟ score, the students‟ score classification, the mean score, the standard deviation of pretest and posttest. furthermore, in this chapter the researcher also presents the result of test of significant, the standard signification, and the students‟ responses toward the use of environmental study outdoor at remote area in teaching vocabulary. page 102 1. the students’ score in the pretest and the postest table 1 students‟ score in pretest and posttest no, initial of students score pre-test post-test 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. pkr skn plh fni sra lda nta hsl smr in sta an ra ra ant arfi afd 24 19 22 22 23 21 27 26 22 20 26 23 26 23 29 21 27 78 60 75 73 60 45 81 80 85 70 80 68 70 75 65 70 65 table 1 shows the students‟ score in the pretest and the posttest. the highest score in the pretest was 29.00 and the lowest score was 19.00 while the highest score in the posttest was 85.00 and the lowest score was 45. 2. scoring classification the classification of the frequency and percentage of the result students‟ score in the pre-test can be seen in the table below. table 2. students‟ score in the pretest page 103 no classification score pretest frequency percentage 1. excellent 96-100 0 2. very good 86-95 0 3. good 76-85 0 4. average 66-75 0 5. fair 56-65 0 6. poor 46-55 0 100 % 7. very poor 0-45 17 100 % total 17 100 % based on table 3, we can see that before giving the treatment by using environmental study outdoor, there were no students got “excellent”, “very good”, “good” and “fair” classification. there were no students who obtained average classification, no students obtained “poor” classification, 17 students (100%) obtained “very poor” classification. all of the sample achieved only very poor classification, it means that the students‟ vocabulary is very low before treatment. the classification of the frequency and percentage of the result students‟ score in the post-test can be seen in the table below. table 3 students‟ score in the posttest page 104 no classification score pretest frequency percentage 1. 2. 3. 4. 5. 6. 7. excellent very good good average fair poor very poor 96-100 86-95 76-85 66-75 56-65 46-55 0-45 0 0 6 35 6 35 4 25 0 1 5 total 17 100 % the table above shows the students‟ score classification in post-test. the data above describe that in posttest there was no students classified as excellent and very good classification, 6 students (35%) achieved good classification, there were 6 students (35%) achieved average, 4 student (25%) achieved fair classification and the other 1 student (5%) achieved very poor classification. it means that the students‟ vocabulary ability is improved after the treatment. 3. the mean scores and standard deviation of the students’ pretest and posttest after calculating the result of the students‟ pretest and post test, the mean score and standard deviation of both tests are presented in the next table: table 4 the mean score and standard deviation of the students in the pretest and the posttest type of test mean score standard deviation pretest 23.5882 70.5882 2.80755 9.81745 posttest table 5 shows the mean score of the students pretest was 23.58 and the mean score of posttest was 70,58. standard deviation of pretest was 2.8 and the standard deviation of posttest was 9.8. it means that using outdoor program in teaching vocabulary can improve the students‟ vocabulary ability. page 105 4. the t-test value of students’ achievement table 5 the t-test students‟ achievement variable p-value n-1 α x2 – x1 .000 16 0.05 based on the analysis of the result above, it could be observed that the scores of students who have been taught the present continuous tense is more effective. the table above indicated that the result of p=.000 while α=0.05. it could be concluded that α was higher than p. therefore, the alternative hypothesis (𝐻1) was accepted and null hypothesis (𝐻0) was rejected. from the analysis, the researcher concluded that there was a significant difference between pretest and posttest by applicating outdoor program in building students‟ vocabulary at remote area smpn 2 limbong. in other words, applicating environmental study outdoor could be used to build the students‟ vocabulary ability. the result of statistical analysis for level of significance (α=0.05) with degree of freedom (df)= n-1, where n = 17. the value of (α) was higher than (0.05 > .000). it could be conclude that, null hypothesis (𝐻0) was rejected and alternative hypothesis (𝐻1) was accepted. 5. the result of giving questionnaire the students‟ responses to the application of environmental study outdoor can be seen in this section. all of the statements in the questionnaire state the positive things of the application of environmental study outdoor in this research. table 6. the lack of vocabulary can be solved through environmental study outdoor no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 6 5 6 35 % 30 % 35 % total 17 100 % page 106 table 6 shows that there were 6 (35 %) of the students chose strongly agree, 5 (30 %) of the students chose agree, 6 (35 %) of the students chose uncertain, and there was no students chose disagree and strongly disagree. table 7 environmental study outdoor is a fun vocabulary learning. no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 12 5 70 % 30% total 17 100 % table 7. shows that there were no of the students chose strongly agree, 12(70 %) of the students chose agree, 5 (30%) of the students chose uncertain, and there was no students chose disagree and strongly disagree. it means that most of the students 12(70%) agree that the environmental study outdoor is fun in learning vocabulary. table 8 with environmental study outdoor can make the vocabulary learning is easier. no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 1 13 3 6 % 76 % 18% total 17 100 % table 8 shows that there was only 1 of the students chose strongly agree, 13(76 %) of the students chose agree, and there were 3(18%)students chose uncertain, no students chose disagree and strongly disagree. it means that most of the students agree that by using environmental study outdoor, it can be easier to learn vocabulary. table 9 environmental study outdoor is very helpful in learning vocabulary. page 107 no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 2 12 3 12 % 70 % 18% total 17 100 % table 9 environmental study outdoor is very helpful in learning vocabulary. table 9 shows that there were 2 (12%) of the students chose strongly agree, 12 (70%) of the students chose agree, 3 (18%) of the students chose uncertain, and there was no students chose disagree and strongly disagree. table 10 it will be easier to concentrate in learning english with environmental study outdoor no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 1 8 8 6 % 47 % 47% total 17 100 % table 10 shows that there was only 1 (6 %) of the students chose strongly agree, 8 (47%) of the students chose agree, 8 (47%) of the students chose uncertain, and there was no students chose disagree and strongly disagree. table 11 environmental study outdoor is a good strategy in vocabulary learning. no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 2 13 2 12 % 76 % 12% total 17 100 % page 108 table 11 shows that there were 2 (12%) of the students chose strongly agree, 13 (76%) of the students chose agree, 2 (12 %) of the students chose uncertain, and there was no students chose disagree and strongly disagree. table 12 like and enjoy learning vocabulary by using environmental study outdoor. no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 7 10 41 % 59 % total 17 100 % table 12 shows that there were 7 (41%) of the students chose strongly agree, 10 (59 %) of the students chose agree, none of the students chose uncertain, and there was no students chose disagree and strongly disagree table 13 environmental study outdoor method is suitable way in teaching vocabulary at smpn 2 limbong no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 15 2 88 % 12 % total 17 100 % table 13 shows that there was no students chose strongly agree, 15 (88%) of the students chose agree, and there were only 2( 12 %) students chose uncertain, and no students chose disagree and strongly disagree. it means that almost all of the students agree that this method can be used in teaching and learning vocabulary to the first year students of smpn 2 limbong. page 109 table 14 doing english test vocabulary will be easier if the learning is supported by using environmental study outdoor. no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 1 11 5 6 64 % 30 % total 17 100 % table 14 shows that there was only 1 (6%) of the students chose strongly agree, 11 (64%) of the students chose agree, 5 (30%) of the students chose uncertain,and no one chose disagree, and there was no students chose strongly disagree. table 15 through environmental study outdoor will not make the students get boring no classification frequency percentage 1. 2. 3. 4. 5. strongly agree agree uncertain disagree strongly disagree 1 14 2 6 82 % 12 % total 17 100 % table 15 shows that there was only 1 (6%) of the students chose strongly agree, 14 (82%) of the students chose agree, 2 (12 %) of the students chose uncertain, no one of the students chose disagree, and there was no students chose strongly disagree. discussion after calculating and analyzing the data at the findings, the researcher presents the discussion of students‟ data. this section presents the result of data analysis of students‟ enhancement in learning vocabulary by using environmental study outdoor and relates it to the theory in chapter ii. the researcher presented the detail discussion based on the findings above: the result of students‟ of pretest is low. in this case the writer could establish that most of the students were poor classification, we can see that before giving the treatment by using page 110 environmental study outdoor, there were no students got “excellent”, “very good”, “good” and “fair” classification. there were no students who obtained average classification, no students obtained “poor” classification, 17 students (100%) obtained “very poor” classification. all of the sample achieved only very poor classification, it means that the students‟ vocabulary is very low before treatment.. in pre-test, the minimum score is 19.00 while the maximum score is 29. in pretest there were so many mistakes had done by the students in all various of items of questions. for example the students could not identify some animals in english. they did not know what is in english “sapi”, what is in english “lebah” etc. they always see those things but they do not know how to say them in english. therefore, through the activity of environmental study they can directly see and touch the things while they are learning how to mention them in english. they students were interested during the learning process. the students‟ vocabulary ability is improved, it can be seen by the findings above shows that there is no students achieve very poor classification, 6 students (35%) achieved good classification, there were 6 students (35%) achieved average, 4 student (24%) achieved fair classification and the other 1 student (6%) achieved very poor classification.. the students mean score in post-test is 85.00. in post-test, the minimum score is 45 while maximum score is 93.33 by using spss program version 20, the writer got and used t-test to find out the significance of the research. the value of (α) was higher than (p) (0.05 > .000). it could be conclude that, null hypothesis (𝐻0) was rejected and alternative hypothesis (𝐻1) was accepted. to give more prove about the effectiveness of environmental study outdoor towards the students‟ vocabulary development, the writer will show some students‟ score in pre-test then directly compare to the students score achievement in post-test. respondent number (2) in pre-test, this student had very low ability in vocabulary, in true false question, she did not know some common and famous vocabulary such as “monkey”, “orange”, and “dog”. in choose the best answer section of vocabulary test, she could not answer about most information about the common nouns in english. she got 19 in pre-test. while after following the treatments with environmental study outdoor, the students number 2 can increase her mastery in vocabulary. she can answer many question all parts of the test. at post-test, she could answer about the famous animals and some general things in the environment. she had got 60 in post0test. she could arrange the words into good order page 111 and also could answer the information about the things and animals in the nature surrounding her such as “monkey, “ cow”, “bee”, and etc. respondent number (3) in pre-test, this student had very low ability in vocabulary, in true false question, she did not know some common and famous vocabulary such as “elephant”, “flower”, and “dog”. in choose the best answer section of vocabulary test, she could not answer about most information about the common nouns in english. he got 22 in pre-test. while after following the treatments with environmental study outdoor, the students number 3 can increase her mastery in vocabulary. she can answer many question all parts of the test. at post-test, she could answer about the famous animals and some general things in the environment such as vegetables, passion fruit, “tiger” and etc.. he got 75 in post-test. he could arrange the words into good order and also could answer the information about the things and animals in the environments. respondent number (12) in pre-test, this student had very low ability in vocabulary, in true false question, she did not know some common and famous vocabulary such as “stone”, “crab”, and “snake”, and etc.. in choose the best answer section of vocabulary test, she could not answer about most information about the common nouns in english. he got 23 in pre-test. while after following the treatments with environmental study outdoor, the students number 12 can increase her mastery in vocabulary. she can answer many question all parts of the test. at post-test, she could answer about the famous animals and some general things in the environment such as vegetables, stone, “snake” and etc.. she got 68 in post-test. she could arrange the words into good order and also could answer the information about the things and animals in the nature surrounding her. respondent number (10) in pre-test, this student had very low ability in vocabulary, in true false question, she did not know some common and famous vocabulary such as “strawberry”, “cow”, and “flower”, and etc.. in choose the best answer section of vocabulary test, she could not answer about most information about the common nouns in english. he got 20 in pre-test. while after following the treatments with environmental study outdoor, the students number 12 can increase her mastery in vocabulary. she can answer many question all parts of the test. at post-test, he could answer about the famous animals and some general things in the environment such as “vegetables”, “goat”, “avocado”, and etc.. he got 70 in post-test. she could arrange the words into good order and also could answer the information about the things and animals in the environments. page 112 respondent number (16) in pre-test, this student had very low ability in vocabulary, in true false question, she did not know some common and famous vocabulary such as “stone”, “vegetables”, and “avocado”, and etc. in choose the best answer section of vocabulary test, she could not answer about most information about the common nouns in english. he got 21 in pre-test. while after following the treatments with environmental study outdoor, the students‟ number 16 can increase her mastery in vocabulary. she can answer many question all parts of the test. at post-test, he could answer about the famous animals and some general things in the environment such as “vegetables”, “avocado”, “stone”, and etc.. he got 70 in post-test. she could arrange the words into good order and also could answer the information about the things and animals in the environments. according to those explanations, it has been a must for the english learner to enrich their vocabulary to communicate in english well which is an international language that has a significant role in the various fields of activities, and wide influences in the world. nevertheless, based on the data at the findings above, the result of this research in pretest shows that vocabulary mastery of the students in smpn 2limbong is still low. it could be seen in their achievement in the pre-test. based on the comparison score between pretest and posttest result, it can be seen that in the pretest, no one got excellent category, very good category, good category and fair category. in other component, there were 3 students (15%) got average category, 12 student (60 %) poor category, and 5 students (25%) got very poor category. in the posttest there was significant increasing of students‟ score. no one got very poor category, there is only 1(5%) student got poor and fair category, there were 4 students (20%) got average category category, there were 7 students (35%) got good and 7 students (35%) got very good category. it implies that the students‟ vocabulary ability improved after giving treatment. this study found that the students‟ mastery in vocabulary are improved after the treatment by using outdoor learning. this study is supported by wystalska and hadryś, they states in (http// www.hltmag.co.uk) that outdoor education is one of the newest teaching methods, which is based on learning new knowledge and skills by teaching in a natural surroundings. and in applying environmental study outdoor, the researcher gave list of vocabulary and let the students find the real things in the environment, discuss the words and shared it with their friends. in addition, this study proves that the strategy learning with outdoor can enrich the students‟ vocabulary during the treatments. this is in with the ideas of wystalska and http://www.hltmag.co.uk/ page 113 hadryś (2011:7) states that one of the strategies that can be used in teaching the students at remote area is outdoor program. outdoor strategies is a direct method with contextual content approach. the pupils can see directly the things in the surrounding. in the use of these strategies, the pupil get real experience while the teacher will be easier to explain the things. as a result of its use, maximum interaction occurs between the pupils and the teacher. this develops their constructive capacities in accordance to their interest, attitudes, capacities, abilities, need and mental level of the pupils. in the application of the treatment by using environmental study outdoor, the students were asked to find the real object of the vocabulary given based the theme given in each meeting. the students were given vocabulary list and they try to explain about the characteristic of the things. they worked in groups to find share and answer the question. outdoor is the strategy where learners move around environment, find the real object, sharing idea and collecting ideas from peers. the data in finding prove that the procedures in environmental study outdoor are effective and interesting. it can be seen on the result of the students responses toward the application of environmental study strategy was most of the students agree that environmental study outdoor is an useful strategy creating the effectiveness of a process, specially the process in vocabulary it can be seen in table 6. the statement no 2 and 7 in the questionnaire are the statements which are related to environmental study outdoor as a strategy that is interesting in learning vocabulary. in table 7 at the findings, 12 from 17 students (70,57%) agree with the statements no 2 that says „environmental study is fun for learning vocabulary. in table 12, there are also 10 from 17 students (58,82%) agree and also 7 from 17 students (41,17%) strongly agree with the statements no 7 which is says „ they like to learn vocabulary if using environmental study outdoor as the strategy. referring to the discussion above, it could be concluded that the application of outdoor can build the students‟ vocabulary ability for the second year students of smpn 2 limbong. furthermore, based on the students‟ response in questionnaire, it also might be concluded that the application of environmental study outdoor can be an interested strategy in teaching and building vocabulary. page 114 conclusions based on the findings and discussion at the previous chapter, the researcher can conclude some points below: 1. the application of outdoor is effective in building students‟ vocabulary of the second year students of smpn 2 limbong. it was proven by the fact that there was a significant difference between the students‟ mean score of the pretest and the posttest. in the pretest, the students‟ mean score is 50.33 and the students‟ score in posttest is 78.99. moreover, it also could be seen by comparing the result of t-test and t-table where t-test is higher than ttable (9.67 2.093). it means that the hypothesis is received (tt > t0). 2. the second year students of smpn 2 limbong have positive response on the application of environmental study outdoor in building students‟ vocabulary. it was proven by looking their responses to the statements of the questionnaire. in questionnaire, the statement no 2 and 7 are related to environmental study outdoor as a strategy can create an exciting learning process. based on the conclusion above, the researcher would like to present some suggestions below: 1. for the teacher, in teaching process by using environmental study, it is suggested for teachers to explore more parts of environmental such as in the river by swimming. it will be more fun for the students. 2. for the next researcher, it is suggested to teach about verb and adjective through environmental study since this study just focus on the teaching nouns. 3. the teacher who would like to use environmental outdoor as the strategy in teaching vocabulary should make a good activities in the environment make a good rule and the procedures first before apply it. otherwise, the students will confuse in the middle of teaching and learning process. the preparation especially about the survey in the environment before doing the teaching process with the students. page 115 references agnieszka w and justyna h. (2011). english outdoor. (online). http://www.sheppardsoftware.com/. retrieved on november 28 th, 13.25 p.m. altenberg, evelyn p & robert m. vago. (2010). english grammar understanding the basic. cambridge university press, cambridge. best, j.w. (1977). research in education (3 rd edition). englewood cliffs, new jersey. cambridge academic content dictionary. 2009. cambridge university press. drummond. g. (1972). english structure practice (1 st published). four strong printing company, singapore. eckersley, c.e. (1958). a concise english grammar (2 nd edition). longmans green and co ltd 48, grosvenor street, london w1. ellsworth, blanche & john a. higgins. (2013) english grammar simpified (online). en.bookfi.org. gay, l.r. (1981). educational research: competencies for analysis and applications (2 nd edition). florida international university: charles e. merril publishing. goodman, d.j. and c. mohr. (1991). building vocabulary skills. short version. new jersey: townsend press hariyono, rudy and andrew mc. carthy. (2008). abc plus english grammar. complete edition. gitamedia press, surabaya.. hatch & brown. (1995). vocabulary, semantic and language education. cambridge university press, cambridge. harmer, jeremy. (1991). the practice of english language teaching. london : longman group. hornby, a s. (1995). oxford advanced learners dictionary (5 th edition). oxford university press. long, fan xia. (2003). the ten best vocabulary learning tips (online). http://www.sheppardsoftware.com/. retrieved on november 28 th, 13.25 p.m. mantooth, stanley c. (2010). “engagement ring” effective instructional strategies” (online). www.vcoe.org. retrieved on december 6 th 05:00 a.m. merriam-wesbter. merriam-webster dictionary (online). http://www.merriamwebster.com/dictionary/vocabulary, parrot, martin. (2010). grammar for english language teachers (2 nd edition). cambridge university press. http://www.sheppardsoftware.com/ http://www.sheppardsoftware.com/ http://www.merriam-webster.com/dictionary/vocabulary http://www.merriam-webster.com/dictionary/vocabulary page 116 rahmi, ardita. (2013) the effect of using give one-get one strategy toward students’ reading comprehension (online).www.jurnal.stkip-pgri-sumbar.ac.id. thomson, aj & a.v martinet. (1986). a practical english grammar (4 th edition). oxford university press. thornburry, scott. (2002). how to teach vocabulary. oxfordshire: longman pearson education. wu, yiwei. (2009). the application of clt in college english vocabulary teaching. journal of cambridge studies. 4 (3): 128-131 364 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 864 869 implementation of smart pop up book media to improve read-write literacy in children st. marwiyah1, ismail ismail2, masruddin masruddin3 dra_st_marwiyah@iainpalopo.ac.id ismail@iainpalopo.ac.id masruddin_asmid@iainpalopo.ac.id institut agama islam negeri palopo received: 2023-04-11 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3789 abstract literacy improvement is a crucial task that is carried out in both schools and homes, or lingkungan. this is how the government was informed through the national literary festival. using interactive media can help with literary event execution. currently, children are becoming more interested in contemporary media or games like smartphones, tablets, and other devices of that nature. however, if children are not aware of their peers' sex, a variety of media might be harmful to them. due to this, educators conducted media savvy pop-up book evaluations to promote early literacy in children. the purpose of this paper is to understand how to create a media smart pop-up book program for teaching children to read. based on the mosque, this study was conducted on children aged 7 to 12 in buntu batu, kecamatan bastem, kabupaten luwu, and sulawesi selatan. the current study used a kualitatif deskriptif design for qualitative research. the study's findings are based on the development of young children's language literacy, which can improve when using media such as smart pop-up books during instruction. in light of this, it is evident that media smart pop-up books may be used to teach young children and assist them in developing their reading abilities. keywords: literacy, reading-writing literacy, learning media, pop up books introduction at this time, technology development is accelerating quickly. many previously manual processes are now moving toward computerized ones. at this time, children's games are also transitioning to contemporary video games with a digital base. with a variety of easy-to-use, practical, and always connected online technologies over the internet, children are more interested in playing digital games. the aforementioned game is connected to devices like smartphones, tablets, and other similar devices. the same situation is described by adults who are frequently more excited and who give their children smartphones or tablets. however, a child who uses a smartphone without adult supervision might have detrimental effects on their development. in terms of social perception, allowing a child to use a smartphone continuously without adult supervision might http://u.lipi.go.id/1457703302 mailto:dra_st_marwiyah@iainpalopo.ac.id mailto:ismail@iainpalopo.ac.id mailto:masruddin_asmid@iainpalopo.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 365 cause them to become less socially integrated. another potential problem is a child who lacks discipline and who has trouble understanding their own identity (constrained). when communicating with another person, the child's acuity begins to wane. emotional instability in a child is also a possibility. in learning activities, educators need to choose appropriate learning media and games. the selected learning media and games must be safe, educative, appropriate to children's development, and in accordance with the times. one aspect that needs to be applied to children from an early age is literacy skills. early literacy instruction will benefit a child's development since it makes it simpler for them to interact with people and communicate. children will also be open to learning new things and developing their creativity and critical thinking skills. education must focus on the three pillars of knowledge, skills, and personal qualities. in connection with this, the six types of literacy that must be practiced and designated as the core of education are (1) literacy literacy, (2) numeracy literacy, (3) scientific literacy, (4) digital literacy, (5) financial literacy, and (6) ) cultural literacy and citizenship. next, the skills that are prioritized and made the focus of education include being critical, creative, communicative, and collaborative. finally, religiousness, integrity, manliness, nationalism, and gotong royong need to be acknowledged as core characteristics of education (saryono, 2017). in-class literary discussion requires a variety of writing skills, but mediabased classroom discussion is especially important. arsyad (2017) states that the purpose of educational media is to convey lessons to students. the media in question was constructed using sturdy materials to be able to elicit interest and respect from students while they are learning. as a result, the single characteristic of educational media as a sender of advice to the recipient. one particular media that may be used in literary education is the media smart pop-up book. the media smart pop-up book is a perceptual tool with three dimensions that shows one object as more interesting and clearer in this way, a child becomes more eager to learn and is able to stimulate their creativity and imagination. an infant's awareness of a situation will also become more accurate. literacy skills are essential for every child to possess. literacy will increase a person's capacity to acquire important information in a variety of fields, including politics, economics, and the teaching of foreign languages. implementation of the generator of literacy must begin immediately. gerakan literasi nasional (gln) is the leading authority in advancing siswa's participation in literate initiatives from the dawn of time (abidin, 2015). currently, the government continues to promote literacy programs in schools. the government designed various literacy programs, starting with the national literacy movement, the school literacy movement, and the community literacy movement. these programs were designed by the government because literacy skills are very important for children to master from an early age. one of the schools currently implementing the school literacy movement is pertiwi kindergarten wonorejo 02 kec. talun kab. blitar. in implementing the literacy movement at school, teachers at pertiwi kindergarten wonorejo 02 must prepare various models and learning media that are appropriate for children's literacy development. teachers also have to prepare a variety of interesting learning media, st. marwiyah1, ismail ismail2, masruddin masruddin3 implementation of smart pop up book media to improve read-write literacy in children 366 in accordance with the times, safe, and educative. based on these problems, researchers offer educative and attractive literacy learning media for early childhood, namely smart pop-up book media. this learning media is able to stimulate children's imagination and creativity. this learning media is in the form of three dimensions to describe an object to be more real so that it can increase children's curiosity, make it easier for children to know the shape of objects, and increase children's vocabulary. based on the results of the research that has been done, it shows that pop up book media has a positive effect on learning. research conducted by devi and maisaroh (2017) states that the developed wayang popup book learning media can be used in learning and has a positive effect on improving student achievement. the same thing was stated by ahmadi et al (2018) in his research which showed a significant difference between student learning outcomes before using popup book media and after using it. methods this research was conducted on children aged 7-12 years based on the mosque literacy movement in buntu batu village, bastem district, luwu regency, south sulawesi province, indonesia. this study uses a descriptive qualitative research design. data collection techniques using observation, interviews, and documentation. data analysis used an interactive model of qualitative descriptive analysis which included data reduction, data presentation, and drawing conclusions. the validity of the data is done through triangulation, namely triangulation of techniques and sources. at the data reduction stage, data selection or data selection, focusing, simplification, and transformation of the raw data contained in the field notes are carried out. at the data presentation stage, activities are carried out assembling various information or data in a detailed and systematic manner so that it is easy to understand. at the verification stage, conclusions are drawn based on the results of data reduction and data presentation. the data that has been selected, classified, and analyzed are interpreted, then conclusions are drawn. the interactive data analysis technique model used is according to the following figure. figure 1 interactive analysis model (miles and huberman, 1992) ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 367 findings & discussion based on the data analysis that has been done, the research results can be described as follows. media smart pop-up book is an educational media that can stimulate children's imagination and creativity. this learning media is adapted to the characteristics of children aged 7-12 years, especially with regard to children's language acquisition. this media is implemented as a learning media that trains children's literacy. this media is also used to familiarize children with literacy. the smart pop-up book learning media is in the form of book-shaped media in which there are three-dimensional visual elements. this learning media raises interactive motion when opened. this media consists of the cover and the contents of the book. on the cover is made with the title of the book and an attractive image that illustrates the visualization of the contents of the book. the content section is in the form of three-dimensional visualization in the form of pictures of animals and plants. this book also includes writing explaining the visualization of these threedimensional images. the theme of the story in this media is "pop up kebun" which contains plants, flowers, animals in the garden. this smart pop-up book media is designed to fulfill various functions, namely the function of attention to attract children's attention in participating in learning. this media is also designed to fulfill affective functions that can be observed when children enjoy reading material in the media. finally, this media is designed to fulfill a compensatory function, namely that children can more easily understand the contents of a book. popup book learning media is media in the form of books that contain threedimensional (3d) visual elements and allow for interactive motion elements (sholikhah, 2017). students will be more enthusiastic in learning/reading on pop up book media because it has three-dimensional components with interactive movements. students get positive things and new experiences when participating in learning using pop up book media (khoiriyah and sari, 2018). 3d media has several important functions in learning media, namely (1) the function of attention to attract students' attention; (2) the affective function is visible from the enjoyment of students when reading/learning; and (2) a compensatory function to assist students in understanding reading content (septian and tampubolon, 2015). in carrying out learning using this popup book media, researchers used a random lottery model for students. students who won the lottery tried to use this learning media by observing three-dimensional images, mentioning what images appeared, and starting to read the descriptions of the pictures in front of their friends. each student does this randomly. the results of this study indicate that students are very enthusiastic and interested while participating in learning using smart popup book media. every page that is opened, is able to cause surprises to students. this causes students' curiosity to appear every time they open one page of a book and want to open the next page of the book. during the learning process, students are actively involved. in pop -up book media, the display of images is made attractive which contains the material/stories conveyed. pop up books are designed to give surprises so that readers will be interested when they open page after page of the book. the element of surprise can also arouse the reader's curiosity (khoirotun et al 2014). pop up st. marwiyah1, ismail ismail2, masruddin masruddin3 implementation of smart pop up book media to improve read-write literacy in children 368 books can be presented using various techniques, namely (a) transformations, which are pop ups arranged vertically, (b) peepshow, which are pop ups made by stacking paper to create an illusion of depth and perspective, (3) pull-tabs, namely pop ups made with sliding paper so that they can be pulled or pushed to cause movement in the image. the advantages of popup book media in learning give a concrete impression of the material presented. students can be actively involved in learning, are interesting to students and can give a positive impression so that learning material can be remembered longer and learning becomes more meaningful (safri et al, 2017). according to piaget's theory of cognitive development, kindergarten students enter the concrete operational stage of development. students still need concrete objects to complete logical tasks (ibda, 2015). popup book learning media plays a role in concretizing abstract objects. the development of students in aspects of language development, especially their literacy skills, has increased well. this can be seen from the presence of students who dare to express their opinions related to the contents of the book, even though these children are usually classified as shy children. in learning, the educator reads the contents of the reading while the child listens to it. based on the results of observations, children can compose simple sentences based on what they hear from the educator's explanation. when the child is asked to continue the story in the smart popup book media, it appears that the child can continue it well. based on the results of the assessment and evaluation in the implementation of smart popup book media, almost all learning indicators were achieved. achievements in children's language development include the ability to name threedimensional images in the smart popup book media, including pictures of animals, flowers, and gardens. children are also able to continue the contents of the story when the teacher reads it. children are also able to understand the contents of the stories in the smart pop up book media. the child's capacity for basic literacy skills has been reached thanks to the use of media-smart pop-up books in instruction. when school is in session and the student has mastered the skills of developing a lasting calendar, understanding the content of the book, and negotiating the price of the textbook, the student may raise this issue through sikap and response. an infant can ask questions that are answered by the teacher about the story in the media smart pop-up book. additionally, after being read by the teacher, the child was able to continue the passage in a smart popup book and communicate in a clear and concise manner. conclusion smart pop-up book learning media has successfully been implemented in reading instruction for children aged 7 to 12 years. media smart popup book can improve children's language development, specifically in relation to reading or writing fluency. it is anticipated that the results of this study will serve as a reference for future research specifically on the topic of implementing literacy programs for young children starting in infancy. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 369 reference abidin, yunus. (2015). pembelajaran multiliterasi. bandung: pt refika aditama. ahmadi, f., fakhruddin, trimurtini, & khasanah, k. (2018). the development of popup book media to improve 4th grade student’s learning outcomes of civic education. asia pacific journal of contemporary education and communication technology, 4(1), 42–50. arsyad, a. (2017). media pembelajaran. jakarta: rajawali pers. devi, a. s., & maisaroh, s. (2017). pengembangan media pembelajaran buku pop-up wayang tokoh pandhawa pada mata pelajaran bahasa jawa kelas v sd. jurnal pgsd indonesia, 3(2), 1–16. ibda, f. (2015). perkembangan kognitif: teori jean piaget. intelektualita, 3(1), 27– 38. kemendikbud. (2014). lampiran i peraturan menteri pendidikan dan kebudayaan nomor 58, tahun 2014, tentang kurikulum 2013 sekolah menengah pertama/madrasah tsanawiyah. khoiriyah, e., & sari, e. y. (2018). pengembangan media pembelajaran pop-up book pada mata pelajaran ipa kelas iii sdn 3 junjung kecamatan sumbergempol kabupaten tulungagung tahun ajaran 2017/2018. jurnal bidang pendidikan dasar, 2(2), 22–32. khoirotun, a., fianto, a. y. a., & riqqoh, a. k. (2014). perancangan buku pop-up museum sangiran sebagai media pembelajaran tentang peninggalan sejarah. jurnal desain komunikasi visual, 2(1). safri, m., sari, s. a., & marlina. (2017). pengembangan media belajar pop-up book pada materi minyak bumi. jurnal pendidikan sains indonesia, 5(1), 107–113. sabrila, r., & apoko, t. (2022). the effectiveness of podcast on listening skill for vocational school students. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1177-1186. doi:https://doi.org/10.24256/ideas.v10i2.2897 saryono, djoko, gufran ali ibrahim, liliana muliastuti, qori syahriana akbari, nur hanifah, miftahussururi, meyda noorthertya nento, dan efgeni. (2017). materi pendukung literasi baca tulis. jakarta: kementerian pendidikan dan kebudayaan. septian, a., & tampubolon, j. (2015). pengaruh pembelajaran menggunakan media tiga dimensi (3d) terhadap hasil belajar menggambar dengan perangkat lunak kelas xi program keahlian teknik gambar bangunan smk negeri 2 meulaboh. jurnal educational building, 1(1), 70–78. sidabutar, k. (2022). grice's types of maxims in "willoughbhys" movie. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 326-337. doi:https://doi.org/10.24256/ideas.v10i1.2661 sholikhah, a. (2017). pengembangan media pop up book untuk meningkatkankemampuan menulis kreatif pada mata pelajaran bahasa indonesia materi menulis karangan kelas v sdn rowoharjo tahun ajaran 2016/2017. simki-pedagogia, 1(8), 1-8 https://doi.org/10.24256/ideas.v10i2.2897 https://doi.org/10.24256/ideas.v10i1.2661 the particular dialect or language that a person chooses to use on any occasion is called a code 69 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 69 76 the role of family interpersonal communication in preserving local languages fadhliyah rahma muin1, wahyuni husain2, siti hardiyanti s3. 1,fadhliyah_rahma_muin@iain.ac.id, 2,wahyuni_husain@iainpalopo.ac.id 1,sihard67@gmail.com 1,2,3institut agama islam negeri palopo abstract this study discusses the role of family interpersonal communication in preserving regional languages, especially flores families in tabarano village, wasuponda district, east luwu regency. flores in the flores family in tabarano village, and the role of interpersonal communication of the flores family in the preservation of the flores language. this type of research is qualitative research.in order to obtain data in this study, the authors used techniques including observation, interviews, and documentation. the results of this study show an overview of the interpersonal communication of flores families in tabarano village. currently, the use of language when communicating tends to use indonesian. day to day. and there are also family members whose children can speak flores because they have been accustomed to using the flores language since they were young and some of their children have attended school in flores. the form of an illustration of preservation is by listening to the flores language when speaking, teaching directly, and teaching the flores language when their children question the meaning of the flores language they hear. family interpersonal communication is currently experiencing a shift such as the loss of the use of the flores language when communicating with the family, then the use of the flores language from the parents is answered with indonesian by the child, then the use of the flores language is mixed with indonesian when speaking which makes the flores language not superior in the preservation process. the lack of a positive response from children towards parents' efforts to preserve the flores language so that parents also understand and adjust to what is in their environment. keywords: the role of the family; interpersonal communication; preservation of regional languages. http://u.lipi.go.id/1457703302 mailto:fadhliyah_rahma_muin@iain.ac.id mailto:wahyuni_husain@iainpalopo.ac.id mailto:sihard67@gmail.com fadhliyah rahma muin, wahyuni husain. siti hardiyanti s. the role of family interpersonal communication in preserving local languages 70 introduction communication in the family environment has a very large position or role in developing speaking skills, personality skills and building the motivation of family members, more specifically children. communication in the family environment, parents must create a harmonious, harmonious and balanced atmosphere and must also be open in communicating with children both in providing prohibitions, education, knowledge, guidance to children in stimulating social and cultural life. family communication greatly determines the social and cultural life of children at home and outside. communicating is a reflection of culture itself, with culture we are able to apply values that aim to facilitate living arrangements in their environment. communication using language is the verbal expression of ideas that can be understood by members of the social group. every language used in communication has meaning, as is the case with regional languages. the local language is used according to the culture of the supporting community. regional languages are one of the nation's legacies that need to be preserved and maintained continuously or from generation to generation. merantau is the departure or movement of a person to leave the place where he came from or was born in order to live a new life or to simply seek life experience or work. there are many factors that cause someone to decide to migrate, such as life demands to make a living, seek knowledge, or curiosity about a place or situation. as for one of the tribes in indonesia who migrated to other areas, namely the flores tribal community, one of the areas that became the overseas area for the flores family was tabarano village, wasuponda district. wasuponda is one of the subdistricts in east luwu regency, the original inhabitants of wasuponda district are the padoe, karunsi'e, and tambe'e tribes. the people who live in wasuponda district consist of various ethnic groups including the padoe, karunsi'e, tambe'e, bugis, toraja, flores, javanese, and balinese. there are 234 residents of the flores ethnic group living in tabarano village with 21 family cards, with the majority working as employees and farmers. the religion adopted by the flores tribe is catholicism. there are several reasons for flores families deciding to migrate to tabarano village, starting from wanting to find or change the economy to be better than their previous jobs, some initially followed their families and relatives to migrate, and some migrated then met their soul mate and got married then settled in the village of tabarano. tabarano village is the location of this research and is one of the villages in the wasuponda district where the majority of the flores people live in this village. not only the people of flores, there are also several other tribes such as the toraja and balinese who also live in the village of tabarano. due to differences in ethnicity and language in the village of tabarano, the local residents only use indonesian as a means of communication among local residents. today, the people of flores who still use the regional language of flores actively, leaving only a few who know the regional language of flores. that's just the parents and the elderly who can still speak the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 71 local language, while the others, especially the younger generation, now prefer to speak indonesian or everyday language and rarely understand flores. one aspect of culture that presumably occupies the top priority to be fostered, developed, and then inherited is the regional language, because the regional language is the first communication tool that a child acquires in the family and also serves as an indicator of regional cultural identity that needs to be preserved in his life. so the role of family communication is very important, especially in preserving the flores language for young people as the next generation in tabarano village. the flores tribe is interesting to study because as an immigrant ethnic group in tana luwu, this tribe is smaller in number than the javanese and balinese. even though they are said to be a minority, the existence of the flores tribe can still be maintained including maintaining their adopted culture, one of which is the regional language. in order to maintain a regional existence, the flores people in their daily lives often use their regional language in communicating, especially with their family members. based on the explanation above, the researcher took the initiative to conduct further research on "the role of family interpersonal communication in preserving the flores language in wasuponda district, east luwu regency". method this research is a qualitative research that aims to get an overview of the communication role of the flores family in tabarano village in preserving the local language of flores. qualitative research is a continuous research process so that the stages of data collection and data analysis are carried out simultaneously during the research process. in qualitative research, the data processing is not collected, the writer can manage and analyze the data simultaneously. conversely, when analyzing data, the author can return to the field to obtain additional data that is deemed necessary and re-manage it. the data collection techniques used were interviews, observation and documentation to determine the role of communication in the flores family in the preservation of the flores regional language in tabarano village. interview, namely an oral question and answer process that takes place with a list of a number of questions made by the researcher as a guide when conducting research. in this study, researchers took informants from flores families in tabarano village, wasuponda district. observation, namely seeing directly phenomena related to the preservation of regional languages in flores families in tabarano village, wasuponda district. documentation, namely taking photos when researchers interview informants, this fadhliyah rahma muin, wahyuni husain. siti hardiyanti s. the role of family interpersonal communication in preserving local languages 72 documentation is very important for researchers as proof that researchers actually conduct interviews. through the data collection techniques implemented, researchers are expected to be able to construct scattered data to answer the formulation of the problem in this study. result and discussion result the results of this study show an overview of the interpersonal communication of flores families in tabarano village, currently the use of language when communicating tends to use indonesian, this is caused by family members, especially the younger generation, who cannot speak flores but use indonesian in their daily activities. and there are also family members whose children can speak flores because they have been accustomed to using the flores language since they were young and some of their children have attended school in flores. the form of an illustration of preservation is by listening to the flores language when speaking, teaching directly, and teaching the flores language when their children question the meaning of the flores language they hear. family interpersonal communication is currently experiencing a shift such as the loss of the use of the flores language when communicating with the family, then the use of the flores language from the parents is answered with indonesian by the child, then the use of the flores language is mixed with indonesian when speaking which makes the flores language not superior in the preservation process. the lack of a positive response from children towards parents' efforts to preserve the flores language so that parents also understand and adjust to what is in their environment. discussion interpersonal communication of the flores family in tabarano village based on the results of the study, the communication process of flores families in tabarano village tends to use indonesian because some of the younger generation can only understand the meaning of the flores language, but to answer or speak in flores they experience difficulties because some of the younger generation in the flores family they some were born in the village of tabarano, which made it difficult for them to speak flores, especially in communicating at home and within the family environment of the flores tribe. and those who use the flores language in everyday life, namely fellow parents, if they are in the house, even if they are outside their home, parents will speak flores if they meet friends or family from fellow flores tribes, there are also some families who have children. -the child can speak flores, so the family uses flores when they are in the house. preservation of the regional language of flores in the flores family in tabarano village based on the results of the study, the picture of preservation carried out by families in preserving the flores language is by applying it in everyday life. every ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 73 family has its own way of introducing the flores language to their children, some directly teach it to their children, some just listen and some parents tell their children when the child asks about the meaning of the language. not only working on language but also other flores cultures which they teach their children so that the younger generation knows and does not forget the culture passed down by their ancestors. the role of interpersonal communication of the flores family in the preservation of the flores language based on the results of the study, the flores language is currently experiencing a shift. the shift is like the loss of using the flores language when communicating with family, especially for the younger generation of flores at home because the younger generation has no interest in their own language. meanwhile, if we look back at the identity of a regional culture, it is the identity of a nation where when one of the values or traditions of a culture, one of which is the local language, has begun to disappear, it means that there is one of the nation's cultural values that will also disappear. a nation's culture is supported by regional cultural values, for this reason the role of parents is needed in this case preserving the flores language in tabarano village starting from their own awareness of the importance of preserving the language and parents must also continue to instill values or language so that there will be future generations. parents have an important role in imparting knowledge to their children about the flores language. conclusion description of the interpersonal communication of the flores family in tabarano village, the use of language in communication tends to use indonesian, this is because family members, especially the younger generation, cannot speak flores but use indonesian in their daily activities. in addition, flores parents use the flores language when they want to eat, they invite their children to eat using the flores language "mai si ka" which means let's eat, so when parents say that word the children go straight to the dining table, only that's all they understand. there are several factors that make this younger generation unable to speak flores, one of which is the environmental factor where when outside the home they hang out or make friends with friends of different ethnicities so their use of language is indonesian, then the interethnic marriage factor causes family members to be born in overseas area and do not know about the culture of his father and mother. fadhliyah rahma muin, wahyuni husain. siti hardiyanti s. the role of family interpersonal communication in preserving local languages 74 the form of an illustration of the preservation carried out by the family as a way for the flores language to be preserved is by continuing to teach the flores language to family members, especially children, such as listening when their parents speak, teaching directly the flores language used in everyday life besides that teaching culture other than language such as dance, wedding customs for example "belis" (dowry) which parents teach their children so that the younger generation understands and understands this cultural tradition from flores, and there are also parents who teach the flores language when children question the flores language what they see and what they hear. in this case, family interpersonal communication plays a role in preserving the flores language, seeing that the flores language is currently experiencing a shift. this shift is like the disappearance of the use of flores when communicating with family, then the use of flores which is spoken by parents is answered with indonesian by the child, while the use of flores and indonesian is mixed when speaking which makes the use of flores not superior in the process. preservation, especially for the younger generation of flores, apart from that the younger generation has no interest in their own regional language which makes parents also unable to communicate using the flores language because when parents use the flores language the children only understand but cannot reply in flores. make parents use only indonesian with their children in everyday life. for the development of knowledge, especially for parents, it is hoped that it will become a reference in developing cultural preservation, especially regional languages that are more effective and innovative, such as continuing to teach small things related to culture, one of which is regional languages so that regional cultural preservation is not left behind in the next generation. then, for future researchers, it is recommended to improve accuracy properly in the completeness of research data. this research can be used as reference material in research in the field of communication, especially research on the preservation of regional languages. reference amalia. (2017) hubungan antara komunikasi interpersonal dalam keluarga dengan kenakalan remaja, jurnal pendidikan luar sekolah, volume 5 no. 2 oktober 2017. andarmoyo, sulistyo. (2012) keperawatan keluarga: konsep teori, proses dan praktek keperawatan, cet., i; yogyakarta: graha ilmu arni, muhammad (2005). komunikasi organisasi,jakarta: bumi aksara ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 75 awaluddin (2019) studi tentang pentingnya komunikasi dalam pembinaan keluarga, jurnal kajian komunikasi dalam pembinaan keluarga.volume 1 nomor 1 2019 busela, olifia (2018) pola komunikasi keluarga dalam melestarikan bahasa daerah suku wayoli di desa gamsida kecamatan ibu selatan maluku utara, skripsi. manado: universitas sam ratulangi manado canggara, hafied (2004). pengantar ilmu komunikasi,jakarta: pt. raja grafindo persada effendy, onong uchjana (2007). ilmu komunikasi dan praktek, bandung: pt. remaja rosdakarya fensi, febianus (2018). membangun komunikasi interpersonal orang tua dengan anak dalam keluarga, jurnal pengabdian dan kewirausahaan vol. 1 no. 1, tahun 2018. good, william (2007) sosiologi keluarga, jakarta: bumi aksara gufron, moh (2016) komunikasi pendidikan,yogyakarta: kalimedia hakim, atang abd. jaih mubarok (2011) metodologi studi islam, bandung: pt. remaja rosdakarya ofset hakim, lukman (1994) kamus ilmiah istilah populer, cet.i: terbit terang helmawati (2014) pendidikan keluarga teoritis dan praktis, bandung: remaja rosdakarya karlinawati (2010) keluarga indonesia: aspek dan dinamika zaman. jakarta: pt raja grafindo persada kementerian agama (2010) ri, al-qur’an dan terjemahan, bandung: indonesia khaeruddin (2002) sosiologi keluarga, yogyakarta: nurcahaya mulyana, deddy (2004) ilmu komunikasi suatu pengantar,bandung, remaja rosdakarya mulyani, septi dan nadiroh (2016) peran keluarga dalam menerapkan nilai budaya suku sasak dalam memelihara lingkungan. jurnal green growth dan manajemen lingkungan vol 5 no. 2 desember 2016. nawawi, hadori (2000) interaksi sosial. jakarta: gunung agung pandaleke, tommy frans (2020) peran komunikasi sosial masyarakat dalam melestarikan bahasa daerah, ejournal vol 2, no 3. 2020. saidiharjo (2004) pengembangan kurikulum ilmu pengetahuan sosial, yogyakarta: tp sendjaja, s. djuarsa (1994) teori komunikasi, jakarta: universitas terbuka surya, mohammad (2004) psikologi pembelajaran dan pengajaran, bandung: fadhliyah rahma muin, wahyuni husain. siti hardiyanti s. the role of family interpersonal communication in preserving local languages 76 pustaka bani quraisy tulus, kosma (2014) perilaku modelling pada remaja pecinta komik jepang shaman king, jakarta: fakultas psikologi, universitas gunadarma warsito (2005) antropologi budaya, cet., ii; yogyakarta: ombak widianto, eko (2018). pemertahanan bahasa daerah melalui pembelajaran dan kegiatan di sekolah, jurnal kredo, vol. 1 no. 2 april 2018. wiranta, gede a.b.(2010) antropologi budaya, bandar lampung: pt citra aditya bakti the particular dialect or language that a person chooses to use on any occasion is called a code 543 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 543 550 students’ difficulties in english writing at tenth grade in senior high school *doni fransiskus purba1, sahlan tampubolon², erika sinambelaᶾ *corresponding author: doni fransiskus purba (doni.purba@student.uhn.ac.id) 1,2,3 universitas hkbp nommensen, medan, indonesia received: 2022-12-03 accepted: 2023-04-03 doi: 10.24256/ideas.v11i1.3795 abstract this research discussed about students’ difficulties in writing recount text at tenth grade sman 1 selesai kab. langkat. the problem of this research were the students’ difficulties in writing recount text and factors that cause students’ difficulties in writing recount. the objective of this research was to find out the students’ difficulties in writing recount text and to describe the factors that make students have difficulties writing recount text. this research was qualitative descriptive. the source of the data of this research was tenth grade sman 1 selesai kab. langkat. total of the were 24 students. the researcher used test and gave a questionnaire as the instruments. the researcher analyzed the data by editing the data, reducing the data, tabulating the data and the last taking conclusion. the researcher found some facts in the field. first, it was found that the answer that students’ difficulties in writing recount text were difficulties in developing the content, organization, vocabulary, language, and mechanics. the data were got from students’ test that had been analyzed. beside that, the causes of the students’ difficulties in writing recount text were grammatical weakness, knowledge and understanding, less practice, and educational background key word: difficulties, recount text, students introduction as an international language, english represents media interaction and communication between people from different parts of the world. learning to improve social relationships and knowledge is very important. when students learn english, they focus on mastering four language skills, namely listening, speaking, reading and writing. reading and writing are useful for written expression, and speaking and listening are useful for oral expression. writing is one of the best ways to improve students' ability to communicate in english. writing is absolutely necessary for several reasons. first, writing http://u.lipi.go.id/1457703302 mailto:doni.purba@student.uhn.ac.id doni fransiskus purba, sahlan tampubolon, erika sinambela students’ difficulties in english writing at tenth grade in senior high school 544 is a form of communication with other people in the world. second, almost all occupations require the ability to write. finally, writing can be accepted as one of the characteristics of an educated person. writing is absolutely necessary for several reasons. first, writing is a form of communication with other people in the world. second, almost all occupations require the ability to write. finally, writing can be accepted as one of the characteristics of an educated person. harmer (2004:33) states writing often helps in preparation for another activity, especially when students write down sentences to introduce the discussion activity. according to rass cited in lestari et al (2020:262) said, “writing is a difficult skill for native speakers and non-native speakers; because writers must be able write it in multiple issues such as content, organization, purpose, audience, vocabularies and mechanics such as punctuation, spelling, and capitalization”, it is because there are some aspects that the students should learn to make a good writing. writing is distinct from other language skills. students learn a message that has been formulated by someone else by reading and listening. during speaking, students express themselves through their own thoughts and feelings, occasionally involving a discussion partner, leading to colloquialisms. on the other hand, for written communication to be effective, the writer must be truly proficient. also, one of the language skills that students should be proficient in is writing. in writing, the ability to employ grammar to create texts or sentences and a command of vocabulary are requirements for students. because it will be used in many aspects of life, it is a crucial ability. people are meant to be able to express themselves through writing. for this reason, as part of their writing assignments, all students in the writing classroom are usually requested to create simple texts such narratives, recounts, descriptives, procedures, discussions, reviews, spoofs, and expository essays. on this case the researcher focuses on the difficulties writing in recount text. one of the text kinds that students in senior high school are required to master is recount text. recount text is a text which retells past events or experiences. all of those parts should be understood by the students, and they should be able to write this text. in reality, students frequently struggle while writing and listening to recount texts. most students feel difficult and confused to produce recount text correctly. the reason of choosing the topic is the researcher have done small observation to students where researcher did research, and the researcher found that in the school many students still have difficulties in writing, and the school is located in rural area, so the lack of english facilities in the place such as english courses and the students in the school are less interested in english learning. in light of the explanation provided above, the researcher conducted studying to identify the difficulties students have while writing recount texts with a generic structure. this research conducted at sman 1 selesai kab. langkat and the research title “the students’ difficulties in english writing on tenth grade in sman 1 selesai kab. langkat. in this research the researcher has a question to find data what are the students' difficulties in writing recount text at tenth grade of sma negeri 1 completed kab. langkat. what are the factors that cause students' difficulties in writing recount text at tenth grade of sma negeri 1 completed kab. langkat. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 545 method in this research, the researcher used descriptive qualitative as research design. according to sugiyono (2006: 13), the state of natural objects can be examined through qualitative research. the researcher used descriptive qualitative method which aims to know what are students’ difficulties in writing on grade tenth in sman 1 selesai kabupaten langkat. frankel & wallen, in hasibuan (2019: 31) states that qualitative research is characterized by verbal description as its data. it’s means that data of the study was analyzed by describing, identifying and analyzing the text. the population of this research was the students of senior high school 1 selesai kabupaten langkat and the researcher decided to use the sample of this research is especially the students in grade x, which in the grade ten, there are 7 classes. the researcher decided to choose only one class as the sample of this research. research instrument is a tool used to measure natural and social phenomenon observed. in this research the researcher used students’ writing of recount text as an instrument to analysis students’ difficulties writing recount text as a source of the data. in this research, the researcher used questionnaire to collected the data. questionnaire is one type of collecting data from subject of the research. the questionnaire has some question for the students answer. the researcher gave the questionnaire to the students, then questionnaire was analyzed to knew the causes of the difficulties in writing recount text that students faced. the data in this study was collected from students‟ writing of recount text on tenth grade of students of senior high school and was conducted by using documentation. according the procedure of collecting data were: 1) the material about recount text was explained. after explaining the materials, the researcher taught the students how to did the test of writing recount text. 2) the teacher asked the students to wrote a recount text based their experience into 3 paragraphs that consisted of orientation, event, and re-orientation. 3) the students‟ writing was collected and checked by giving circle the wrong word or sentence in their writing. after collecting the data, data analysis was done by analyzed the whole data obtained. a qualitative method is kind of research without using any calculation or statistic procedure. analyzing data refers to a method of treating the data was collected by the researcher. data analysis is the process of systematically searching and arranging the students’ writing, and questionnaire transcripts that researcher accumulated to increase his own understanding of them and to enable him to present what researcher discovered to others. the data of this research was analyzed from students‟ writing. the research analysis to students’ writing to found out the students' difficulties in writing recount text. result and discussion findings table 1. the result types of difficulties, frequency, and percentage no types of difficulties in writing frequency percentage 1 content 12 50% 2 organization 3 13% doni fransiskus purba, sahlan tampubolon, erika sinambela students’ difficulties in english writing at tenth grade in senior high school 546 3 vocabulary 4 17% 4 grammar 9 37% 5 mechanics 3 13% from the data analysis, the researcher found that the most common difficulties that students faced in writing recount text was in content. in content, there are twelve students that lack of understanding in writing recount especially determined which part of orientation, event, and re-orientation. the second, the difficulties that students faced in writing recount text was in language. in grammar there are nine students that did mistake in changed the first verb to the second verb. the third, the difficulties that students face in writing recount text was in vocabulary. in vocabulary, there are four students that did mistake in writing some words when the wrote their story. the fourth and fifth, the difficulties that students faced in writing recount text were in organization and mechanic. there were three students in organization and mechanic did mistake while wrote a recount text. additional analysis from the data, the researcher found that there were some words that some students did error when wrote recount text. the most common error made by students in recount text is omission. omission error is dominant error in writing because students always omitted letter in their writing. the second error that the students made wrong selection. third error that the students made addition and ordering. the researcher employed the questionnaire to students to find the causes difficulties that students faced. based on the analysis of questionnaire, the research found that the factors of students’ difficulties in writing recount text were grammatical weakness, knowledge and understanding, less practice, and educational background. discussions in this part, the researcher would like to discussed about the students’ difficulty in writing recount text, the most dominant difficulties in writing recount text, and the causes of students’ difficulties in writing recount text produced by students of tenth grade in sman 1 selesai kab. langkat. the research employed a writing test as the data analysis of the research. then, the research collected the data to identify the students’ difficulties in writing recount test. then, the researcher identified students’ difficulties in writing recount text. based on review of related to literature, there were five difficulties faced by students. those difficulties were content, organization, vocabulary, grammar, and mechanics. it supported by husna, which is stated that the students faced difficulties in vocabulary, organization, mechanic and grammar. by ida yulianawati, which is stated that the students faced difficulties in use of tenses, use of vocabulary, and use of specific participant based on result of the data, there were five aspects of students’ difficulties in writing recount text, first the students had difficulties in content. second, the students had difficulties in organization. third, the students had difficulties in vocabulary. fourth, the students had difficulties in grammar. the last, the students had difficulties in mechanics. in the other word, the researcher also found that the most dominant difficulties in writing ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 547 recount text is content and language. the researcher employed questionnaire to tenth grade that consist of 24 students. the question of questionnaire consisted of ten question which is according to theory in previous chapter such as: grammatical weakness, knowledge, and understanding, less practice, and educational background. question number one and three were investigated the causes of students’ difficulties in grammatical weakness. question number four and five were investigated the causes of students’ difficulties in knowledge and understanding. question number six and seven were investigated the causes of students’ difficulties in less practice. while question number eight until ten were investigated the causes of students’ difficulties in educational background. based on the result of questionnaire that answered by students, the causes of their difficulties in writing recount text as follow: 1) grammatical weakness. the students did not understand clearly about grammatical rules that used in recount text. 2) knowledge and understanding, the students had difficulty in understanding recount text. 3) less practice. the students seldom to write recount text, and some students did not like writing recount text. 4) educational and background. the students still confused about the material of recount text which is had been taught. it was still unclear. therefore, they were understood enough about the material of recount text the researcher also found that mostly teachers do not have a specific class for writing. so writing, speaking, listening, and reading should be focus on their teaching time. students needs more practice as the extracurricular such as course and practices in their writing. the economic situation that can not pay the budget of the course. teachers should have to make assignment about writing each week for students. doni fransiskus purba, sahlan tampubolon, erika sinambela students’ difficulties in english writing at tenth grade in senior high school 548 conclusion based on the result of writing test, which done by the researcher about the students‟ writing recount text at tenth grade sman 1 selesai kab. langkat concluded as below: 1) the students were still difficult in writing recount text. it can be seen based on indicator of writing. they were 12 in content, 3 in organization, 4 in vocabulary, 9 in grammar, and 3 mechanics. 2) the result of questionnaire showed that the causes of students’ difficulties in writing recount text were found some aspects such as: grammatical weakness, knowledge and understanding, limited vocabulary, less practice, and educational background. based on the data analysis, it was found that the students made some error in their recount text writing. there are four kinds of error, namely omission, addition, wrong selection, ordering. from the data that have been analyzed, the students did error in their writing such as: the first omission is the mostly common error in students’ writing recount text with the total is 5 words. the second, in the wrong selection, there are three words that students, the next in addition, there is one word and in ordering, there is one word too. it means that the students did not know to write the word in english, they always omitted the letter, wrong selection the letter, addition the letter and ordering the letter, when they wrote the text, they just applied what they always omitted, wrong selection, addition and ordering the learned without checked in dictionary. references alisha, f., safitri, n., santoso, i. (2019). students’ difficulties in writing efl. project, volume 2, no. 1, pp 20-25 brown, h. d (2000). principles of language learning and teaching. new jersey: prentice-hall, inc chairunisa, m. (2021). an analysis of students’ difficulties in writing descriptive text at the first semester of the tenth grade of sma muhammadiyah 2 bandar lampung. thesis. faculty of tarbiyah and teacher training state islamic university studies raden intan lampung 2021 corder. s.p. error analysis and interlanguage. great britain: oxford university press walton street:1988 crystal, david. a dictionary of linguistics. colorado: westview press: 2008 dulay. h. language two. oxford university press: 2005 fardiati, t. (2022). an analysis of students’ difficulties in writing narrative texts at the tenth grade of sman 1 ambalawi. thesis. muhmmadiyah university of mataram faculty of teacher training and education english language education program. harmer, j. (2004). how to teach writing. essex, uk: pearson education. hasan, j., marzuki, m. (2017) an analysis of student’s ability in writing at riau university pekanbaru-indonesia. theory and practice in language studies, vol. 7, no. 5, pp. 380-388 hasibuam, n.j. (2019). errors analysis in students’ writing of procedure text in ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 549 eighth grade students of madrasah tsanawiyah laboratorium uin su medan. thesis. department of english education faculty tarbiyah and teacher training the state islamic university of north sumatera husna, a., multazim, a. (2019). students’ difficulties in writing recount text at inclusion classes. let: linguistics, literature and english teaching journal, volume 9 issue 1 pages 52-76 sitorus, n. ., malau, e. h. ., ginting , i. e. b. ., & zalukhu, a. . 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(2019). factors affecting students’ difficulties in writing thesis. english language and literature international conference, vol. 3, 13-22 ramadan, d.a.t., wennyta., suyadi. (2021). an analysis of students’ difficulties in writing descriptive text at tenth grade of smk negeri 4 kota jamb. journal of english language teaching, vol 5 no.1, page 14-24 sari, l.n (2021). an analysis of students’ difficulties in writing recount text at tenth grade of man alhidayah jambi. thesis. english education study program faculty of tarbiyah and teacher training state islamic university sulthan thaha saifudin jambi 2021 situmorang, y.j. p., tampubolon, s., berutu, l. e n., sirait, a. (2022). an analysis of students’ difficulties in writing report text. jurnal pendidikan tambusai volume 6 doni fransiskus purba, sahlan tampubolon, erika sinambela students’ difficulties in english writing at tenth grade in senior high school 550 nomor 1 halaman 4246-4253 sugiono (2006). metode penelitian kuantitatif, kualitatif, dan r&. bandung: alfabeta yulianawati, i. (2018) an analysis of students’ difficulties in writing recount text (a case study at a senior high school in indramayu). english focus 2 (1): 37-50 za’in, d. l. (2017) an investigation of students’ problem in writing recount text at the first semester of the eight grade of smpn 4 bandar lampung in the academic year of 2016/2017. thesis. lampung: state islamic university raden intan lampung the particular dialect or language that a person chooses to use on any occasion is called a code 551 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 551 559 the efl students’ perceptions of literacy activities for students’ interest in reading at senior high school *ester donna simanjuntak1, erika sinambela², sahlan tampubolonᶾ *corresponding author: ester donna simanjuntak (ester.donna@student.uhn.ac.id) 1,2,3 universitas hkbp nommensen, medan, indonesia received: 2022-12-03 accepted: 2023-04-03 doi: 10.24256/ideas.v11i1.3796 abstract this study is aimed to know the efl students’ perceptions of literacy activities for students’ interest in reading at sma negeri 12 medan. a total of 265 eleventh grade students of xi p 1 until xi p 9 at sma negeri 12 medan were involved in this study. this research used a descriptive qualitative design. the researcher used questionnaire technique to collect the data, the likert scale. the result of this research showed that most of the students’ perceptions are positive, as many as 210 (79,48%) of the 265 students, this shows that more than half of the students’ perceptions of literacy activities are positive, 127 (48,20%) students’ perceptions of students’ reading interest are positive and only 107 (40,69%) students’ perceptions of reading interest are negative. this research also showed that there are 253 (95,35%) students’ perceptions of interaction on literacy activities for students’ interest in reading are satisfied. the frequency of students’ activities on reading and what the read affect their perception of literacy activities. students’ literacy activities showed their interest in reading through their motivation in completing their sources for literacy activities. it can be concluded that most of the efl students’ perception of literacy activities for students’ reading interest in reading are positive. key words: interest, literacy, perception, reading, reading interest introduction every student must be able to read and write in order to keep up with the times in today's increasingly technologically advanced world, especially in the field of education. reading and writing tasks are the mainstays of literacy exercises so far. one of the literacy skills required to meet the challenges of the 21st century is reading. according to a study by central connecticut state university, indonesia ranks 61st out of 62 countries in terms of literacy. data from 2016 indicate that indonesia has very low levels of literacy awareness. http://u.lipi.go.id/1457703302 mailto:ester.donna@student.uhn.ac.id ester donna simanjuntak, erika sinambela, sahlan tampubolon the efl students’ perceptions of literacy activities for students’ interest in reading at senior high school 552 according to unesco data from 2017, only one indonesian out of every 1,000 persons reads intently, which is a highly worrying percentage. additionally, survey results from the bps (central statistics agency) showed that just 17.66% of indonesian children showed any interest in reading, not even literacy awareness. in order to resolve this situation, the ministry of education and culture is organizing a school literacy movement. it is a concerted attempt to transform schools into institutions of higher learning that cultivate lifelong literacy among their students and constituents (fathonah, 2019: 2). in order to boost pupils' interest in reading and to foster honorable behavior and character through multiliterate education, the school literacy movement is essential. additionally, it can produce individuals with social, emotional, and spiritual intelligence. the implementation of the school literacy program is stipulated in the regulation issued by the minister of education and culture of the republic of indonesia number 23 of 2015 concerning character building. based on this regulation, it is mandatory for students to read a textbook for 15 minutes before starting a lesson. the main goal of this program is to foster good reading habit. the school literacy movement is divided into three phases: habituation, development, and learning. currently, every school in indonesia has a policy requiring pupils to complete literacy tasks for fifteen minutes prior to beginning teaching and learning activities. even some schools have laws requiring each homeroom teacher and their students to create a corner library out of books from the class. this is carried out because there is still little student interest in visiting the library. this can happen when there isn't enough reading material available, and when there isn't enough variety, it makes students lazy readers. learning more can start with developing your reading skills. all pupils must develop these skills in order to advance intellectually and in their daily lives. therefore, this literacy exercise is done in every school with the intention that students would learn something from reading, such as an understanding of the material they read, in addition to raising their awareness of and passion for reading. if students read or participate in literacy exercises frequently, their learning will also be simpler to understand. according to the ministry of education and culture, there are six types of literacy that must be mastered by students today in order to graduate from high school: reading-writing literacy, cultural literacy, technological literacy, scientific literacy, numeracy literacy, and financial literacy. these types of literacy are in addition to calistung (read, write, and count), which is the only one that is required at this time. however, reading proficiency is the secret to all of this literacy. as a result, literacy-related activities are thought to have a significant impact on students' learning. if pupils often engage in literacy reading, it might be assumed that they are more knowledgeable than other students. culache and obada (2014: 261) claims that literacy activities are created in the packaging of literacy activities prior to lessons, in teaching and learning activities in class, after the learning process, creating a literate learning environment, creating mini libraries in class, and holding literacy festivals on a regular basis with the aim of fostering and boosting students' interest in reading. most people assume that if reading is preceded by ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 553 interest in reading, it will occur meaningfully. interest is one of the psychological aspects of reading that might occasionally be important in the reading process (maden, 2018: 38). according to fitria (2018), there are five factors, including motivation, language proficiency, interest, text qualities, and environmental effect, that affect students' reading comprehension. interest is a key characteristic that affects reading comprehension and motivates people to work without being forced to. people are directed to pay attention and spend their time to activities they are interested in participating in by their interests. previous research has been directed to measure the correlation between the literacy activities and reading interest by rusma noortayani (2018:108) the study showed that the students’ reading interest was at medium level with several positive reading behaviors. from the students’ perception, the activity has given them positive influence on their vocabulary growth, reading comprehension, self-quality development, and reading interest. there is also a previous study which showed that for students who want to be good in reading comprehension activities, reading interest plays an important role (dewi fatima nur alfatihah and peptia asrining tyas, 2022:348). the researcher then conducts initial observations to compare the general problems that frequently occur in the correlation between literacy activities and reading interest as described in order to compare the problems faced by students generally with the problems encountered by the topic under study. the researcher elaborates with the pupils who take pleasure in the literacy exercises held at sma negeri 12 medan. at the start of teaching and learning activities, the researcher also conducts literacy exercises. about 15 minutes before the course starts, there will be a literacy activity. reading materials relating to current events, recounting contemporary phenomena, and reading the newest and students' favorite books are all included in the literacy activities. each student must participate in the literacy exercises, and they each have a chance to read what they enjoy or have not yet read. following the completion of the literacy exercises, the researcher is interested in learning how the students felt about them and whether they were interested in reading. from the clarification above, the researcher would like to make research entitled “the efl students’ perception of literation activities for students’ interest in reading at sma negeri 12 medan”. this study will use descriptive qualitative research method to answer the research problems. to clarify the several issues regarding students’ perceptions of literacy activities for students’ interest in reading at sma negeri 12 medan as described above, the statement of the problem is formulated as follows: what are students’ perceptions of literacy activities for students’ interest in reading at sma negeri 12 medan? what are the factors that influence students’ perceptions of literacy activities for students’ interest in reading at sma negeri 12 medan? do literacy activities interact students’ interest in reading at sma negeri 12 medan? method in this study, the researcher employed a descriptive qualitative design. according to sugiono, qualitative research used the researcher as the primary instrument and combines and analyzes inductive data as the data gathering technique. (sugiono, 2010: 9). the subject ester donna simanjuntak, erika sinambela, sahlan tampubolon the efl students’ perceptions of literacy activities for students’ interest in reading at senior high school 554 of this research was the students of senior high school 12 medan and the researcher decided to use the sample of this research was especially the students in grade xi, there are nine classes consist of six science classes and three social classes. the researcher decided to choose all classes as the sample of this research. there are 265 pupils in total. research instrument is a tool used to measure natural and social phenomenon observed. to answer the problems formulation, instruments are used to help in obtaining the data. the instrument for the data colleted was questionnaire. a questionnaire was used to collect the data from the students to gain information about students’ perception on literacy activities for students’ interest in reading at sma negeri 12 medan. beside the instrument above, the researcher used another tools in the process of collecting data, such as pen and notes. data collection technique that used in this study is questionnaires. according to arikunto (2010: 194197) questionnaire is a collection of numbered questions used to collect information from respondents in terms of reports about their personality, or things they know. questionnaires do have many advantages as an instrument for collecting data, among which respondents are free to express their opinions and can be distributed simultaneously to many respondents. in this study, the questionnaire used is a close-ended questionnaire, where the closed questionnaire is a questionnaire that has provided the answer, so that the respondent only needs to choose or put a tick in the appropriate column or place (arikunto, 2010; 195). after collecting the data, data analysis was done by analysed the whole data obtained. a qualitative method is kind of research without using any calculation or statistic procedure. analyzing data refers to a method of treating the data was collected by the researcher. the data was analyzed by applied miles and huberman model. the data analysis process is divided into 3 major parts, data reduction, data display, and conclusion drawing developed by miles and huberman (1994). findings and discussion findings the result of the students’ perception questionnaire on literacy activities for students’ interest in reading were shown as below: table 1. students’ percentage on literacy activities for students’ interest in reading no scale percentage 1 4 strongly agree 20,27% 2 3 agree 56,98% 3 2 disagree 21,17% 4 1 strongly disagree 1,58% discussion ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 555 the research problem of this research is investigating the efl students’ perception of literacy activities for students’ interest in reading. to answer the research question, the researcher distributed questionnaires. the questionnaire distributed to all the students of eleventh grades at sma negeri 12 medan, that consist of 265 students voluntarily participated in filling out the questionnaire. in collecting the data, the researcher made questionnaire in the form of google forms and distributed through students’ whatsapp groups mobile. the researcher also using technology in collecting the data. the questionnaires consist of twenty positive questions that related to students’ literacy activities for students’ interest in reading. question statement in the questionnaire is sorted based on the interaction of literacy activities for reading interest, (rusma noortayani, 2018:108) stated that the students’ reading interest was at medium level with several positive reading behaviors. from the students’ perception, the activity has given them positive influence on their vocabulary growth, reading comprehension, self-quality development, and reading interest. the data obtained from the first table in the questionnaire showed the highest frequency with a percentage of 58,36% agree and 21,12% strongly agree with the questionnaire. it can be concluded that according to students’ perceptions, the literacy activities are good and useful for students related to their needed in supporting their lesson. through literacy activities, they get many benefits and information. they have big enthusiasm in joining the literacy activities. in the second table, the data obtained in the questionnaire showed the highest frequency with a percentage of 48,20% agree and 40,69% disagree with the statements regarding to the students’ interest in reading. there were lack of interest in reading. the students are not fond of reading and joining whether reading club or visiting library. from the last table, the data obtained in the questionnaire showed the highest frequency with a percentage of 64,40 % agree and 30,95% strongly agree with the questionnaire related to the students’ interaction in reading. it is clearly that the literacy activities are closely related to the students’ interest in reading. the literacy activities support them to read more after realizing that reading gives them many benefits. conclusion the goal of this study is to learn how students felt about literacy activities for their interest in reading. based on the data analysis and discussion in the preceding chapter, it can be concluded as below: 1) students’ impressions of literacy activities for reading interest are both good and negative. this may be demonstrated by looking at the percentage of data that is based on the certain dimensions. with a proportion of 79, 58 percent, perceptions about the dimension of literacy activities were good. with a proportion of 39,02 percent, perceptions relating to the factor of students’ interest in reading were unfavourable. perceptions of students interaction were overwhelmingly favourable, with 95,62% expressing satisfaction. according to the findings, students are interesting in reading through the literacy activities. 2) the literacy activities support students to enrich their knowledge by getting many ester donna simanjuntak, erika sinambela, sahlan tampubolon the efl students’ perceptions of literacy activities for students’ interest in reading at senior high school 556 informative source through reading. students’ interest in reading takes important part in developing their ability and literacy activities are their way to complete their needs. the literacy movement in the school has a positive impact on the growth of students' reading interest. 3) literacy activities that have been implemented in the classroom have a real and massive impact. increasing the comfort and beauty of the class shows that the application of literacy activities has a positive impact according to the results of interviews with students. motivation and enthusiasm for learning has also increased, as can be seen from the enthusiasm of students in participating in the 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(2021). pendampingan pengembangan instrumen berciri literasi numerasi dalam menyiapkan akm pada guru sd. jpmb: jurnal pemberdayaan masyarakat berkarakter, 4(2), 249-260 the particular dialect or language that a person chooses to use on any occasion is called a code 289 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 289 297 politeness strategies in classroom interaction between teacher and students and among students at senior high school *kristiani lisma vera br ginting1, arsen nahum pasaribu2 *corresponding author: kristiani lisma vera br ginting (kristianiveraginting@gmail.com) 1,2 universitas hkbp nommensen, medan, indonesia received: 2023-05-01 accepted: 2023-07-01 doi: 10.24256/ideas.v11i1.3799 abstract in classroom, politeness is needed to be applied to build a good relationship, good social interaction, and comfortable communication between teacher and students and avoid conflict which possibly happens. the purpose of this research is to know the types of politeness strategies used by students and teachers in classroom interaction and to describe the politeness strategies are realized in the teacher – student’s classroom interaction. in this research, the researcher used a qualitative research method. this research are expected to be valuable for the teacher as the model in english teaching, the teacher can teach moral education in the teaching and learning process. students will aware of the importance of politeness in english teaching and learning. the people who use polite language will be more honored and accepted in community. polite in communication make conversation get closer between sepaker and hearer. there are four types of polieness strategies, there are blad on record, positive politeness strategies, negative politeness strategies and off recordthe researcher found the dominant strategy in teacher-students communication was bald on record strategy which has 13 frequency (44,82%), and followed by positive which has 10 fruquency (34,48%)in communication among students, the researcher found the most dominant politeness strategy used among students is positive politeness which has 21 frequency (46,66%) and followed by bald on record 17 frequency (37,77%). keywords: classroom interaction; politeness strateg; teacher-students introduction an individual can not be separated by daily communication with each another. politeness is an important side behavior and interaction of people. politeness is used in communicating through oral or written communication and it affected human life. http://u.lipi.go.id/1457703302 mailto:kristianiveraginting@gmail.com kristiani lisma vera br ginting, arsen nahum pasaribu politeness strategies in classroom interaction between teacher and students and among students at senior high school 290 politeness is very crucial to investigate the speaker or the writer's position, what to say, how to say it, and with who we talk to gain the people's positive personal or social manner. being polite in daily communication is very important to make communication more acceptable to others. according to brown and levinson., (1988) politeness is a fundamental factor in pragmatics because politeness is a universal phenomenon in language usage of the social context. in classroom, politeness is needed to be applied to build a good relationship, good social interaction, and comfortable communication between teacher and students and avoid conflict which possibly happens in the classroom. based on the statement, politeness is very important to apply in communication in the classroom. according thomas (1995) as cited on rahayuningsih et al., (2020) politeness has become a major issue in the study of pragmatics. it deals with how a particular form of language is used strategically to achieve the speaker's goal. according to brown & levinson (1988) in their book entitled politeness: some universals in language usage (studies in interactional sociolinguistics 4) politeness strategy is divided into four strategies, there are bald-on record, positive friendliness intended to avoid offense. the negative politeness strategy is oriented to the hearer's negative face and avoidance of imposition on the hearer offrecord is the indirect use of language in a conversation where the phrase on the speaker is different from what is intended. according to those statements above, the researcher concludes that the politeness strategy is the strategy that is used by more respect and care for others. in another word, politeness strategies are used to express our politeness in communication and take care of the feelings or self—image who you speak. in this research, the researcher is interested to know how much the students respect and how well the students interact with a teacher in communication and how the way students give their responses to the teacher. in the previous studies have done much to research in the classroom interaction. the research have done by martina (2020), the purpose of this research is to know politeness strategies used by students in efl. sudirman, (2018) the purpose of this research is find out the politeness strategies between the teacherstudents in the classroom. in this research, the researcher trying to extend a research about politeness strategy used by teacherstudent communication outside classroom, not only interest to know students politeness in classroom interaction but also among students interaction. from explanation and the background above, the researcher find the problems statement of this research are: 1) what is the type of politeness strategies of use by students and teachers in and outside classroom interaction at eleven grade students of sma negeri 12 medan? 2) how are the politeness strategies realized in the teacher-student classroom interaction at eleven grade of sma negeri 12 medan. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 291 method the researcher would investigate the types of politeness strategies students and teachers used in communicating while the teaching and learning process. in this research, the researcher used a qualitative research method. based on sugiyino., (2016) qualitative research is a research that used to describe and analyze phenomena, event, social, activity, attitude, belief, perception and people thinking either in individual or group. the researcher was choosed the subject of this research from eleven grades students at sma negeri 12 medan. the researcher takes all of the students in this class as the sample. the participants in this research were 32 students and one teacher. but, in this research not all of the students participated in the conversation. observation used as an instrument in this research. observation is the way to see the real situation in the teaching and learning process in the class. in this research, the researcher used direct observation, where the researcher collected data and will conduct the observation when the teacherr speaking in the classroom. in this observation, the researcher is a non-participant in this research. it means the researcher has no interaction between students or teachers. to collect the data needed in this research, the resarcher use the technique in the following way: observation and documentation. techniques of data analysis are carried out as follows: 1) the researcher re-listening and re-reading repeatedly the written transcripts to analyze and identify the teacher and the students utterances into four politeness strategies in doing fta based on brown and levinson's theory. 2) the researcher calculated the result to get accurate data to know the politeness realized in sma negeri 12 medan. findings and discussion findings in this research, the scholar conducted by applying the descriptive qualitative method. it method presents the result and discussion to answer the research questions which were introduced in the first chapter. the first question discusses the type of politeness strategies used by students and teachers in classroom interaction while teaching and learning process and among students of sma negeri 12 medan. and the second question discusses how are politeness strategies realized in teacher and student classroom interaction. the scholar collected the data from eleven grade students of sma negeri 12 medan. the scholar took the data from teacher-student conversations while the teaching and learning process and among students' conversations. the scholar recorded teacher-student conversations which are included in the politeness strategy within five meetings. kristiani lisma vera br ginting, arsen nahum pasaribu politeness strategies in classroom interaction between teacher and students and among students at senior high school 292 type of politeness strategies used by teacher-students in classroom conversation table 1. type of politeness strategies used by teacher-students in classroom conversation types of politeness strategies frequency total bald on record maximum efficiency 3 17,64 % methaporical for high valuation 2 11,76% task orientated/ form instruction 8 47,05% power difference 1 5,88% permission and suggestion 2 11,76% offer strategy 1 5,88% total 17 100% positive politeness strategies notice 2 9,52% intensify the interest 8 38, 09 seek agreement 3 14, 28% avoid disagreement 2 9,52% jokes 2 9,52% give /ask reason 4 19,04% total 21 100% negative politeness being conventional indirect 1 33,33% give difference 1 33,33% apologize 1 33,33% total 3 100% off record giving hints 1 25% ambiguous 1 25% understate 1 25% be incomplete, use ellipses 1 25% total 4 100% total data 45 100% table 2. type of politeness strategies used in classroom interaction among students no types of politeness strategy used among students frequency total 1. bald on record maximum efficiency 2 100 % ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 293 total 2 100 % 2. positive politeness strategy seek agreement 1 10% jokes 7 70% identity marker 2 20% total 10 100% 3. negative politeness give difference 1 25% apologize 1 25% minimize the impisition 1 25% be pesimistic 1 25% total 4 100% 3 off record giving hints 1 7,69% over state 3 23,07% rethorical questions 1 7,69% ambigious 2 15,38% contradiction 1 7,69% be incomplete 3 23,07% use metaphor 2 15,38% total 13 100% total data 29 100% based on the analyzing data above, in classroom interaction between teacher and students the researcher found out out in classsroom interaction between teacher-students, the scholar found out 17 (100%) bald on record strategy, such as maximum eficiency 3 (17,64%), methaporical for high valuation 2 (11, 76%), task oriented form instruction 8 (47,05%), power difference 1(5,88%),permission and suggestion 2 (11,76%), and offer strategy 1 (5,88%). positive politeness strategy there are found 21 (100%), such as: seek agreement 3 (14,28), nitice 2 (9,52%), intensify the interest 8 (38,09%), avoid disgreement 2 (9,52%), joke 2 (9,52%), and give /ask reason 4 (19,04%). in interaction among students, the schoolar found out bald on record such as: maximum efficiency 2 (100%), positive politeness uch as: seek agreement 1 (10%), joke 7 (70%), identity maerker 2 (20%). negative politeness strategy such as: minimize the imposition 1(20%), give difference 2 (20%), over generalization 1 (20%), apologize 1 (20%), be pesemistic 1 (20%) off record strategy are found such as: ambigious 2 (15,38%), giving hints 1 (7,69%), rethorical questions 1 (7,69%), overstate 3 (23,07%), use metaphor 2 (15,38%), ambigious 2 (15,38%), contradiction 1 (7,69%), be incomplete 3 (23,07%). in classsroom interaction between teacher-students, the scholar found out 17 kristiani lisma vera br ginting, arsen nahum pasaribu politeness strategies in classroom interaction between teacher and students and among students at senior high school 294 (100%) bald on record strategy, such as maximum eficiency 3 (17,64%), methaporical for high valuation 2 (11, 76%), task oriented form instruction 8 (47,05%), power difference 1(5,88%),permission and suggestion 2 (11,76%), and offer strategy 1 (5,88%). positive politeness strategy there are found 21 (100%), such as: seek agreement 3 (14,28), nitice 2 (9,52%), intensify the interest 8 (38,09%), avoid disgreement 2 (9,52%), joke 2 (9,52%), and give /ask reason 4 (19,04%). in interaction among students, the schoolar found out bald on record such as: maximum efficiency 2 (100%), positive politeness uch as: seek agreement 1 (10%), joke 7 (70%), identity maerker 2 (20%). negative politeness strategy such as: minimize the imposition 1(20%), give difference 2 (20%), over generalization 1 (20%), apologize 1 (20%), be pesemistic 1 (20%) off record strategy are found such as: ambigious 2 (15,38%), giving hints 1 (7,69%), rethorical questions 1 (7,69%), overstate 3 (23,07%), use metaphor 2 (15,38%), ambigious 2 (15,38%), contradiction 1 (7,69%), be incomplete 3 (23,07%). discussion table 3.the used of type of politeness in teacher-students interaction no. politeness strategy frequency total 1 bald on record 17 37,77% 2 positive politeness strategy 21 46,66% 3 negative politeness 3 6,66% 4 off record strategy 4 8,88% total 45 100% table 4. the used of type of politeness among students interaction no. politeness strategy frequency total 1 bald on record 2 6,89% 2 positive politeness strategy 10 34,48% 3 negative politeness strategy 4 13,79% 4 off record strategy 13 44,82% total 29 100% from the data above, the researcher found the dominant strategy in teacherstudents communication was bald on record strategy which has 13 frequency (44,82%), and followed by positive which has 10 fruquency (34,48%). in communication among students, the researcher found the most dominant politeness strategy used among students is positive politeness which has 21 frequency (46,66%) and followed by bald on record 17 frequency (37,77%). bald on record ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 295 was the strategy that used bye speaker says without apology, without any adorable, and without any biding the bush. to do face-threatening act, bald on the record is to do or say something the way with daily what the speaker has to do with radical transparency. the speaker does not need to minimize threats or want to satisfy the hearer. the reason for its usage is that whenever a speaker (s) wants to do the fta (face threatening act) with maximum efficiency more than he or she wants to satisfy the hearer’s (hs) face, even to any degree, the bald-on record strategy chosen. the speaker and the hearer are engaged in that connection of face requirement may depend on the excitement of efficiency. positive politeness concerns thinking about the speaker's saying sincerely with small talk and positive politeness way and make the hearer comfortable. the speaker can satisfy the hearer with a positive face or the positive self-imagine or give a command by affirming that speakers want what the hearer wants. a positive politeness strategy is a kind of social manner to get the speaker close to the listener. in this strategy, the speaker will speak frankly with chitchat positive politeness. in this strategy, most situation that the speaker and the listeners has a close relationship with each other. based on finding of the research above, the reseracher conclude that the benefit of this research for the teacher and students is as a teacher and young generation, applying politeness is very important in life. good atitude and polite speech, friendly and good responds make us easy to accept in environment and the other people will give more symphaty with us. conclusion the researcher would like to conclude the result of the research done in the previous chapter. the result include the of politeness used in teacherstudents classroom interaction and among students interaction. 1) there are four types of polieness strategies, there are blad on record, positive politeness strategies, negative politeness strategies and off record. the politeness stategies realized in teacher-students classroom interaction and among students from the analysis data before, the researcher found out 17 (100%) bald on record strategy, such as maximum eficiency 3 (17,64%), methaporical for high valuation 2 (11, 76%), task oriented form instruction 8 (47,05%), power difference 1(5,88%),permission and suggestion 2 (11,76%), and offer strategy 1 (5,88%). positive politeness strategy there are found 21 (100%), such as: seek agreement 3 (14,28), nitice 2 (9,52%), intensify the interest 8 (38,09%), avoid disagreement 2 (9,52%), joke 2 (9,52%), and give /ask reason 4 (19,04%). in interaction among students, the schoolar found out bald on record such as: maximum efficiency 2 (100%), positive politeness uch as: seek agreement 1 (10%), joke 7 (70%), identity maerker 2 (20%). negative politeness strategy such as: minimize the imposition 1(20%), give difference 2 (20%), over generalization 1 (20%), apologize 1 (20%), be pesemistic 1 (20%) off record strategy are found such as: ambigious 2 (15,38%), giving hints 1 (7,69%), rethorical questions 1 (7,69%), overstate 3 (23,07%), use metaphor 2 (15,38%), ambigious 2 (15,38%), kristiani lisma vera br ginting, arsen nahum pasaribu politeness strategies in classroom interaction between teacher and students and among students at senior high school 296 contradiction 1 (7,69%), be incomplete 3 (23,07%). 2) in communication between teacher and students, the researcher found the most dominant politeness strategy was positive politeness strategy 21 (46,66%). in communication among students, the researcher found the most dominant politeness strategy used among students in communication among students, the researcher found the most dominant politeness strategy used among students was off record strategy 13 (44,82%). references aeni, t. ’. 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(2019). the use of politeness strategies in the classroom context by english university students. https://doi.org/10.17509/ija.v8i13.15258 masruddin, m., & nasriandi, n. (2022). lexical and syntactical errors performed by junior high school student in writing descriptive text. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024 https://doi.org/10.24256/ideas.v10i1.2533 https://doi.org/10.24256/ideas.v10i1.3024 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 297 marthasari, d. l. (2021). an analysis of politeness strategies in “america’s got talent” tv show: pragmatics approach thesis. martina, s. h. (2020). politeness strategies used by students in efl classroom interaction at sma muhammadiyah 9 makassar. mentari, r. s. 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(2018). the application of politeness strategies among teacher and students in classroom interaction at sma 1 pamboang, majene ideas journal of language teaching and learning, linguistics and literature. 6(1), 26–43. http://ejournal.iainpalopo.ac.id/index.php/ideas%0aabstract the particular dialect or language that a person chooses to use on any occasion is called a code 196 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 196 204 thematic progression analysis in different gender and major by students of 12th grade in writing review text * junianti naibaho1, arsen nahum pasaribu², erika sinambelaᶾ *corresponding author: junianti naibaho (yantinaibaho112@gmail.com) 1,2,3 universitas hkbp nommensen, medan, indonesia received: 2023-05-01 accepted: 2023-06-14 doi: 10.24256/ideas.v11i1.3797 abstract the present research was conducted to analyze the thematic progression in students’ writing review text at grade 12 at sma n 12 medan. therefore, this research was led to analyze the kinds of thematic progression used by the students in writing review text and to find out how thematic progression was realized in students writing review text. descriptive qualitative was applying in this research. this research conducted for twelve grade of science and social class, male and females students’ consist of (5 males + 5 females students from science class) and ( 5 males + 5 females students from social class). the result shows the researcher found that both in social and science class, all of the thematic progression are found in the passage which written by them. the first the researcher found the reiteration theme or constant theme in almost every passage that written by the students and it is same if the researcher compared it by male and female class. it means that the students in social and science class even male and female trying to keep their passage is coherence each other. then also find zig zag theme, almost every student already able to build an information but still has a cohesion with another sentence. the last the researcher also found the multiple rheme pattern. it shows that the students able to build a lot of information from the first rheme. keywords: review text; thematic progression; writing, introduction writing needs a lot of effort, it is one of parts from four main skills in english that one should master besides reading, listening, and speaking. the students need to have the ability to write a good text. in addition, the readers obtain the whole information from the text. writing is not only in the written form in the paper, it is the clearest possible use of language to convey complicated ideas. all subject areas view writing as a crucial learning tool. “this is because writing is a productive skill http://u.lipi.go.id/1457703302 mailto:yantinaibaho112@gmail.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 197 that is a complex, challenging, and difficult process as writers are expected to produce written products that are syntactically accurate, semantically acceptable, and culturally appropriate.”(ahmad ghulamuddin et al., 2021). it is still hard for efl students to arrange and create words from a blank paper to become something that has meaning and caught the readers. since writing is one of the most necessary skills for efl students especially, furthermore it has a few problems in the process to produce writing as a good product. a number of them like a problem with grammar. writing and grammar cannot be separated from each other because grammatical rules are one of the aspects that learners should consider before they write something. grammar mastery is very important in writing skills, it can help students to produce good sentences (royani & sadiah, 2019). in order to produce good writing in english, one should not only be able to arrange words into grammatical sentences in the perspective of the existence of subject, verb, object, and adverb in each sentence. according to swan (1998:19) cited in (royani & sadiah, 2019) “grammar is the rule that says how words are changed to show different meanings, and they combine into sentences”. it means grammar is a way of forming a different meaning of words used to construct a sentence in writing. writing requires hard thinking for formulating ideas into a word, words into sentences, and sentences into a paragraph at the same time with good grammar. the other aspect that needs to build good writing is coherence, cohesion, and unity. good quality writing should fulfill the requirements of coherence and cohesion. coherence shows how the sentences in the text are arranged which additionally follow certain structures, and cohesion shows how they are connected to each other. “an essay without coherence can inhibit the ability of a reader to comprehend the essay’s ideas and main points. coherence allows the reader to move from one idea to another, from one sentence to the next, and from one paragraph to the next, efficiently throughout the essay” (rahmtallah, 2020). nevertheless, even if they have learned about lexical and grammatical strategies, most students find it extremely challenging to write in english with consistency and cohesion. as a result, it is unquestionably essential for implementing the theme-rheme theory in undergraduate english writing. theme-rheme theory places a new emphasis on attaining a cohesive structure and coherent content in the discourse and is a major idea of the textual metafunction in systematic functional grammar. furthermore, (rahman, 2018) stated that the existence of writing in the world, especially in modern society plays an important role though it was a difficult skill to develop. through writing, people can communicate with one another over long distances. it has also preserved the ideas of many great people, especially for science in the past. student’s result in writing a paragraph form here refers to the structure pattern, diction, and the other elements, that are going to be discussed more through the analysis of discourse conversation. discourse is defined as a meaning that is realized in the sentence. the sentence is many units of language or linguistics form that are functional in content. this means that a discussion on discourse is related junianti naibaho, arsen nahum pasaribu, erika sinambela thematic progression analysis in different gender and major by students of 12th grade in writing review text 198 to the sentence, as we know discourse studies is an approach to the analysis of written, vocal, or sign language. a few researchers have shown the problem which shown in writing, there is so much research related to analyzing themes and rheme in a whole kind of text, such as descriptive texts, recount texts, and discussion texts. not only analyzing the kind of text researchers have also done by analyzing speech, but the writer also finds analyzing theme and rheme by comparing the male and female reporters. while the other also did it by analyzing books and newspaper. there are so many ways to find out the kinds of themes and rheme in students, since this research is need to find the thematic progression, from all the results of the research above the researcher rarely did it by analyzing students writing by comparing the student’s based on their major and their gender. the writer thinks that it is also important to find out if there are any differences in the wiring quality based on the thematic progression produced by the students who come from social and science class and comparing male and female students. since there are many kinds of text in english that the writer can apply, if the other researcher has done it by using descriptive text, recount text, discussion text, etc. so far the writer still not discover the research by using review text. at this point from all the kinds of text, the researcher will apply review text as the topic in senior high school in the second semester. from its names we are able to portray what things that will be criticized in this kind of text. as a teacher, the researcher feels curious about students’ perception of something which can they mold through it. the communicative purpose of this text is to critique the events or arts works for the reader or listener, such as movies, shows, books, and others. as a teacher, the researcher feels so interested in students’ ability to give evaluation or rating to something, especially for the current hot topic which happens, or something which going “viral” that is usually used to influence so many people including students. by using review text the researcher will analyze the students’ ability in writing review text based on systematic functional grammar which develops by hallyday. in halliday‟s functional grammar, a clause can be divided into theme and rheme. (rahman, 2018) stated that “theme/rheme structure is the basic form of the organization of the clause as message, theme and rheme are two terms that indicate the way in which message is conveyed in sentences. (ismail & kardina, 2021) state that “theme is given information serving as “the information the point of departure” of a message”. theme represents “this is what i am talking about”, while rheme is “this is what i am talking about it”. the interaction of theme and rheme governs how the information in a text develops. theme and rheme are necessary for the construction of an optically coherent and grammatically cohesive structured text. student’s nowadays difficult to organize their thought in written form if they don’t have a topic that they think is interesting and related to popular culture. in this digital era, especially the use of social media gives a big impact on most people all around the world, including students. there are so many students in this era who obtain the influence of popular culture which make them get the influence, like the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 199 western wave, and the hallyu wave, this is one of the impacts of social media, it is so handy to get access to information about their favorite. so, in this case, the researcher feels interested in making research related to students writing skills in the review text. this kind of text is capable to stimulate the students able to give their idea because it is related to the things which the students’ like. the types of thematic progression that students used in their review writing assignment. this study uses the theory of thematic progression developed by eggins 2004 in the book written by (klein et al., 1978 : 324) as framework to analyze the data. based on the phenomenon above, so the researcher is interested to conduct the research entitled “thematic progression in student’s review text writing; different gender and major analysis” method this research used conducted by applying descriptive qualitative research. ary (2010: 420) in rahayu 2018 stated that qualitative research investigated the quality of relationship, activities, situation, and materials. it focused on understanding the context and attempts to explain the intentionality of behaviors. qualitative inquiry is a generic term for an array of educational research approaches, such as ethnography, naturalistic inquiry, narrative research case studies, interpretive research, fieldwork, field studies, and participant observation. these approaches used different methodologies, but certain features are typical of qualitative research. in qualitative research, the natural environment serves as a direct source of data, and the writer herself served as the primary instrument. the use of descriptive qualitative research is preferred when examining and comprehending social phenomena. explain that "descriptive indicates that the data collected are in the form of words rather than numbers" according to bogdan & biklen (1982: 26). descriptive qualitative research simply explains what is occurring and what the data demonstrates (nazir, 2003:55). in order to assess the data as fully and richly as possible in the form in which they were recorded and transcribed, descriptive qualitative research used quotations from the data to support its written findings. the data of this study would be the sentences which taken from student’s writing in review text at 12 grade at sma negeri 12 medan. the source of this data would be the sentences which taken from 10 students of science class and 10 students from social class in review text at 12 grade in sma negeri 12 medan. to collect the data, the researcher used the following steps: teach the students about review text, ask the students to make an example of review text, divided the text based in social and science class, and the paragraph would be divided to the form of clause. after collecting the data, the researcher would analyze the data with using qualitative method. the steps were as follow: 1) after the researcher got all the review text written by the students; then, 2) the researcher determined theme and rheme from each sentence; 3) after that, the researcher draw the pattern that build by the review text which written by the students; 4) explain the pattern and determined are there the three thematic progression patterns found in the students writing review text. or is there any new pattern found by the researcher and make junianti naibaho, arsen nahum pasaribu, erika sinambela thematic progression analysis in different gender and major by students of 12th grade in writing review text 200 the conclusion. findings and discussion this chapter provided an analysis of thematic progression in students’ writing review text. it provided the result of students in writing review text. the finding of analysis was discussed further as an attempt to answer the research question that have been proposed in the first chapter. this study used the theory of thematic progression developed by eggins 2004. table 1. review text in writing review text from xii science ( ipa) name of students m.s.a (male) randy (male) m.f (male) an (male) rh (male) nn (female) ds (female) lp (female) ep (female) dr (female) table 2. name of students in writing review text from xii social ( ips) name of students’ mda (male) nt (male) mia (male) mr (male) mza (male) ha (female) mh (female) ep (female) is (female) sc (female) there are 20 data that the researcher got to analyze thematic progression in students writing review text at grade 12 at sman 11 medan. after analyzing the all the data the researcher found that both in social and science class all of the thematic progression is found in the passage which written by them. the first the researcher found the reiteration theme or constant theme in almost every passage that written by the students and it is same if the researcher compared it by male and female class. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 201 it means that the students in social and science class even male and female trying to keep their passage is coherence each other. then also find zig zag theme, the researcher already made it clear in data analysis that almost every student already able to build an information but still has a cohesion with another sentence. the last the researcher also found the multiple rheme pattern. exactly to build this pattern by writing is quite difficult, because we have to give a lot of information regarding to the topic that we talk about. while the researcher found it in students writing product, it shows that the ability a few students to produce a good writing is already come. why a few? because there are also the students who still difficult to links the sentence. it was proven by the new pattern which not consist to the pattern that explain by eggins namely reiteration theme, zig zag theme and multiple rheme. when the passage divided into theme and rheme then the pattern is formed and shows another pattern that build the passage. nevertheless, the writer also found the new pattern from almost the passage, so the writer called it with “repeated theme” because most of the pattern showed that sometimes theme in first sentences becomes a theme again in the fifth, six, seven and so on. so even the topic is already appeared in the theme before but mostly the students repeated the same theme in other sentences that going far from the theme before. if the writer should give the name for this pattern, so the writer decided to called it as repeated theme. conclusion based on data analysis and finding in chapter iv, the researcher found that 3 kinds of thematic progression is found in students writing review text. namely, reiteration theme, zig zag theme and multiple theme. as the result for science class and social class and based on male and female students, the researcher found the thematic progression used by the students mostly is reiteration theme, by looking back to the data mostly in every paragraph which written by the students who comes from social and science class, the pattern which formed based on thematic progression pattern explain by eggins most of it shoeing the existence of reiteration theme or constant theme. this is the simplest pattern, because the students only need to talk about one topic from each paragraph. reiteration theme showed that students tend to make focus to the point and create a coherence text and it means that the students tend to make the text focus by repeating the same element as themes. zigzag theme also found in students in social and science class even male and female students, that proven from the pattern formed by their writing review text. showed that students have succeeded in developing the cohesion of the text. and multiple themes showed that students have to able to develop a lot of information from a rheme as themes. and by using review text as media to get students attention to write a text, the researcher found they are able to use multiple rheme, because they talked about what they like so much. even we as an adult feels so interesting to talk something that we like so much. it is proven that all of the topic that used by the students is about game, film, k-pop, drama and so on. based on the researcher background, explain that nowadays the ability of students in writing is still lack but if they asked to tell about what the trending event, what they like so junianti naibaho, arsen nahum pasaribu, erika sinambela thematic progression analysis in different gender and major by students of 12th grade in writing review text 202 much i think we as a teacher able to get their attention. so, from the data analysis three of the pattern are found in social and science class and also by male and female students. as the teacher researcher believes that if we teach the students with let them know how important to make a good paragraph and explain about coherence, cohesion and unity, the researcher believes the students will face an improvement in their writing. nevertheless, not all the students able to build a good text, even in this study all of them successful to produce all of type thematic progression but there are also a few of them still difficult to make the text is coherence, it is proven by the pattern which show that the theme even not related to the another theme. so, it becomes the teacher task to reduce the students mistake in writing ability. and the last researcher hope that it will be becomes a good resource to support the teacher to make an innovation to improve student’s ability in writing text in every kinds of texts. the last the researcher hopes it can help other researchers to get more references related to thematic progression in senior high school. references adams, a., simmons, f., & willis, c. 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(2018). theme and thematic progression in students’ recount texts. indonesian journal of applied linguistics, 7(3), 524–530. https://doi.org/10.17509/ijal.v7i3.9797 https://doi.org/10.24256/ideas.v10i1.2563 342 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 342 353 the implementation of 15-minute extensive reading approach as school literacy movement activity: students' perceptions nizma1, irene nany kusumawardani2 nizma2001@student.ub.ac.id1, irene.nany@ub.ac.id2 1 2 faculties of cultural studies, universitas brawijaya, indonesia received: 2023-04-11 accepted: 2023-07-05 doi: 10.24256/ideas.v11i1.3759 abstract the low rate of indonesian students’ literacy skills need to be deliberated more. responding to this issue, the government created the school literacy movement program to improve indonesian students’ literacy. the aim of this study is to investigate the implementation as well as the students' perceptions towards 15-minute extensive reading as school literacy movement (gls) activity in the classroom. this study employed a qualitative method which applied descriptive case study design. the research was conducted at smp brawijaya smart school malang. the instruments were observation notes and interview guidelines. the interview involved two students who have been undergoing extensive reading activity at school. the collected data were analysed by using interactive analysis model which was carried out in four stages, namely collecting data, data reduction, data display, and conclusion drawing. the findings showed that the implementation of 15-minute extensive reading approach as school literacy movement in smp brawijaya smart school malang was held quite well by involving and reflecting 9 of the 10 principle of extensive reading as well as two stages of the school literacy program (gls) namely habituation and development. the findings also revealed that the implementation of 15-minute extensive reading approach as school literacy movement activity is categorically helpful for smp brawijaya smart school malang students’ literacy and second language acquisition. keywords: extensive reading; school literacy movement; students’ perceptions introduction reading takes place as one of the fundamental language abilities that foreign language learners must acquire. one of the most critical functions of efl learners’ language learning process is reading (salikin, 2017). meanwhile, there is still a lack of awareness to be interested in reading for indonesian students (rahman, 2018). this fact can have an impact on students’ thinking ability and literacy culture since reading is the tool to empower their comprehension ability. although literacy is not only about reading, but the other basic literacy (writing, numeracy, science, digital, finance, culture and citizenship) can be accomplished when or while the habit of reading is well-implemented. the relatively low literacy rate of indonesian students http://u.lipi.go.id/1457703302 mailto:nizma2001@student.ub.ac.id mailto:irene.nany@ub.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 343 has become a substantial issue that should be addressed and deliberated more. the latest result of programme for international student assessment (pisa) indicates that there has been a substantial reduction in the number of reading ability (solihin et al., 2020). they added a study conducted by central connecticut state university “world’s most literate nations”, which revealed that indonesia's literacy level was ranked the second lowest that remains low. responding to this issue, the ministry of education and culture (mec) inaugurated the school literacy movement (gls) to improve literacy culture. gls was created as a follow-up to the obligation by mec for schools to apply "15 minutes of reading (other than textbooks) before teaching and learning activities". the school literacy movement (gls) implementation is a government attempt to improve student literacy through three stages namely habituation, development, and learning activities. gls is practiced with an extensive reading (er) approach, namely the practice of reading as many different kinds of reading as possible for pleasure, so that interest and culture grow, as well as being accustomed to "facing" various types of reading. extensive reading is defined as a process to apprehend what is being read while considering the amount of reading material (richards and schmidt, 2010). the main purpose of er is to get a lifelong reading habit that correlate with the primary indicator of literacy, which is reading habit. carrell and carson (1997) state that the major purpose of er is to make readers focus on reading in behalf of reading in terms of information or pleasure. in detail, extensive reading (er) is an approach that gives language learners an opportunity to read by focusing on context and practicing reading fluently for knowledge and amusement. extensive reading could grow positive attitudes about reading in general and fluency. er is an approach that starts with something fun and becomes a stimulus so that students want to read frequently. by promoting the er approach as an initial stage of gls program, it is hoped that the objectives of the gls program can be achieved. the fundamental theory of extensive reading is proposed by stephen krashen's comprehension hypothesis. the theory believes that the learners reach the point where they understand meaning when they obtain much input (comprehensible input) which comes from reading and listening activities (krashen, 2003). it means before moving to the output stage, learners must enrich the input in acquiring a new language. according to day and bamford (1998), extensive reading is one of reading approaches where learners read many reading materials in target language based on their level; reading to get general meaning and information at once pleasantly. in detail, day and bamford (2002) have designed 10 characteristics of a successful er approach. 1. the reading material is easy. 2. a variety of reading material on a wide range of topics must be available 3. learners choose what they want to read 4. learners read as much as possible 5. the purpose of reading is usually related to pleasure, information, and a general understanding 6. reading is its own reward 7. reading speed is usually faster rather than slower 8. reading is individual and silent 9. teachers orient and guide their students 10. the teacher is a role model of a reader. nizma & irene nany kusumawardani the implementation of 15-minute extensive reading approach as school literacy movement activity: students' perceptions 344 (richard day & bamford, 2002) on the other hand, there are several obstacles or factors that cause the gls implementation to be less than optimal in schools. solihin et al., (2020) stated that several factors for the success of gls implementation were not only influenced by facilities and infrastructure, but also the commitment of school members such as principals, teachers, staff and students. moreover, the study of existing evaluation efforts is limited to understanding the implementation of gls in certain areas through surveys and case studies. up to now, no one has specifically examined students' perceptions of implementing the 15-minute er as the main step in the success of the gls program. by strengthening and correcting the initial stages, it is hoped that schools can easily achieve success up to the final stage, namely learning activities. there were several previous studies under the same topic but they focused on the students’ perceptions on the implementation of er as a pedagogy for teaching english (e.g., jayanti, 2018; puspa & ragawanti, 2022; poetra, 2021). according to puspa & ragawanti (2022) and poetra (2021), the students expressed positive attitudes towards the implementation of er as it can enhance their linguistic and non-linguistic skills, as well as interest in reading. furthermore, jayanti (2018) concluded that the students found difficulty of text, reading materials selection, and teachers’ roles hold the greatest success of er. however, the studies mentioned above conducted research on a stand-alone course, not as a mandatory extracurricular program as school literacy movement (gls) in particular. it should be noted that the differences in terms of implementation such as time allocation, material selection, and other procedures may affect students’ perceptions. recent studies have been conducted in the area of the school literacy movement (gls). in their investigation of senior high school students’ reading comprehension towards the role of gls, eryanti et al (2021) highlighted that there was considerable influence between gls on reading comprehension skill. this finding implied that the existence of gls provides a positive role on the students’ reading skill. meanwhile, other studies (e.g., englis, 2020; erwinsah et al., 2019; wahab & amaliyah, 2021) focused on describing the whole implementation of gls program in general and none of the previous studies have discussed the students’ perceptions towards er implementation as one of the major gls activities. the participation of students as the most involved parties to share their experiences while carrying out er in the gls program can help the school's evaluation process as well as the students’ reflection. as an attempt to fill in the gap, the researchers conducted this study to investigate the implementation as well as the students' perceptions towards 15minute extensive reading as school literacy movement activity. based on the facts above, the researchers form three research problems as follow; 1. how is the implementation of 15-minute extensive reading as a school literacy movement? 2. what are students’ perceptions towards extensive reading as a school literacy movement? ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 345 method this study employed a qualitative method which applied descriptive case study research design. creswell (1994) defines qualitative research as a study that gathers information through words or figures regarding the meaning, process, and understanding of a certain phenomenon or condition. (yin, 2018) describes a descriptive case study as an in-depth and detailed study. in other words, the purpose of descriptive study is to classify a sample in detail regarding the phenomena. the researchers carried out descriptive data which is mainly from in-depth interviews and observation (non-participant observer). the recent study was conducted at smp brawijaya smart school (bss) located in malang. the criteria for case design research is the uniqueness of the object of research. in this case is the school under study that implements the gls program considering not all middle schools in malang have actively implemented the gls program. the observation notes used to describe the implementation of extensive reading as gls activity. the interview involved two 9th graders students who have been undergoing extensive reading activity at smp bss for one and a half year as transfer students since 8th graders. the interview guidelines regarding the students’ perceptions about the implementation of extensive reading were adapted from zhou and day (2021) and developed by adding three aspects of perceptions suggested by walgito (2010) namely cognitive, affective, and conative. the collected data were analysed quantitatively by using interactive analysis model proposed by miles and huberman (1984). the interactive analysis model according to miles and huberman (1984) is in qualitative research allows data analysis to be carried out when the researcher is in the field or after returning from the field a new analysis is carried out. miles and huberman's interactive analysis process is carried out in four stages. firstly, the researchers collected the data from interview session and observation notes. secondly, the data were reduced by only inserting the important data. then, the researchers displayed the data organized as word description. lastly, the conclusions were drawn by the researchers. results and discussion the implementation of extensive reading the extensive reading activity implemented by this school is labelled as literacy reading activity. er activity is carried out through the school literacy movement for 15 minutes before teaching and learning activities. literacy reading as er activity is character building carried out by schools to form superior and insightful students. based on observations, the activity is related to extensive reading due to the fact that the activity stage is in line with some of the principles of er proposed by day and bamford (2002). nizma & irene nany kusumawardani the implementation of 15-minute extensive reading approach as school literacy movement activity: students' perceptions 346 table 1. extensive reading activities as a school literacy movement stages extensive reading activities pre-reading a. the homeroom teacher gave instructions for distributing teacher-selected reading materials and student literacy journal (reading log) (tuesday, wednesday, thursday) b. the homeroom teacher gave instructions to take out reading materials and distribute student literacy journal (reading log) (friday) the homeroom teacher gave instructions to start reading 15 minutes fast and as much as possible while-reading students read silently and observe the story post-reading students wrote the title and descriptions (page, review, moral messages) in student literacy journal (reading log) short sharing session voluntarily students collected the student literacy journals to be signed by the teacher[1] table 1 demonstrates that the implementation of extensive reading activity was carried out four days in a week; tuesday, wednesday, thursday, and friday. the reading started at 07:00 to 07:15 and then followed by filling in reading log and short sharing session voluntarily. the sequence of activities on table 1 is in accordance with government recommendations as written in the book “mengukur capaian program gerakan literasi sekolah” by solihin et al. (2020). it is stated that the initial stage of the gls program is the fun habit of reading by accustoming the students to reading books for 15 minutes every day. the 15-minute reading activity can be carried out before class begins or at another possible time. although the 15 minute reading is carried out only four days a week, smp bss has held this program certainly well in organizing regular 15-minute reading activities compared to other schools which implemented the gls program. the results of research by erwinsah et al. (2019) stated that one of the elementary schools in pekanbaru only held 15 minutes of reading on fridays. similarly, permatasari h et al. (2020) found that one of the vocational high schools in bandung only held it on wednesdays. on pre-reading, the teachers’ role as a guide is needed to coordinate students. the teacher gave guidance and instructions for distributing materials, journals, then gave instructions for 15 minutes to read fast and as much as possible. this activity is related to the 9th principle of er, namely the teacher as the guide for the students to reach the goal of er (day and bamford, 2002). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 347 during the while-reading, the class was set in a certainly quiet atmosphere. the students focused on reading individually and silently. it goes along with poetra (2021), he found the students prefer to read silently rather than reading in a group to increase their concentration and prevent intervention. the er principles used in this stage are read as much as possible, read fast, and read individually and silently (day and bamford, 2002). meanwhile, the teacher read as well as observed the classroom situation to make sure the reading activity went well. this stage also fits in with the 9th principle of er by day and bamford (2002) in which the teacher was monitoring this core activity such as giving a warning to students who were not focused on reading. the teachers’ participation in reading undirectly gave the students enthusiasm as they were given a good example from the role model. it refers to the 10th principle of er by day and bamford (2002) in which the teacher is in charge of being the students' role model. in their research, permatasari h et al. (2020) concluded that literacy can be conveyed by teachers through habits which can encourage the students’ reading interest. on post-reading, the students wrote a review and moral value based on the story and voluntarily conveyed conclusions in front of the teacher and other students. additionally, if there are no volunteers, the teacher would randomly pick. this activity represented the 2nd stage of gls program, namely development. the development stage aims to develop understanding skills in reading and relate it to personal experience, think critically, and cultivate communication skills creatively by responding to a particular story by writing a synopsis or reviewing and presenting it (solihin et al., 2020). the last activity was a form of integration of extensive reading and intensive reading, since 6th principle of er is reading is its own reward (day and bamford, 2002) that there are no follow-up exercises after reading. on the other hand, because er activities are carried out at school, monitoring makes students more coordinated or they will not take this activity seriously. mukti (2022) has proven that the students find writing journal after reading is beneficial for their confidence and language skills. therefore, 6th principle of er is not included in the implementation of the 15-minute reading activity in the gls program, which is held at smp bss malang. unlike other schools that implement extensive reading using library books, smp bss malang provides printed-short stories in the form of articles arranged by the teachers; which fits in the 2nd principle of er by day and bamford (2002) that is to read a variety of different topics. the teacher-selected reading materials have three languages, namely english, indonesian, and javanese. to balance the selection of reading material, this school also allowed students to bring their own choice of books and not limited by language; self-selected books which fit in the 3rd principle of er that is to read stories based on personal preferences. the teacher did not give a specific target for the number of words or pages that have to be read in a certain time. the students were only given 15 minutes to read fast and as much as possible that fit in the 4th and 7th principle of er. students perceptions’ towards 15-minute extensive reading activity the students’ perceptions towards 15-minute extensive reading activity are classified and examined into 3 aspects of perceptions suggested by walgito (2010), nizma & irene nany kusumawardani the implementation of 15-minute extensive reading approach as school literacy movement activity: students' perceptions 348 there are cognitive, affective and conative. cognitive aspect cognitive aspect is how people have a mindset to gain knowledge, thoughts, and beliefs. the participants were asked anything they know related to the extensive reading, namely literacy reading activities. based on the interviews that have been conducted, it is revealed that both of the participants have positive perceptions, as follows; [interviewee a: “as far as i know, literacy activities are held to make us understand the core of the stories. in school, we read a novel or book and describe the contents of the story and determine moral values. after that, we can explain the conclusion orally at the end of the activity.”] [interviewee b: “in my opinion, literacy activities are activities to read articles so that students are accustomed to reading and have broad knowledge of these activities. we were given articles and read short stories, reviewed, and wrote down the moral message. there is a sharing session after reading articles or personal books.”] the question that the researchers asked refers to the name of the activity set by the school, namely literacy reading activity. both participants had similar opinions in responding to the question which extensive reading habit provides a broad view such as enriching knowledge and understanding. their answers were in line with the purpose of school literacy movement (gls) proposed by the ministry of education and culture which is to grow and develop the students’ interest in reading at the stage of fond or loving reading (solihin et al., 2020). it is also related to the basic er theory of comprehension hypothesis, which asserts that acquiring a language and developing literacy skills can be obtained by enriching “comprehensible input” from understanding messages of what we read (krashen, 2003). in the meantime, when asked their opinion regarding what aspects of extensive reading activities they find valuable, both participants disclosed that; [interviewee a: “in my opinion, the valuable thing is the lessons from the books we read, what we learn from there and also the opportunity to read non academic books or stories.”] [interviewee b: “getting new knowledge because each student has the opportunity to bring our personal books which have different variety of reading materials, so we get more knowledge.”] both participants had similar opinions about the thing they found valuable when doing extensive reading activity. the participants claimed the valuable thing of er was obtaining knowledge and massages from reading materials, also more precisely the opportunity to read a book of their own choice. free choice of reading material may grow the students’ interest and motivation on reading (azkia et al., 2021). the participants’ opinions were genuinely related to the 3rd principle of er which is readers choose what they want to read and 5th principle which the purpose of er is related to general meaning, pleasure, and information. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 349 affective aspect affective aspect refers to the participants’ feeling and emotional towards their experiences doing 15-minute reading as er activity. when the participants were asked about their feelings, whether they enjoy extensive reading or not, they revealed; [interviewee a: i enjoy the reading activity, especially english stories since it is easier for me to understand. i enjoy the english short stories provided by school but i prefer the self-selected book because sometimes the short stories are basic and too easy to understand.”] [interviewee b: i enjoy it, but if the story is not suitable with my preference, i do not enjoy it a bit. for example, there are some stories which plots are easy to predict. other than that, i enjoy both self-selected reading materials and short stories provided by the school since they have varied of stories i can explore.”] based on the interview, both participants had positive perceptions on selfselected reading material although there were some reasons that can reduce the enjoyment of reading the teacher-selected reading material; such as the language level and the story preferences. the first interviewee felt he enjoys reading material in a target language that he is good at. it represents that the 1st er principle which is easy material is realised. however, he felt the reading materials’ vocabulary were easier for him to understand. alsaif & masrai (2019) stated that considering the reading level of er reading material, it should be neither too difficult nor too easy to facilitate enjoyable reading. meanwhile, the second interviewee less enjoyed the reading activity because of the predictable storyline. the finding of students' self-selected reading material is in line with nurhadi & larasaty (2018) report that reading material holds the highest percentage of students' low motivation in doing extensive reading. this shows that the choice of reading material plays a very crucial role in their enjoyment. there are advantages and disadvantages to the application of the teacher-selected book, the benefit is that students do not need to be confused to find stories in the library, the weakness is that the teacher-selected stories do not match their enjoyment. conative aspect conative aspect refers to the participants’ attitude and behaviour towards their 15-minute reading experiences. when the participants are asked whether they become more confident in reading after experiencing er, they revealed that; [interviewee a: “yes it can boost my confidence in reading because if we keep reading it, we can understand more and more and experience learning a language.”] [interviewee b: “yes, because i am used to reading and it is easy for me to catch the contents of the story.”] both participants were aware that their confidence level increased through extensive reading activity. this data is in line with the findings of hidayat & rohati (2020) which stated that the students need encouragement to read various stories in order to achieve confidence when reading. nizma & irene nany kusumawardani the implementation of 15-minute extensive reading approach as school literacy movement activity: students' perceptions 350 in the meantime, when asked their opinion about what type of book or topic they find interesting, both participants disclosed that; [interviewee a: “for me, it is mystery and action and it has to be in english.”] [interviewee b: “i prefer non-fiction stories, for example books about socialising.”] both participants had different interests in the selection of reading materials. however, it did not matter what book or story the reader reads, as long as they enjoy it, it is called extensive reading (ferrer & staley, 2016). therefore, smp bss malang implemented extensive reading activity using two ways in selecting reading materials, namely teacher-selected and self-selected reading materials. in this way, students can choose their own stories, meanwhile, the school still provides reading materials. apart from having the main purpose, extensive reading also has good side effects that can be considered a big bonus in the second language acquisition (sla) as the target language grows along with the reading habit. the beneficial influences given by 15-minute reading as er activities are the improvement of the participants' english abilities. based on the result of the interview, er as one of the school literacy movement (gls) activities has contributed to the participants’ english improvement as a target language from both teacher-selected and self-selected reading materials. the most dominant skills that can be enhanced were grammar, reading, vocabulary mastery, and writing skills as the participants briefly explained as follows; [interviewee a: “i think my grammar and reading skills are improved because of the reading habit and knowing how to use a word in a sentence, and enhance my vocabulary.”] [interviewee b: “my vocabulary has been improved since i can explore many kinds of stories, my grammar has improved a little because i do not pay much attention, and also my writing has been improved in terms for spelling because i finally know how to write correctly.”] based on the interview, both participants perceived some benefits after some period of time doing extensive reading. participant a claimed that the er activity improved his grammar, reading skills, and vocabulary mastery. meanwhile, participant b claimed that er activity improved his vocabulary mastery, grammar, and writing. these findings are supported by several previous researchers, the students’ english skills such as reading comprehension, grammar (permatasari et al, 2020), vocabulary mastery (sa’diyah, 2021), writing (aida & widiyati, 2020) seem to improve as the information is absorbed by doing er. to sum up, er activity gives many benefits to students' academic performances. this shows that although the major purpose of er activity is to gain a long reading habit, readers can perceive the benefits in acquiring a new language. conclusion as a conclusion, the implementation of 15-minute extensive reading approach as school literacy movement in smp brawijaya smart school malang was held quite well by involving and reflecting 9 of the 10 principle of extensive reading as well as two stages of the school literacy program (gls) namely habituation and development. the procedure of 15-minute extensive reading in this school was ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 351 considered unique because of two types of reading selection, namely teacherselected and self-selected reading materials. the findings also revealed that the implementation of 15-minute extensive reading approach as school literacy movement activity is categorically helpful for smp brawijaya smart school malang students’ literacy and second language acquisition. the participants have positive perceptions towards the implementation of er. among the three aspects of perception, participants predominantly gave positive responses to 2 aspects, namely cognitive and conative. while in the affective aspect, participants did not give an overall positive response because of the unsuitability of language levels and story preferences that make it less enjoyable to read even though they expressed enjoyment in the beginning. the findings suggest that school stakeholders should consider the occasional or annual evaluation of the 15-minute extensive reading implementation of gls program and the procedures. more specifically, reading materials must be designed to meet the needs and interests of students to support the success of extensive reading activity as an approach to the school literacy movement (gls). due to the limitations of this study, the writers suggested that the further research should involve more participants to accommodate diverse perceptions as well as school stakeholders to discern the entire point of view. references aida, s., & widiyati, e. (2020). extensive reading to improve students’ writing of explanation text. edulite: journal of english education, literature and culture, 5(1), 109-117. http://dx.doi.org/10.30659/e.5.1.109-117 alsaif, a., & masrai, a. (2019). extensive reading and incidental vocabulary acquisition: the case of a predominant language classroom input. international journal of education and literacy studies, 7(2), 39. https://doi.org/10.7575/aiac.ijels.v.7n.2p.39 azkia, i.a., srisudarso, m., & sumarta. (2021). exploring efl students’ preferences in extensive reading. interaction: jurnal pendidikan bahasa. 8. 303-315. http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v8i2.1455 carrell, p.l., and j.g. carson. (1997). extensive and intensive reading in an eap setting. english for specific purposes. 16: 47-60. retrieved from https://doi.org/10.1016/s0889-4906(96)00031-2 creswell, j. w. (1994). research design: qualitative & quantitative approaches. london: sage publications. day, r., & bamford, j. (2002). top ten principles for teaching extensive reading. reading in a foreign language, 14(2), 136–141. day, r., & bamford, j. (1998). extensive reading in the second language classroom. cambridge university press. dewi, p., & sari, d. (2022). perception of digital storytelling in overcoming fear for speaking english through interdisciplinary project of gender issues. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1635 – 1642. doi:https://doi.org/10.24256/ideas.v10i2.2748 englis, n. (2020). the concept of school literacy movement through reading time at smpn 19 pontianak. journal of english as a foreign language education, 1(1), http://dx.doi.org/10.36232/jurnalpendidikanbahasa.v8i2.1455 https://doi.org/10.24256/ideas.v10i2.2748 nizma & irene nany kusumawardani the implementation of 15-minute extensive reading approach as school literacy movement activity: students' perceptions 352 46-50. erwinsah., solin, m., adisaputera, a. 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(2020). the implementation of school literacy program and the condition of vocational school students’ reading interest. international conference on elementary education, 2(1), 762-774. retrieved from http://proceedings.upi.edu/index.php/icee/article/view/685 permatasari, i., wijayanto, a. & kristina, d. (2020). extensive reading on wattpad and its benefits to students’ english skills: students’ perceptions. els journal on interdisciplinary studies in humanities, 3(4), 518-530. retrieved from https://doi.org/10.34050/elsjish.v3i4.11714 puspa, m.a.a., & ragawanti, d.t. (2022) the implementation of extensive reading principles in an extensive reading class: students’ perceptions. eternal (english teaching journal), 13(1), 103-116. https://doi.org/10.26877/eternal.v13i1.10971 poetra, a.a. (2021) students’ perception of extensive reading program in english department of unesa. retain (research on english language teaching in indonesia), 9(2), 241-250. rahman, f. (2018). the constraints of foreign learners in reading english literary works: a case study at hasanuddin university. journal of arts and humanities, 7(2), 01-12. https://doi.org/10.18533/journal.v7i2.1327 https://doi.org/10.18533/journal.v7i2.1327 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 353 richards, j. s. and schmidt, r. (2010). longman dictionary of language and teaching applied linguistics (4th ed.). great britain: pearson education limited. sa’diyah, h. (2021). the effect of extensive reading on the vocabulary mastery at the seventh grade students of junior high school. journeel (journal of english education and literature), 3(1), 23-32. https://doi.org/10.51836/journeel.v3i1.186 salikin, h., bin-tahir, s. z., kusumaningputri, r., & yuliandari, d. p. (2017). the indonesian efl learners’ motivation in reading. english language teaching, 10(5), 81. https://doi.org/10.5539/elt.v10n5p81 solihin, l., pratiwi, i., hijriani, i., & sudrajat, u. (2020). mengukur capaian program gerakan literasi sekolah: merumuskan instrumen evaluasi untuk memajukan literasi. pusat penelitian kebijakan, jakarta. isbn 9786020792798 tyas, n. (2022). students' perception on self-directed learning (sdl) in learning english by using youtube video. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 13071314. doi:https://doi.org/10.24256/ideas.v10i2.3208 wahab, i., & amaliyah, n. (2021). the implementation of school literacy movement by using storybook in elementary school. international journal of elementary education, 5(3), 393–400. https://doi.org/10.23887/ijee.v5i3.36727 walgito, b. (2010). pengantar psikologi sosial. yogyakarta: andi ofset. yin, r. k. (2018). case study research and applications: design and methods. (6th ed.). thousand oaks, ca: sage. zhou, j., & day, r. r. (2021). online extensive reading in eap courses. reading in a foreign language, 33(1), 103-125. https://doi.org/10.24256/ideas.v10i2.3208 314 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 314 323 increasing the students’ speaking ability in giving suggestions and advice by the using of "whip around" strategy *atalisi zalukhu¹, mitra gusmeni hia² *corresponding author: atalisi zalukhu (atalisizalukhu2000@gmail.com) 1,2,3 universitas hkbp nommensen, medan, indonesia received: 2023-05-01 accepted: 2023-07-02 doi: 10.24256/ideas.v11i1.3804 abstract speaking is the ability to convey information or expressing to convey everything in their mind orally. therefore, it is important for students to master speaking in their daily life because through speaking students can express their ideas, feelings, opinions, and knowledge. there were some problems faced by the students in speaking in second grade of smp adhyaksa namely: the students lacked vocabularies, and the students are not able to deliver their suggestion and advice. therefore, to overcome the problems, the researcher conducted this research by using “whip around” strategy in second grade of smp adhyaksa. the purpose of the research is to increase the students’ ability in speaking by using whip around strategy at the second grade of smp adhyaksa. to achieve the purpose, the researcher conducted car method. the result of the data in cycle i showed the average of students’ value was 60, the maximum score was 78 and the minimum score was 41. while in cycle ii 20 students (100%), the student got the maximum score was 83 a nd the minimum score was 75. from the result o the research, it can be concluded that “whip around” strategy increases the students’ speaking ability in second grade of smp adhyaksa. finally, the researcher suggested all english teacher to use this strategy in teaching speaking skill because “whip around” strategy is effective to increase the students’ ability in speaking. “whip around” strategy encourages the students’ to express their suggestion and advice orally and engaged the student high motivation during the teaching and learning process. keywords: speaking ability; suggestion; advice; whip around strategy http://u.lipi.go.id/1457703302 mailto:atalisizalukhu2000@gmail.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 315 introduction speaking is a critical skill that ought to be mastered through the students considering that, through speaking abilities, the students ought to deliver the whole thing of their mind orally, and with talking the scholar are expected to talk, and explicit thoughts, knowledge, opinion, and feeling to the others. according to aguilera (2012:16), speaking is an effective ability. it includes speech to express other meanings to different humans. interaction is -the way communication related to language and body language to hold our listeners involved in what we're saying and to test that they recognize what that means. english is an international language and is well known around the world, especially in schooling, many students want to learn a 2nd language to grasp english. in getting to know english there are four basics that you ought to recognize to speak english fluently, there are listening, speaking, studying, and writing. almost absolutely everyone can research english by using speaking first due to the fact every person speaks very easily and may be practiced immediately via partners, friends, family, and teachers. because of the students have to have the ability to speak english so that they can get information from other human beings, and then students should be able to speak or specify what they need to reveal to others. furthermore, brown (2001:257) stated speaking is literally described as pronouncing something, expressing it out loud, and using sounds. this means that students are free to express their ideas or critique other people. similarly, nunan (2003:48) stated that “speaking is an effective oral ability. it consists in generating systematic verbal utterances to carry that means.” students are free to deliver or express their ideas and emotions to listeners. the capability to talk may be very critical for everyone speaking. many junior high school students have troubles and problems when speaking, one of all being the worry of creating mistakes or loss of confidence. for this reason, the teacher needs to make or use unique techniques so students can speak well. giving suggestions and advice is an expression to be able to be used in improving speaking abilities in english. in speaking through suggestions and advice, each student can practice speaking, both are used with expressions of asking, giving advice, and suggestions. speaking is a way of student communication that can convey feelings, opinions, guidance, and messages, through speaking. many students nowadays are embarrassed to talk or dare now not communicate in front of the elegance even as the instructor is training, taken into consideration certainly one of them is a junior immoderate faculty student who is placed to have a problem speaking or is shy, frightened of being wrong, not assured or afraid if the answer is wrong. properly, here the trainer wishes to apply an excellent strategy that could enhance college students' speaking skills. properly, here the teacher needs to use a good strategy that can improve students' speaking abilities. based on the observations that the researcher conducted at adhyaksa junior high school from may to june 2022, the students who did not reach the minimum competency criteria (kkm) that had been set at the school, what were expected in the curriculum could not be achieved. in different phrases, college students are not capable of specific giving suggestions verbally and atalisi zalukhu, mitra gusmeni hia increasing the students’ speaking ability in giving suggestions and advice by the using of "whip around" strategy 316 fluently. that is because of numerous factors, namely, students did not recognize what is supposed through the expression of inquiring for recommendations and advice grammatically, and students are not able to bring suggestions and advice. the identification problems in this study are the pupil did now not apprehend what's the expression of giving suggestions and advice grammatically, the student lacked vocabulary, and the researcher opportunities to exercise english use communicatively in giving suggestions and advice which researcher have. based on the previous explanation, the researcher tries to solve the problems by using the whip around strategy in teaching speaking, especially by giving suggestions and advice. the whip round method is a strategy utilized by an instructor to inspire students to participate and be more energetic in speaking well. beltran et al (2013:128) stated whip around is a method that lets in each pupil to quickly proportion his or her thinking”. it may be concluded that the whip-round method is to have interaction with college students in short and important thinking. the researcher provides advice or teaching strategies to english teachers, contributes to improving students' speaking skills, and provides ways that can be used as strategies in the teaching and learning process. students speaking ability using “whip around”, this strategy is used as a research medium so that it is relevant to the research topic. students as researchers use this strategy to improve their ability to learn english correctly by “whip around” strategies, with this strategy the researchers use it as a reference for comparison of studies that are relevant to the research topic. table 1.1 speaking’s score of students in smp adhyaksa academic year the scores average standard score 2020/2021 64 70 2021/2022 60 based on the table, above the results of student achievement in writing english are not good or have not reached the passing grade, with a classical average score of 6, 2. the results of these values indicate that there are learning strategies that require special handling which will be carried out by carrying out classroom action research activities. based on the syllabus in the second grade of smp adhyaksa, the core competence is comparing social function, text structure, and linguistics elements of formal and informal transactional or interpersonal conversation accurately, fluently, and acceptably by using various oral languages that involve utterance: asking and giving information related to suggestion and advice. the mcc which is in the school is 70. based on the rationale above, the researcher attempts to formulate research entitled “increasing the students’ speaking ability in giving suggestions and advice by the use of "whip around" strategy in the second grade of smp adhyaksa. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 317 method in conducting the research, the researcher will apply classroom action research (car) the specific educational problem that appears in students’ speaking ability. the researcher uses the “whip around” strategy to take the opportunity to increase students' speaking skills. the meeting of car is conducted in one cycle to determine the student's progress. when the student's achievement does not the mcc, the researcher will continue the meeting in the 2nd cycle. the researcher will make the target for the meeting in cycle 2, the research will stop when students get a higher score than the mcc. the research aims to increase the students’ speaking ability by using the “whip around” strategy, the researcher reflected on the teaching result and collected and analyzed the data based on the research findings due to knowing the student’s progress and whether their problems in speaking have been solved enough or not. the researcher seeks to empower, transform, and emancipate the students from situations that constrain their self-development and self determination. the population of this research is the second grade of smp adhyaksa medan jl h.m. said no.23 medan. which has one class with a total of 31 students. the sample taken from the population needs to be a consultant. the number of the sample in this research is consists of 20 students t.a 2021/2022. the procedures of action implementation will do in one or more cycles. each cycle will consist of two meetings, which are four stages namely planning, action, observation, and reflection. there are four stages in each cycle 1: planning, action, observation, and reflection. in collecting the data, the researcher has used some instruments, that the researcher written assessment as an assessment technique oral as an assessment technique in improving speaking skills. meanwhile, to obtain data regarding the use of whip around strategy in learning english speaking skills, the researcher used the observation sheet as a research tool. the instrument that will be used in this research is a sheet of observations, and documentation. this study applied quantitative data. (riduwan, 1997: 123). the researcher uses a quantitative data analysis technique. the researcher analyzes the data by evaluating the information that is gotten from the action of the implementation in each cycle. the researcher reflected on it at the end of each meeting and each cycle. after the data are collected by the researcher, the researcher analyzed the data by evaluated each information that is gotten from the action of the implementation in each cycle. the researcher reflected it at the end of each meeting and each cycle. results after the teacher looked for the students’ score and value, the teacher looked for the percentage of the students’ ability in speaking through “whip around” strategy. the result of their test is explained in the table below: table 4.3 the student’ speaking ability with “whip around” strategy at the second grade of smp adhyaksa no score level frequency percentage 1 85 – 100 level 5 2 75 84 level 4 20 students 100% atalisi zalukhu, mitra gusmeni hia increasing the students’ speaking ability in giving suggestions and advice by the using of "whip around" strategy 318 3 60 74 level 3 4 40 59 level 2 5 0 39 level 1 total 20 students 100% the data from the table explained that the students’ ability in speaking after applying “whip around” strategy was good and increase the students’ speaking ability in speaking. there were 20 students who got “good” level (100%), but there is none students who get “excellent” level (0%). the result of the students’ speaking ability in cycle ii is seen in the graphic on the next page: graphic 1: the students’ ability in speaking through “whip around” strategy in cycle ii the graphic showed that 20 students were in level four. level four means that they were categorized as “good”, and showed that the students’ ability taught by using “whip around” strategy were increase. this is caused of all activities and procedures of “whip around” strategy in cycle ii already done by the students and teacher. all students were categorized in “good level”. therefore, the teacher concluded that “whip around” strategy affects the students’ ability in speaking. it could be seen on the average of the students’ value that could be achieved based on the minimum competence criterion (mcc) that has been specified and the researcher would not carry on the research in the next cycle. the progress of the researcher’s and students’ activities cycle ii is available in the graphic on the next page: 0 20 0 0 0 0 5 10 15 20 25 level 5 level 4 level 3 level 2 level 1 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 319 graphic 2: the progress of teacher and students’ activities in cycle ii graphic 2 showed that the activity of teacher and students at the first and second meeting in cycle ii increased. the activity of teacher at second meeting cycle ii was 100% increased by 4% from the first meeting and could be categorized at “very good level” while the activity of students at second meeting cycle ii was 98% increased by 15% from the first meeting and could be categorized at “very good level”. the result of the students’ ability in all cycles the result of the students’ ability in speaking with “whip around” strategy in cycle i and cycle ii is seen in the table on next page: table 4.4 the students’ improvement from cycle i to cycle ii based on the table, it showed that the students’ ability were increased in cycle ii. all students were got “good” level in speaking. all the students’ problems have been overcome in cycle ii. it could be solved because of modifying the procedures of “whip around” strategy followed by implementing the strategy in the classroom. 96% 100% 83% 98% 0% 20% 40% 60% 80% 100% 120% meeting i meeting ii teacher students' no. cycle score level fluence level frequency percentage categories mcc 1. i 33-42 1+ 1 student 5% level 2 70 43-52 2 2 students 10% level 2 53-62 2+ 8 students 40% level 2 63-72 3 6 students 30% level 3 73-82 3+ 3 students 15% level 4 2. ii 73-82 3+ 16 students 80% level 4 atalisi zalukhu, mitra gusmeni hia increasing the students’ speaking ability in giving suggestions and advice by the using of "whip around" strategy 320 therefore, the students are able to speak as expected in the syllabus and lesson plan especially in giving suggestion and advice. discussion the common response of the problem the main problem of the research is “how does “whip around” strategy increase the students’ ability in speaking at the second grade smp adhyaksa medan?” the common response is “whip around” strategy increased the students’ ability in speaking by implementing the procedures of “whip around” strategy during teaching-learning process, and give the students a material about giving suggestion and advice. moreover, in applying the procedure of “whip around” strategy, the researcher had conducted it into two cycles. to increasing the students’ ability in speaking during two cycles, the researcher always improved all the weaknesses after conducting the research each meeting. in cycle i, the average of the students mark in speaking was 60 and in the cycle ii the average of the students mark in speaking was 77, 7. based on the average of the students’ ability in each cycle, the researcher found that the students’ ability in speaking through “whip around” strategy was increased. therefore, the researcher concludes that whip around strategy increases the students’ ability in speaking. the analysis and interpretation of the research finding after conducting the research in two cycles, the researcher analyzed the result of the students’ speaking ability and the observation sheet either for the researcher’s and students’ activities. the researcher did the research in two cycles. in cycle i especially in the second meeting, the researcher gave test to the students was extend to know the students’ ability in speaking, and the students’ result showed that most of the students did not pass minimum competence criterion (mcc). there were 3 students (15%) who got mark classified in “good” level. there were 7 students (35%) who got mark classified in “adequate” level. and there were 10 students (50%) who got mark classified in “less” level. the higher value that the students got was 78 and the lowest value was 41 while the average of the students’ value 60. based on the student value in cycle i, it can be concluded that the students’ speaking ability in cycle i still less, the students were not able to speak fluently. the failure of the students in cycle i was caused of the some students were not active in doing teaching learning process, the students’ percentage activities in the first meeting of cycle i only 73% and in second meeting was 78%. there were some activities and procedures of “whip around” strategy undone by the students such as: the students did not practice how to pronounce expressions giving suggestion and advice, the students did not listen the topic taught by the researcher, the students did not consider their opinion about a statement seriously, and the students did not state their agreement and disagreement seriously. in cycle ii, the teacher taught the students about the improvements that had been designed in the previous meeting. the improvement had been brought a big influence of the students’ achievements in cycle ii. it showed from the result of observation sheet, most of the students had done all the activities or procedures of “whip around” strategy. the students’ percentage activities in the first meeting ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 321 cycle ii was 83%, and in second meeting was 98%. moreover, the students’ mark was upgrading, all of them passed of minimum competence criterion (mcc) 70 score. all of students were got mark that classified in “good level”. the higher value that the students got was 83 and the lowest value was 70 while the average of the students’ value was 77, 7. based on the result of the research, it is concluded that “whip around” strategy can increase the student’s ability in speaking, so this strategy can used in teaching speaking for the students. by using “whip around” strategy the student problem in speaking was solve. “whip around” strategy increased the students’ ability in speaking because in “whip around” strategy the students invited to be more active, responsive and confidence, the students invited to be able to stated their idea about an issue or statement, the students trained to construct arguments and make logical claims, the students are given an opportunity to express their opinions, ideas and feeling orally without the pressure of having to speak so it can develop students’ language fluency. the research finding versus the latest related research the use of “whip around” strategy in speaking skill had ever been investigated by nezan in 2013. this research had a different location of the research, level of students to be investigated, the year of the research, the material and the kind of the research. in her research, she used classroom action research which focused on improving speaking achievement especially in expressing the invitation of second grade of smp adhyaksa medan. in this research, the result of the analyzed data can be concluded that the improvement of students’ speaking achievement of second grade at smp adhyaksa by using “whip around” strategy increased students’ speaking achievement. it was signed that 70% students’ participation active. it means that teaching english speaking skill by using “whip around” strategy was successful, it was down by the score average reached 80.5. while the researcher conducted research about “increasing the student ability in speaking skill in giving suggestion and advice by using “whip around” strategy at the second grad of smp adhyaksa medan” the researcher used classroom action research (car) and conducted the research in two cycle. he conclude that “whip around” strategy increased the students’ ability in speaking. “whip around” strategy invited the students to be more active, responsive, and confidence in teaching-learning process. based on the result of the researcher the highest of students’ mark in cycle i was 78 and the lowest was 41 while in cycle ii the highest of students’ mark was 83 and the lowest was 75. the average of students’ mark in cycle i was 60 and the average of students’ mark in cycle ii was 77.8 and classified as “good” level. the research findings versus theory after getting the result of the research, the researcher compares it with the theory written by the experts. based on pilliner’s theory (2013:70), he submits that ‘whip around” strategy increases students’ ability in memorizing all the sentences that they listened from the other students to be suggested and advised to the other students. so, it makes them to speak stumble. atalisi zalukhu, mitra gusmeni hia increasing the students’ speaking ability in giving suggestions and advice by the using of "whip around" strategy 322 the research findings implication there are some implications derived from the research findings, as follows: a) the students were motivated to speak by expressing to the other students. b) the students were aware with the importance of communication with the other students. c) the minimum competence criterion had been achieved by the students. d) the students were active in studying speaking. the analysis of research findings limitation during conducting the research, there are some limitations of the research finding should be considered as follows: a) the time of teaching was very rushed. b) the researcher was limited by the weakness of the students’ ability in memorizing and listening what their friends said. c) some of the students disturb their other friends when one group was treated in front of the class. d) some of the students were still shy to express to their friends. e) the researcher still did some mistakes because it is the first time conduct the research. conclusion after analyzing the data, the researcher takes some conclusions, as follows: in cycle i, the students’ ability in speaking especially in stating agreement and disagreement was not satisfying, most of students could not pass the minimum competence criterion. in cycle i, there were 10 students (50%) who got mark among 40-59 classified as “less level”, 7 students (35%) got mark among 60-74 classified as “adequate level”, and there were 3 students only who got mark among 75-84 classified as “good level”. in cycle i the highest mark was 78 and the lowest was 41. the average of students’ mark in cycle i was 60. furthermore, the teacher continued the research to the cycle ii. in cycle ii, the students’ ability got improvement in speaking especially in stating agreement and disagreement through “whip around” strategy. there was no students categorized into fail and less level, the students got mark higher or same than minimum competence criterion. in cycle ii all 20 students (100%) got mark among 75-84 classified as “good level”. in cycle ii the highest mark was 83 and the lowest was 75. the average of students’ mark in cycle ii was 77,7 classified as “good level”. it implies that the students’ ability in speaking is increase in cycle ii. based on the research findings, the researcher gives some suggestions, as follows: 1)the researcher suggest for the next researchers and teacher to use “whip around” strategy especially in increasing students’ speaking because it has a better improve on students’ abilities and motivates students to learn in a more fun way, 2) in teaching speaking by using “whip around” strategy, the teacher should select appropriate speaking material for the students because not all material are appropriate with this strategy, 3) in implementing “whip around” strategy the english teacher should use issue or statement that appropriate with the students level, 4) the english teacher should be able to guide the students in practicing speaking orally by using dialogs, discussions, expressions, and enhancing the students’ vocabulary. references aguilera, lucia carel and filologia, lienciada en, 2012. productive language skills learning and teaching: speaking and writing, publicacionesdidactinas, ingles ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 323 alfatihah, a., ismayanti, d., syam, a., & santaria, r. (2022). teaching speaking skills through project-based learning for the eighth graders of junior high school. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 152-165. doi:https://doi.org/10.24256/ideas.v10i1.2555 beltran and friends, 2013. checking for understanding formative assessment techniques for your classroom. alexandria, virginia usa brown, douglas, h, 2003. language assessment principles and classroom practices, longman, san francisco state university buehl, doug, 2009. classroom strategies for interactive learning, international reading association. burns, anne, 2010. doing action research in english language teaching: a guide for practitioners. rout ledge, taylor and francis group, new york and london dawson, catherine, 2009, practical research methods (a user-friendly guide to mastering research). newtec place. eggen, paul, 2012. strategies and models for teachers, pearson, boston. fisher, doughlas. 2013. science for english language learners. developing academic language throught inquiry-based instruction. corinne burton, m.a. ed., publisher fitria, r. (2017). improving the students’ speaking skill through talking whip around strategy: a classroom action research on second semester students of english study program at stain bengkalis. inovish journal, 2(1). harmer, jeremy, 2001. how to teach english, longman, england hughes, artur, 2003, testing for language teachers, cambridge university press, new york. jordan, michael, 2012, 50 strategies english language learners, herrel, adrienne i, library of congress cataloging –inpublication data. kagan, spencer. 2015. talking chips. retrived from: december 19, 2014 maclntosh, julie. 2012. whip around the classroom. retrieved from: 2015 nezan 2013. the implementation of whip around in teaching speaking at second grade of smkn 01 batu. thesis: bengkulu v pelton, robert, p, 2010. action research for teacher candidates: using classroom data to enhance instruction, rowman & little field education, united state ofamerica rekha shirtekar, 2017.teachertoolkit.http://www.theteachertoolkit.com/accessed on july the 20th 2022 richards, jack c. 2008. teaching listening and speaking: from theory to practice: cambridge: cambridge university press. riddle, david. 2003. teach yourself: teaching english as a foreign language. chicago: mc graw hill companies. utami, c., & noviana, l. (2021). students’ perspective in the use of ted talks in speaking class. ideas: journal on english language teaching and learning, linguistics and literature, 9(2), 275-283. doi:https://doi.org/10.24256/ideas.v9i2.2277 https://doi.org/10.24256/ideas.v10i1.2555 http://www.theteachertoolkit.com/accessed http://www.theteachertoolkit.com/accessed https://doi.org/10.24256/ideas.v9i2.2277 the particular dialect or language that a person chooses to use on any occasion is called a code 205 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 205 217 vocational students’ perception of the use problem-based learning in speaking english nannette cahyani janitra, 2 dian novita dewi nannetejanitra@student.ub.ac.id 1 2 3 faculties of cultural studies, universitas brawijaya, indonesia received: 2023-04-09 accepted: 2023-06-24 doi: 10.24256/ideas.v11i1.3750 abstract this study was conducted based on the regulations of the ministry of education and culture related to the teaching and learning process for smk students, smk pgri 3 malang has attempted to apply problem-based learning methods, which are believed to be methods that help students face real problems in the field. world of work because it can help improve students' speaking skills. meanwhile, studies on students' perceptions of the use of problembased learning in their speaking skills are still under-explored. therefore, this study aims to determine the perception of smk students about the application of problem-based learning in their speaking skills. this study uses a survey design with smk pgri 3 malang student population, while the sample is 102 students. data were collected by conducting a survey using a questionnaire. this study's findings imply strengths in applying problem-based learning in the classroom. furthermore, the researcher revealed that students positively perceived using problem-based learning on their speaking skills. keywords: problem-based learning; speaking; students’ perception; vocational high school introduction english communication has become something that must be mastered, whereas various fields in the world use english, ranging from technology, fashion clothing, and education to daily communication. moreover, the use of english in the world of work in indonesia is not a foreign language but a language that should be understood by everyone. (alrajafi, 2021) in his research found that the use of english in indonesia slowly became a second language and was used in various things such as in the instruction of appliances and others. direct communication is one of the skills that become essential to develop, because a person's speaking ability may be an indicator of a person's quality today. skillful speaking mastery is the knowledge that can change ordinary situations into extraordinary ones. (sookermany, 2012) the importance of being able to speak english in indonesia especially, for http://u.lipi.go.id/1457703302 nannette cahyani janitra & dian novita dewi vocational students’ perception of the use problem-based learning in speaking english 206 vocational high school students has been stated in the ministerial decree no.464/m/2021 center of excellence, vocational school (smk) learning focuses on developing and improving the quality with priority areas that are strengthened through partnerships and alignment with the world of work. it is clearly stated that english for vocational high schools should be more focused on practical than theoretical, english for vocational high schools is believed to be different from senior high school (shs) it demands some additional knowledge of the material, method, and strategies (aminatun, 2019). however, in its application, teachers find it difficult to teach speaking for efl students and to connect the material to the students’ taken majors. widiati & cahyono (2006) found that in developing indonesian efl learners speaking ability, these two factors were likely to be common problems, they were linguistics and personality factors, for this reason, some schools are applying some learning methods. it is difficult to share the same understanding in teaching speaking for indonesian efl learners because it should consider student’s linguistics competence (artini, 1998) students in vocational high school are required to learn their vocational skills and english as a foreign language in preparation for their potential job or occupation. due to prepare vocational high school students for their future occupation, career or to take higher education like a university or institute, they should master the vocational high school requirements, one of them, is to be able to speak english for basic communication in daily life because english is an international language. vocational high school students who have good english abilities will be considered in this global era where english is the most popular language used worldwide. the students need english to communicate not only in writing but also in oral. therefore, vocational high school student’s english proficiency should be improved. problem-based learning is quite popular among vocational high schools in indonesia, with problem-based or pbl teachers can provide real-life problems and students will learn to solve the problems using their knowledge. problem-based learning is one of the teaching methods that is characterized by the use of students' problems as a context for students to learn how to solve a problem to acquire their english basics. (heuchemer, 2020). one of pbl’s targets is to strengthen the students’ responsibility. students are able to get the knowledge and also improve their cognitive and communicative skills. problem-based learning is believed to be an easy and effective method of learning english for vocational high school students. (scholkmann, 2016) asserts that pbl is the best-known teaching concept that place students at the centre of learning some studies revealed positive results of problem-based learning implementation in schools. (mufaidah, 2014) discovered that problem-based learning can enhance students’ activeness along with their encouragement and also help them to develop their english vocabulary. in line with that, after conducting experimental research on eleventh-grade high-school students in bandar lampung, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 207 (hussein, 2014) found out that rather than standard teaching, teaching through problem-based learning students was able to get better scores in speaking. in addition, (kassem, 2018) showed that adapting teaching strategies and curriculum is recommended for teachers in the application of problem-based learning to improve students speaking skills and enthusiasm. more recently, (sutrisna, 2020) found that junior high school students through some treatment using pbl, can perform speaking better than before, and also students exhibited more positive attitudes, cognitive, and effective practices toward english speaking learning. those studies help the researcher in developing research ideas. however, students stated their perception of how the pbl method improves their speaking skills, it is not specific and comprehensive that this method can increase their learning motivation. therefore, considering that the application of problem-based learning has been proven as a teaching method that can help students develop their speaking skills, this present study tries to see students’ perceptions of pbl on their english speaking in smk pgri 3 malang. method this survey study investigates the participants’ perceptions of problem-based learning on their speaking skills, and whether the application of pbl, has improved their english-speaking fluency development. the participants of this study were 102 students of smk pgri 3 malang, where speaking english is taught as criteria for successful english learning. the researcher took the data while doing p4(teaching practices program) in four weeks. table 1 presents the demographic data of the participants. table 1. research respondents all participants were students from smk pgri 3 malang grade ten, and all of them were taught by a teacher who applied problem-based learning. they are separated into three classes, they are 35 students from tkr a class, 38 students from tkr b class, and 30 students from bo a class. this research is conducted in quantitative research, which is a survey study. according to (neuman, 2014) quantitative research can describe, analyze and interpret conditions in real situations in numerical data. the data were collected by giving questionnaires to participants and then the researcher analyzed the questionnaire that had been answered to make valid numerical data. to reach many participants in a short time. therefore, the researcher used the random sampling technique to collect the data. the questionnaire is randomly delivered to smk pgri 3 students. the instrument used in the study is adapted from (salma, 2018) and (puangpunsi, 2021). the questionnaire was closed-ended, and the closed-ended questionnaires are to provide the participants to answer the questions, closed-ended questionnaire no gender 1 male 98 2 female 4 total 102 nannette cahyani janitra & dian novita dewi vocational students’ perception of the use problem-based learning in speaking english 208 is more efficient because of their ease of analysis (creswell, 2012). this questionnaire consists of 24 questions that are related to the student's perception of the use of problem-based learning in speaking english with four likert scales, choices are; strongly agree, agree, disagree, and strongly disagree in each number and divided into three dimensions those are responses to the types of speaking perception intensity of the students’ problems in english speaking. table 2. likert scale no. level of needed scores 1 strongly disagree 4 2 disagree 3 3 agree 2 4 strongly agree 1 likert scale 1932 to gather the data, the researcher employed a simple survey questionnaire consisting of 12 close-ended questions using a likert scale (1= strongly disagree, 2=disagree, 3=agree, 4=strongly agree) approach. the questions were compiled based on theories from ( (salma, 2018); (puangpunsi, 2021)). in addition, the questions in the questionnaire were also composed based on previous studies’ results about the benefits of problem-based learning for students. the questionnaire was distributed to all students in the classes. a descriptive statistical analysis using spss and excel was employed to analyze the data of this study. the data are presented in the next section. findings and discussion the results regarding the students' views toward the implementation of collaborative learning in fostering speaking confidence are divided into three indicators, those are. depth of perception (dop), time perception (tp), and collaboration perception (cp)). the lowest score is 1, indicating strongly disagree, and the maximum score is 4, indicating strongly agree. the data is presented descriptively as follows. table 3. descriptive statistics descriptive statistics n min. max. mean dop 102 2.25 2.94 2.6278 tp 102 1.50 3.00 2.2680 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 209 cp 102 1.00 3.50 2.2892 valid n (listwise) 102 table 3 above shows that the number of respondents (n) is 102. from the 102 students were distributed pbl questionnaire. the data from 102 students who participated in this study shows that the mean score for depth of perception in terms of indic is 2.62 and the time of perception is 2.26 which is more towards the minimum score, meanwhile, in terms of collaboration perception is at 2.28, this indicates that the majority of the students have a positive view towards the implementation of problem-based learning because most of them feel more confident, and feel that the implementation of pbl can improve their speaking skills. this further indicated that the students tend to give positive responses towards the implementation of problem-based learning on their speaking skills. 1. students’ depth perception (students’ perception of pbl application on their speaking skills) table 4. questionnaire 1 statement strongly disagree disagree agree strongly agree 1. i perceive myself to be more confident speaking in front of the class. 2 (2,0%) 32 (31,4%) 60 (58,8%) 8 (7,8%) based on the table above, one (2.0%) student strongly disagree that they perceive themself to be more confident speaking in front of the class. two (31,4%) students disagreed, and the highest number of participants answer students agree is at (58,8%) which means the implementation of pbl at smk pgri 3 malang is proved can make students overcome their speaking anxiety, and four (7,8%) students strongly agree. table 5. questionnaire 2 statement strongly disagree disagree agree strongly agree 2. i can improve my speaking skill 5 (4,9%) 31 (30,4%) 54 (52,9%) 12 (11,8%) nannette cahyani janitra & dian novita dewi vocational students’ perception of the use problem-based learning in speaking english 210 based on the table above, one (4,9%) student strongly disagree that they can improve their speaking skill. two (30,4%) students disagreed, and the highest number of participants who answer students agreed (52,9%) which means in students experiencing speaking improvement while learning in english pbl class, four (11,8%) students strongly agree. table 6. questionnaire 3 statement strongly disagree disagree agree strongly agree 3. i can easily share my understanding with others. 6 (5,9%) 38 (37,3%) 49 (48%) 9 (8,8%) based on the table above, one (5,9%) student strongly disagrees that they can easily share their understanding with others. two (37,3%) students disagreed, three (48%) students agree, and four (8,8%) students strongly agree. table 7. questionnaire 4 statement strongly disagree disagree agree strongly agree 4. i can solve problems in speaking such as nervous 4 (3,9%) 29 (28,4%) 55 (53,9%) 14 (13,7%) based on the table above, one (3,9%) student strongly disagree that they can solve problems in speaking such as nervousness. two (28,4%) students disagreed, three (53,9%) students agree, and four (13,7%) students strongly agree. table 8. questionnaire 5 statement strongly disagree disagree agree strongly agree 5. i am not afraid to make mistakes and become more confident when speaking in front of the class. 3 (2,9%) 32 (31,4%) 57 (55,9%) 10 (9,8%) ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 211 based on the table above, one (2,9%) student strongly disagrees that they are not afraid to make mistakes and become more confident when speaking in front of the class. two (31,4%) students disagreed, three (55,9%) students agree, and four (9,8%) students strongly agree. table 9. questionnaire 6 statement strongly disagree disagree agree strongly agree 6. the teacher motivates me to speak in front of the class. 4 (3,9%) 34 (33,3%) 49 (48,0%) 15 (14,7%) based on the table above, one (3,9%) student strongly disagrees that the teacher motivates them to speak in front of the class. two (33,3%) students disagreed, three (48,0%) students agree, and four (14,7%) students strongly agree. table 10. questionnaire 7 statement strongly disagree disagree agree strongly agree 7. i can speak in front of the class because of the support from my classmates. 8 (7,8%) 60 (58,8%) 32 (31,4%) 2 (2,0%) based on the table above, one (2.0%) student strongly disagree that they can speak in front of the class because of the support from their classmates. two (31,4%) students disagreed, three (60%) students agree, and four (7,8%) students strongly agree. table 11. questionnaire 8 no statement strongly disagree disagree agree strongly agree i can understand the material well and capture 9 8,8% 47 46,1% 40 39,2% 6 5,9% nannette cahyani janitra & dian novita dewi vocational students’ perception of the use problem-based learning in speaking english 212 ideas from the learning activities based on the table above, one (8,8%) student strongly disagree that they can understand the material well and capture ideas from the learning activities. two (46,1%) students disagreed, three (39,2%) students agree, and four (5,9%) students strongly agree. from the result, it can be assumed that most of the students tend to give positive responses in the implementation of problem-based learning. most students perceive themselves as more confident and satisfied about learning to speak using the problem-based learning method which was confirmed by questions 1-8. in addition, pbl motivates them to find joy in speaking english. figure 1. depth of perception in terms of depth of perception, there are four aspects measured, including individual experience, obvious anxiety, a certain environment, and capturing the idea. the data are, 9,8% strongly disagree, 39,2 % disagree which is lower than the agreed terms at 47,0%, and strongly agree at 4,0% 2. students’ time perception (students’ perception of pbl application on their speaking skills) table 12. questionnaire 9 10% 49% 40% 1% depth of perception strongly agree agree disagree strongly disagree ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 213 statements strongly agree agree disagree strongly disagree 1. i can get more time to improve my speaking. 4 (3,9%) 57 (55,9%) 14 (13,7%) 27 (26,5%) based on the table above, one (3,9%) student strongly disagree that they can get more time to improve their speaking. two (55,9%) students agreed, three (13,7%) students disagree, and four (26,5%) students strongly disagree. writer’s found that students need time to found they joy in speaking english, in fact, they got only short time to prepare and speak in the classroom, thus, students are helped by the application of pbl it is almost a half of participants agreed. table 13. questionnaire 10 statements strongly agree agree disagree strongly disagree 2. i can get time to speak in front of the class. 5 4,9% 56 54,9% 29 28,4% 12 11,8% based on the table above, one (4,9%) student strongly disagree that they can get time to speak in front of the class. two (54,9%) students disagreed, three (28,4%) students agree, and four (11,8%) students strongly agree. table 14. questionnaire 11 statements strongly agree agree disagree strongly disagree 3. i can imitate the teacher when speaking 7 6,9 % 50 49,1% 32 31,3% 13 12,7% based on the table above, one (6,9%) student strongly disagree that can imitate the teacher when speaking. two (49,1%) students disagreed, three (31,3%) students agree, and four (12,7%) students strongly agree. according table 12-14, it is revealed that most of the students have favorable perceptions of the implementation of pbl. most students agree about pbl can give them more time to learn and improve their speaking skills and believe that they can practice after listening to the sound and patterns of english words that have been taught by the teacher which was confirmed by questions 9, 10, and 11. that table, also shows that pbl could be one good teaching method for language teachers and learners if they want to engage in extensive speaking activities. nannette cahyani janitra & dian novita dewi vocational students’ perception of the use problem-based learning in speaking english 214 figure. 2 time perception all the items have a high percentage of positive responses with 14,7% strongly agree and 52,9% agree, 31,4% disagree and 1,0% strongly disagree. in terms of time perception, there are two aspects measured, including speaking time measured and forms of adaptation. the speaking time variable means, how the teacher gives more speaking opportunities to speak in the classroom, meanwhile, the forms of adaptation mean how much time is needed to make students can apply or practice their speaking, considering, the participants are indonesian efl learners. the agree and strongly agree were higher than disagree and strongly disagree terms, thus, it can be assumed that most students find pbl helpful to assist them as a center of learning so that students have more time to practice their speaking skills. 3. collaboration and responsibility perception table 15. questionnaire 12 statement strongly agree agree disagree strongly disagree 1. i can discuss with groups in english 15 14,7% 63 61,8% 21 20,6% 3 2,9% based on the table above, one (14,7%) student strongly disagree that they can discuss with groups in english. two (61,8%) students disagreed, three (20,6%) students agree, and four (2,9%) students strongly agree. from table 15, it can be assumed that most of the students tend to give positive responses in the implementation of problem-based learning. the highest score of satisfaction was the opportunity to work in a group which enabled learners to learn from team members agree at 61,8%, thus, indicating that students agree that they are able to learn and practice their english speaking well in the application of pbl which was confirmed by question 12. this finding indicates that pbl can improve students speaking and improve their creativity which is in line with (akindele, 2014) found that students were able to overcome their problems such as conflicts in a group be more creative and confident to face and solve english-context problems during collaboration in learning. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 215 figure 3. collaboration and responsibility perception figure 3 also shows that the majority of the students both agree and even strongly agree that they could take some advantages from doing collaborative speaking activities. this asserted that the students believe that pbl can create meaningful learning to develop english speaking skills. more than 60% of the students stated that pbl helps them to be autonomous english learners. furthermore, all of the students believed that pbl can assist them to speak english correctly. in terms of collaboration and responsibility perception, there is an aspect measured, that is responsible while working together. the data are, 3 students choose strongly disagree, 21 students choose to disagree which is lower than the agreement is 63 students, and 15 students choose strongly agree. discussion this research aims to know vocational students’ perception of the problembased learning method that can be used to improve their language skills, especially speaking skills. from the result above, most students strongly agree to question number 6 which states “the teacher motivates me to speak in front of the class’’ with 14,7%, which is in line with maudsley. g (1999) about the teacher’s role in problembased learning as a cognitive coach that supports students and facilitates learning that “shadowy” figures in teaching activity also facilitate students to higher order thinking, the application of problem-based learning in smk pgri 3 malang provides a lot of positive motivation, such as giving appreciation, applauses and additional scores for students that want to speak in english. in addition, most of the students also strongly agree that they can do collaboration well in learning english speaking in the classroom, this is seen from question number 12 " i can discuss with groups in english" with 14.7%. in agree, terms, the highest percentages are at question number 1, which state “i perceive myself to be more confident speaking in front of the class.” more than 60%, of students, feel that rather than any other learning method, they find enjoyment when they try to speak in order to solve english-context problems. meanwhile, in disagree responses, more than 59 students choose disagree because students feel their classmates are not supportive to help them to speak english in front of the class, it is shown in questions number 7, which states that “i can speak in front of the class nannette cahyani janitra & dian novita dewi vocational students’ perception of the use problem-based learning in speaking english 216 because of the support from my classmates.” to overcome this problem, teachers should create supportive learning that can create a good learning atmosphere. lastly, in strongly disagree responses, 27 students feel that pbl cannot give them more time to speak english, it is shown in question number 8 “i can get more time to improve my speaking”. this happens because in implementing pbl teacher should consider the total of students in a class in order to give good english-speaking learning. in conclusion, it is only a few students think pbl is not a suitable learning method, most students think pbl is suitable for them furthermore, it is necessary to further analyze each indicator’s aspects to receive detailed data about the cause of responses. however, data show that most students think the application of pbl can improve their speaking performance. therefore, pbl provides an opportunity to learners to learn the ways to be a member of society and model the basic skills for future living, which is one of the valuable goals of education. conclusion this study revealed the vocational students’ perceptions of problem-based learning on their speaking skills, pbl generally had positive perceptions. however, the results of this study cannot be used to generalize the usefulness of implementing pbl in vocational high schools although they confirm both the theories of pbl and previous studies’ findings. therefore, further empirical studies investigating more convincing influences of pbl on the students’ speaking fluency and involving more participants are needed. employing an experimental study to know to what extent pbl develops students’ speaking fluency could be worth doing. in addition, future researchers can conduct research on how pbl can potentially raise students’ awareness of different types of english. . references aini, n., amalia, f., & ningrum, a. 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(2021). students’ perspective in the use of ted talks in speaking class. ideas: journal on english language teaching and learning, linguistics and literature, 9(2), 275-283. doi:https://doi.org/10.24256/ideas.v9i2.2277 widiati, u., & cahyono, y. u. 2006. the teaching of efl speaking in the indonesian context: the state of the art. bahasa dan seni, 34(2), 269-291 https://doi.org/10.14434/ijpbl.v14i2.28791 https://doi.org/10.1136/bmj.318.7184.657 https://doi.org/10.24256/ideas.v9i2.2277 the particular dialect or language that a person chooses to use on any occasion is called a code 560 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 560 571 the effect of board game on students’ vocabulary and grammar mastery in senior high school *vera nova sitanggang1, sahlan tampubolon², erika sinambelaᶾ *corresponding author: vera nova sitanggang (verasitanggang1211@gmail.com) 1,2,3 universitas hkbp nommensen, medan, indonesia received: 2022-12-03 accepted: 2023-04-03 doi: 10.24256/ideas.v11i1.3801 abstract in the research aimed to find out students’ vocabulary and grammar who are taught by using board game technique and students’ vocabulary and grammar who are taught without using board games. in this research used quasi-experimental design research, the researcher took two of 2 classes as the sample, the experimental class with 20 students in it, and the control class with 20 students as well. the research method was pre-test and post-test of the experimental research. the data collection technique was pre-test and post-test score result. the data were analyzed by using compare means paired sample ttest by comparing the result of pre-test and post-test design, and t-test to know the significant effect in students’ english vocabulary mastery after using board game. the result showed there was a significant different between pretest and posttest mean. ho was rejected because significance level was < 0.05. therefore, there was a significant effect of using board game towards students’ vocabulary mastery of the research. the research of data analysis showed that there was a positive effect of using board games on students’ vocabulary and grammar. in which in vocabulary, the t-obtained had a higher value than the t-table either at 5% or 1% significance levels (1,68595 < 4,174> 2,42857). therefore, ho is rejected and ha is accepted; or there is a significant difference in using board games on student’s vocabulary and grammar ability of tenth grade students. the result of grammar, the condition of the experimental class was getting better. the students were more active in english learning process. in summing up it may be stated that using board game can effects the students‟ grammar mastery and students learning activities at the tenth grader of sma kristen immanuel medan. keywords: board game, grammar, vocabulary, introduction the world in the 21st century has changed in every aspect of life. the world 5.0 http://u.lipi.go.id/1457703302 mailto:verasitanggang1211@gmail.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 561 generation industrial revolution era has started by increasing network connectivity, communication interaction, and technological development. in fact, in this age of technology, language education, such as learning english, is essential. because english allows anyone to reach the entire world, many people study it and practice four important skills: listening, speaking, reading, and writing. english is the first foreign language and sets it as a compulsory subject in junior high school, senior high school, and also at university as local content. all students from their very early education will be introduced to english. therefore, language learning is directed to improve the learner’s ability to communicate, whether orally or written. the most basic and necessary language elements are vocabulary, pronunciation, simple grammar, and simple conversation. having a good vocabulary can make it easier to understand the meaning of the word and mastering vocabulary is the key to language learning, the students will be easier to master the language skill well. on the other hand, the students who have less vocabulary will get difficulty understanding the text, speaking english, and writing their idea. furthermore, they neither understand what others saying nor make sentences to transfer their messages to other people. the importance of vocabulary is larger than other aspects because when people learn about a new language, they usually think about mastering vocabulary. it means that whenever people use a language, automatically they have to use the word frank states if students want to learn a new language, they have to be mastered and acquired some vocabulary, which is one of the english components (sulastri, 2018:16). vocabulary is the basic language aspect that must be mastered before mastering english skills. it is a term that refers to a list or group of words for a specific language or a list or group of words that speakers of each language may use (hatch & brown, 1995:1). vocabulary is useful for building sentences and speaking clearly and fluently. vocabulary as one of the knowledge areas plays a crucial role for learners in acquiring a language. in learning english, language skills and language aspects cannot be separated. language aspects can complete the language skills. to learn english the students should be able to use appropriate basic structural patterns and master grammar and vocabulary. grammar is an important aspect of forming words and building english sentences. grammar is a model (systemic description) of the linguistic abilities of native speakers of a language that enables them to speak. explanation, grammar is the most important aspect to communicate with other people, because grammar can show our meaning in communication so that other people can understand our message. grammar includes phonological (sound), morphology (word composition), and syntax (sentence composition). because grammar is important in communication, students should master it. in fact, learning grammar is not easy for students. most of the students find difficulties in learning grammar. grammar is central to the teaching and learning of language which also becomes one of the more difficult aspects of language to teach as well as to learn well. oral communication through language is carried out through two human abilities namely speaking and listening. in speaking, people put ideas into words talking about perceptions, feelings, and intentions they want other people to grasp, in listening, they turn words into ideas, trying to reconstruct the perceptions, feeling, and intentions they were to grasp. philosophers, orators, and linguists said that both of these activities can go on well vera nova sitanggang, sahlan tampubolon, erika sinambela the effect of board game on students’ vocabulary and grammar mastery in senior high school 562 because of the study of language, its grammar, and its function. brown (1994:348) says that without that 4 grammar, the organizational constraints impose on our communicative attempts, or language would simply be chaos. these statements indicate that in learning english, the elements of language play important role in improving the four language skills. the problem of the vocabulary and grammar must be solved because it can be the difficulties for the students to continue the next level or grade. one of the teaching strategies that can make the students motivated to learn english is using a technique or media. recently, not only in the kindergarten, fun and effective learning is hoped can be applied in english learning process for junior high school and senior high school. based on the problem above, the researcher wants to apply a technique or approach that can make the learning process feels fun. the technique used is the use a game in class. a game is an activity with rules, a goal, and an element of fun (hadfield, 1984) (wulandari, 2021). as a result, it is possible to conclude that a game is something that is played with various rules and has a system of winners and losers. there are benefits to introducing game play into lessons. when students study in the form of a game, such as being active in class, they can readily comprehend teachings or content. students have a sense of solidarity and compete to be winners in a healthy manner. one of the games that can give effect of the students’ vocabulary and grammar mastery is board game. according to el shamy (2001, p. 53) board game is an excellent means of practicing and refining participant knowledge of concepts and principles. it also works very well for practicing the application of models that have been covered in the training. the game board is artistic, clever, involving the card decks used in the game that presents case studies that require participants to solve problems and make decisions. it means board game can be defined as something (technique) that is used to attract students to follow the teaching and learning process because board game can make the students focus more on learning, because they do not feel that they are forced to learn. the researcher chooses board game as a technique that wants to apply in learning english because there are several benefits that are students can improve their vocabulary mastery and can try to remember each vocabulary quickly when play that game. students also learn how to properly pronounce words. because this game is performed in groups, students' confidence can be increased. the researcher expects that by using board game, the students can memorize new vocabulary easily, and confident in do grammar. the researcher uses this game because this game is a kind of competition the students are allowed in collaboration with their friends or individual, so the students have motivation to do feat their/his/her friend with collaboration in a pair or individual. so, it can motivate the students to be more interested in teaching and learning process in the classroom. based on the explanation above, the researcher decides to conduct a research entitled “the effect of board game into students’ vocabulary and grammar mastery on grade tenth in sma kristen immanuel medan”. method ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 563 the design of this research was used the experimental quantitative approach. according to ary et al (2010), quantitative method uses objective measurement and statistics analysis of numeric data to understand and explain phenomena. quantitative research methods are one type of research whose specifications are systematic, planned and clearly structured from the beginning to the design of the research. in this research, the researcher will use writing test, speaking test and questionnaire in order to get the data. the population of this research will be the students of senior high school of sma kristen immanuel medan at the tenth class. the tenth class consists of 2 classes . they are x-ia1, xia1. the total of students or population is 40 students. the sample of this research will be chosen 2 class randomly from the population, they are x-ia1 as the controlled class and xia2 as the experimental class the total of the sample is 40 students. data collection of this research comprise of quantitative data. quantitative data can be seen from the result of multiple choices test. it is because those instruments are used to collect more information about the implementation of board game into students’ vocabulary and grammar mastery in learning english. then, it can be seen from teaching and learning process and how the problems that faced by the students can be solved. while, quantitative data can be seen from the test. in this case, the result of evaluation test was as the consideration in the quantitative data. the quantitative data elaborate about the result of vocabulary and grammar mastery. the data will collect from score of pre-test and post-test. after doing the teaching vocabulary and grammar by using board game, the data will be analyzed by the formula as follows: scoring the correct students, find out the mean score, find out standard deviation, find out standard error mean, and t-test. findings and discussion findings this research is conduct by applying experimental quantitative research. this research contains two groups: a control group and an experimental group. the experimental group received treatment, but the control group did not. in other words, board game technique were used to teach students in the experimental class. the control students were taught without the use of board game technique. the population in this research was the grade tenth of sma kristen immanuel medan. the sample was taken by using random sampling, namely class x-ia1 as experimental class and x-ia2 as control class. each class consisted of 20 students. the instrument used to collect the data was a multiple choices test. the data were collected by administering pre-test which was a multiple choices test to measure the students’ ability before doing the treatment. after doing the treatment, the data were collected by administering the post-test, which was also a multiple choices test. the data were the students’ score which were needed for hypothesis testing. table 1. the score of pre-test and post-test in vocabulary by the students of experimental class no. initial name pre-test post-test vera nova sitanggang, sahlan tampubolon, erika sinambela the effect of board game on students’ vocabulary and grammar mastery in senior high school 564 1 aa 40 80 2 ak 50 100 3 as 40 80 4 cs 70 100 5 ds 60 100 6 eh 60 100 7 gs 50 80 8 ha 60 80 9 is 50 100 10 it 60 80 11 jn 70 100 12 jr 60 100 13 js 50 100 14 kn 40 80 15 ks 50 80 16 ml 40 80 17 ms 40 80 18 sh 80 100 19 sm 50 100 20 rs 40 70 total ∑ = 1060 ∑ = 1790 mean �̅� = 53 �̅� = 89.5 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 565 table 4.2 the score of pretest and post-test in grammar by the students of experimental class no. initial name pre-test post-test 1 aa 40 80 2 ak 40 85 3 as 50 90 4 cs 60 100 5 ds 40 80 6 eh 50 95 7 gs 45 80 8 ha 60 90 9 is 60 100 10 it 60 100 11 jn 40 90 12 jr 55 80 13 js 30 60 14 kn 40 80 15 ks 65 95 16 ml 70 90 17 ms 80 80 18 sh 30 60 19 sm 60 90 20 rs 70 100 total ∑ = 1045 ∑ = 1725 mean �̅� = 52.25 �̅� = 86.25 based on the results in tables 1 and 2, the experimental class of vocabulary had the highest pretest score of 80 and the lowest score of 40. the experimental class of vocabulary had the highest post test score of 100 and the lowest score of 70. the overall pretest score of vocabulary for the experimental class was 1060 with a mean 53. and the total post-test score for the experimental group was 1790 with a mean of 89.5. the experimental class of grammar had the highest pretest score of 80 and the lowest 30. the experimental class of grammar had the highest post test score of 100 and the lowest score of 60. the overall pretest score of grammar for the experimental class was 1045 with mean 52.25. and the total post-test score for the experimental group was 1725 with a mean of 86.25. vera nova sitanggang, sahlan tampubolon, erika sinambela the effect of board game on students’ vocabulary and grammar mastery in senior high school 566 table 4.3 the score of pre-test and post-test in vocabulary by the students of control class no. initial name pre-test post-test 1 ac 40 60 2 ap 50 80 3 bh 60 60 4 cs 50 70 5 fr 40 60 6 hs 20 60 7 is 70 80 8 it 50 70 9 jm 60 80 10 jm 40 80 11 kt 60 70 12 ls 70 80 13 ms 70 80 14 nr 60 60 15 nt 80 100 16 ra 20 60 17 rh 20 60 18 rs 70 80 19 rv 20 40 20 tm 40 80 total ∑ = 1100 ∑ = 1410 mean �̅� = 49.5 �̅� = 70.5 table 4.4 the score of pre-test and post-test in grammar by the students of control class no. initial name pre-test post-test 1 ac 35 60 2 ap 40 65 3 bh 50 60 4 cs 60 80 5 fr 45 65 6 hs 70 75 7 is 65 65 8 it 75 80 9 jm 25 45 10 jm 55 70 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 567 11 kt 45 75 12 ls 85 90 13 ms 70 95 14 nr 65 75 15 nt 70 85 16 ra 70 80 17 rh 65 75 18 rs 60 70 19 rv 75 80 20 tm 50 70 total ∑ = 1175 ∑ = 1460 mean �̅� = 58.75 �̅� = 73 based on the results in tables 4.3 and 4.4, the control class of vocabulary had the highest pretest score of 80 and the lowest score of 20. the control class of vocabulary had the highest post test score of 100 and the lowest score of 40. the overall pretest score of vocabulary for the control class was 1100 with a mean 49.5. and the total post-test score for the control group was 1410 with a mean of 70.5. the control class of grammar had the highest pretest score of 75 and the lowest 25. the control class of grammar had the highest post test score of 95 and the lowest score of 45. the overall pretest score of grammar for the control class was 1175 with mean 58.75. and the total post-test score for the control group was 1460 with a mean of 73. the result of the test in experimental class was higher vocabulary and grammar than the control class. this was because students in the experimental class were taught how to answer the verb discussion. by applying the techniques of board game. this could explain that the experimental class scores on the pre-test may be lower than the post-test. therefore, students' scores on the post-test were higher than on the pre-test in vocabulary and grammar. but on the other hand, there was no any treatment given to the control class, so that they had some difficulties in understanding the questions. this was because the students in control class were not taught how to change the verb. they were only asked to read the whole questions and if they found the difficult meaning during answer the questions, they asked it to the teacher. the difference in results implies that following treatment, the experimental group had a superior understanding than the control group. it can be demonstrated that board game has an influence on students' success in vocabulary and grammar. as stated before, the objective of this research is to find out whether or not using of board game significantly affects the students’ achievement in vocabulary and grammar, with the research data and result findings of the calculation below: 1). na and nb = 20 n is the number of students. there are 20 students in experimental class and 20 students vera nova sitanggang, sahlan tampubolon, erika sinambela the effect of board game on students’ vocabulary and grammar mastery in senior high school 568 in control class. the researcher will include the score of the data in this research findings, they are : a) pre-test score vocabulary and grammar in experimental class: the lowest score vocabulary of pre-test was 40, and the highest score was 80. from the data, it shows that students still have low ability in vocabulary. the lowest score grammar of pre-test was 30, and the highest score 80. from the data, it shows that students still have low ability in grammar. b) post-test score vocabulary and grammar in experimental class: when the treatment was implemented, students’ score are increase. the lowest score of vocabulary was 70 and the highest score is 100. the lowest score of grammar was 60 and the highest score is 100. c) pre-test score vocabulary and grammar in control class: the lowest score vocabulary of pre-test was 20, and the highest score was 80. from the data, it shows that students still have low ability in vocabulary. the lowest score grammar of pre-test was 25, and the highest score was 75. from the data, it shows that students still have low ability in grammar. d) post-test vocabulary and grammar in control class: when the treatment was implemented, students’ score are increase. the lowest score vocabulary was 40 and the highest score is 100. the lowest score grammar was 20 and the highest score is 80. 1. the validity test result for vocabulary in experimental class is 0.62 (moderate/sufficient), while the reliability test result is 0.77 (high). the validity test result for grammar in experimental class is 0.64 (moderate/sufficient), while the reliability test result is 0.78 (high). 2. the validity test result for vocabulary in control class is 0.71 (moderate/sufficient), while the reliability test result of control class is 0.83 (high). the validity test result for grammar in control class is 0.83 (moderate/sufficient), while the reliability test result is 0.90 (high). 3. the researcher found the mean score vocabulary of experimental class is 89.5, and the mean score grammar of experimental class is 86.25. 4. the researcher found the mean score vocabulary of control class is 70.5, and the mean score grammar of control class is 73. 5. the standard deviation score of vocabulary in experimental class was 10.98, and the standard deviation score of grammar in experimental class was 11.68. 6. the standard deviation score of vocabulary in control class was 13.16, and the standard deviation score of vocabulary in control class was 11.40. 7. the standard error of mean of vocabulary was 3.83, and the standard error of mean of grammar was 3.64. 8. the result of ttest of vocabulary = 4.9 9. the result of ttest of grammar = 3.6 based on the calculation of the result by using t-test formula, the t-test is 4.9 (vocabulary) and 3.6 (grammar) and t-table is 1,68 (α=0,05). it is obtained that t-test > t-table. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 569 it means that the alternative hypothesis (ha) is accepted and null hypothesis (ho) is rejected. in other words, there is a significant effect of using board game on the students’ achievement in vocabulary and grammar. the result difference indicates that after getting treatment, experimental class got better understanding than control class. it can be seen that there was an effect of using board game on the students’ achievement in vocabulary and grammar. discussions in discussion, interpreted the research results and draws conclusion. board game technique was applied to improve students’ achievement in vocabulary and grammar at x grade of sma immanuel medan. based on the data above, the use of board game in teaching reading shown that students' vocabulary and grammar improved before and after treatment. it can be observed from the difference in score between pre-test and post-test for each student. it demonstrates that students' scores improved after implementing board game. the use of the technique could facilitate the students in understanding the text and collaboration with each other. this technique can encourage students to work together in groups and help them understand what they have learnt. based on the research above, it has similarity with this research in using board game, this technique was suitable technique to improve students’ achievement in vocabulary and grammar because this technique gave students a chance to think or share their own ideas by forming group work or team work. after that, the students are demanded to be more active so that they could revised and discussed, feedback or suggestion which has function to improve students’ achievement in vocabulary and grammar mastery. those findings determined that there was a significant difference in the students’ before and after giving treatment in teaching by using board game in teaching vocabulary and grammar. conclusion after analyzing and discussing the data, the researcher draws the following conclusions: 1. board game was improved the students’ interest in learning grammar and vocabulary. the students’ score in grammar and vocabulary test before treating board game was low. the researcher found that the students’ achievement taught without board game technique. it was indicated from analyzing the data statistically that the result of calculation test value 4.9 (vocabulary) and 3.6 (grammar) was higher than the alternative hyphotesis (ha) was accepted, 2.it was found in the students’ post-test score. the score was higher than the pretest. using board game in learning activity contributed to the students’ mastery in vocabulary and grammar. it was improved student’s understanding in learning vocabulary and grammar. this method was increased students’ vocabulary and grammar mastery. references andrew, w., david, b., & michael, b. 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(1983). teaching vocabulary by using game. cambridge: the mit press. 482 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 482 491 the archetypal images in “coraline” novel by neil gaiman (2002) glorya samosir1, gaguk rudianto2 pb181210047@upbatam.ac.id 1sastra inggris, universitas putera batam, batam, kepulauan riau 2sastra inggris, universitas putera batam, batam, kepulauan riau received: 2023-05-02 accepted: 2023-07-26 doi: 10.24256/ideas.v11i1.3808 abstract literature is one of the most popular works because it is able to accurately represent life. however, readers of literary works frequently encounter words or symbols with uncertain meanings. as a result, they are unable to understand or even stop reading the literary works. therefore, this research was carried out to describe the archetypal images that appeared in the coraline novel based on carl jung's theory. this research was a qualitative descriptive research proposed by creswell(2018). in collecting data, researchers used observation (reading) and note-taking techniques. then, for data analysis methods, the researchers used content analysis and interpretation techniques. the result of this research was the discovery of 15 data of archetypal images in the novel coraline. the 15 data consisted of four data of terrible mother, two data of demon lover, two data of black color, two data of tree, one data of red color, one data of rising sun, one data of desert, one data of serpent, and one data of circle. considering the findings of the study, it could be concluded that the novel coraline used a number of image archetypes to convey hidden meanings through the use of symbols. keywords: archetypal image, symbols, and coraline novel. http://u.lipi.go.id/1457703302 mailto:pb181210047@upbatam.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 483 introduction readers frequently encounter an ambiguous word meaning or an abstract meaning while reading literary works. readers become confused when they are unable to understand the abstract meaning, so that in the end they give up reading the literary work. in order to understand the abstract meaning in a literary work, the understanding of archetypal imagery is needed. archetypal imagery is a common theme, pattern, or symbol that appears in mythology, legends, fairy tales and is drawn from the collective unconscious. in making a literary work, the writer does not only use sentences to convey messages, but also uses symbols. symbols could be used as an alternate to express meaning (saepul, 2016). both in the realm of direct utterances and the meaning conveyed in a story, especially novels, the conveyance through symbols has an inferred meaning. this symbol is intended to build the reader's fantasy and also to convey implied meaning to the reader. prior to reading the novel, the reader must understand the significance of the symbols. readers would be able to correctly comprehend the story and the meanings associated with the symbols used in the novel by knowing symbols. novels are in great demand by humans because the storylines that are presented are interesting and have various genres, such as; romance, thriller, action, etc. additionally, the reader is also curious about the author's motivations for creating the narrative. due to the usage of the term symbol in the explanation of this archetypal image, the reader might find it challenging to comprehend the intended meaning. the reader's difficulty in understanding this symbol eventually becomes one of the problems, because it is a sign that the novelist has failed to convey the importance of that part to the reader. after considering this problem, the researchers decided to look into the symbols in coraline novel that written by neil gaiman. coraline by neil gaiman is one of the novels that utilizes use of archetypal imagery to express meaning. this novel employs a wide variety of archetypal imagery, each with its own meaning. the imagery itself acts as a pathway for the reader to receive an implied meaning. jung (2013)claimed that imagery includes a variety of elements, including; colors, numbers, animals, objects, and so on. when reading a novel, it is common for readers to struggle to understand the author's use of imagery. that was why, the researchers decided to discuss imagery and meaning in the novel coraline written by neil gaiman. research on archetypal image has been carried out by many people. for a general overview of the subject to be studied, previous research is necessary. this research has correlations to two previous researches. the first research came from (sari & putra, 2021) in their research entitled archetypal images reflected in dracula novel by bram stoker. their research used carl jung’s theory. this research discovered that there were numerous archetypal images in the dracula novel. the archetypes in the dracula novel were the sun, color, archetype women, and wise old man. a variety of archetypes were used in the dracula novel to portray hidden meanings through the usage of symbols, the researchers concluded based on the findings of their research. another researcher came from (purba & ambalegin, 2020)in their research entitled the images in "maleficent” novel by elizabeth rudnick. this research aimed to examine the images in the novel maleficent by elizabeth rudnick. the nine glorya samosir & gaguk rudianto the archetypal images in “coraline” novel by neil gaiman (2002) 484 archetypal images were discovered as a result of the search. the nine archetypal images consisted of river, the sun, the colors (red, green, blue, black, and white), a serpent, the number (three, good mothers, wise old man, a garden, and a tree. the images are capable of conveying the writer's imagination moment and bring the readers' experiences to the work of fantasy literature. this research had the same topic as the two previous studies, namely discussing the archetypal of image. this research used different data from the two previous studies. the researchers took data from the novel coraline written by neil gaiman. the goal of this research was to find out the archetypal images in coraline novel by neil gaiman based on jung (2013). in addition, this research was expected to help readers understand the symbols and meanings of archetypal image in the novel coraline. literature review the archetypal image is a universal symbol, according to jung ( as cited in purba & ambalegin, 2020). it refers to a variety of archetypal images that convey significance when seen and experienced. according to jung (2013), there were fourteen types of archetype images, namely: water, sun, color, circle, serpent, number, the archetype woman, the demon lover, the wise old man, the trickster, garden, tree, desert, and mountain. water water is used as a symbol for growth, qualification, and fertility. there are two symbols in this type of archetypal image, namely sea and river. the sea is a metaphor for the spiritual mystery and mother of life. while the river represented both death and rebirth. sun sun is divided into two images, namely: the rising sun and setting sun. the rising sun represents new life, creation, and enlightenment. despite being the opposite of the rising sun, the setting sun is a representation of death. colors there are five colors included in the archetypal image, namely; red, green, black, blue and white. each color has a specific meaning. red is the color of blood, abuse, power, desire, strength, love, war, rage, ambition, chaos, and danger. green is a symbol for growth, rebirth, youth, jealousy, inexperience, and decay. black is used to represent something negative or darkness. while blue is usually used to convey fidelity, nobility, truth, serenity, constancy, and spiritual (purity) as well as discouragement, skepticism, and depression. the last one is white, which is a sign of positive aspects. circle circle signifies the beginning of a trip and a problem, as well as unity, sanctity, and unless. serpent this archetypal representation is a snake. it is represented by the energies of evil, sensuality, corruption, and mystery. numbers the numbers that included in the archetypal image, namely; three, four, five and seven. three represents unity, light, and spiritual consciousness. the number four ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 485 represents the four seasons. the number five is used as a symbol for integration. the last number is seven, which represents as all numbers. the archetypal woman the three sub-images that make up this archetype are soul mates, terrible mothers, and good mothers. a good mother is a positive representation of mother earth, which stands for sustenance, safety, and abundance. the terrible mother is therefore a bad aspect that is represented by a witch or a scary figure. the latter is soulmate, which jung (2013) described as the princess or beautiful lady. the demon lover the personification of this archetype is the companion of a terrible mother. the devil, satan, and dracula serve as its representations. the wise old man the image of the wise old man has a significant impact on a character in the narrative, even in real life. the wise old man is representation of the hero, wise, a guardian, and kind. the trickster this archetypal image symbolizes the contrary of the wise old man. this archetypal image represented as joker, jester, clown, fool, or prankster. garden the garden represents happiness, fertility, purity, and unadulterated beauty. tree the life, growth, generative and regenerative processes, and transformation processes of the universe are all symbolized by trees. desert this archetypal image is represented by nihilism, death, hopelessness, and spiritual dryness. mountain the mountain is a symbol for aspiration, inspiration, introspection, and upward spiritual ascension. method this research was a qualitative descriptive research proposed by creswell (2018). the object in this research was archetypal images in coraline novel written by neil gaiman. in collecting data, researchers used observation (reading) and notetaking techniques. there were several steps taken by researchers in collecting data. first, the researchers read the novel coraline written by neil gaiman. second, the researchers highlighted the paragraph in the novel that displayed the phenomena of archetypal images. third, the researchers rewrote the data or phenomena that had been taken from the novel to be analyzed based on the jung’s theory. for the data analysis methods, the researchers used content analysis and interpretation techniques. last, this research was carried out by describing the findings in sentences and words. results there were 15 data of archetypal images that the researchers found in the glorya samosir & gaguk rudianto the archetypal images in “coraline” novel by neil gaiman (2002) 486 novel coraline written by neil gaiman. the 15 data of archetypal images in coraline's novel consisted of four data of terrible mother, two data of the demon lover, two data of black color, two data of tree, one data of red color, one data of rising sun, one data of desert, one data of serpent, and one data of circle. table 1. the archetypal images in the coraline novel written by neil gaiman. no archetypal images frequency 1 2 3 4 5 7 8 9 10 terrible mother demon lover black color tree red color rising sun desert serpent circle 4 2 2 2 1 1 1 1 1 total 15 discussion data 1 “the black shape went into the drawing room, and coraline followed it a little nervously.” (page.8) the quote above contained the archetypal image color, which is black. the black color represents darkness and something negative. the black shape in the quote above refers to a terrible figure that gave off a negative impression. that was why, coraline felt nervous when she followed the black shape. data 2 “she dreamed of black shapes that slid from place to place, avoiding the light, until they were all gathered together under the moon. little black shapes with little red eyes and sharp yellow teeth. they started to sing.”(page. 9) the archetypal image in the quote above is black. the quote above showed that coraline was dreaming that the little black shapes that had red eyes and yellow teeth were gathering under the moon while singing. dreaming of a black figure is often seen as coming of disaster. so, from the dream it can be concluded that something so dark and scary would come to coraline. data 3 “‘whatever would i have done with your old parents? if they have left you, coraline, it must be because they became bored of you, or tired. now, i will never become bored of you, and i will never abandon you. you will always be safe here with me.’ the other mother’s wet looking black hair drifted around her head, like the tentacles of a creature in the deep ocean.” (page. 36) the archetypal image in the quote above is the terrible mother. the terrible mother represents an evil figure, which is either a witch or a terrible figure. in the quote above, it could be seen that a figure known as the other mother had hidden both of coraline's real parents. in addition, the other mother also had a scary figure, where the hair on her head is likened to the tentacles of a creature in the deep ocean. data 4 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 487 “she hoped that what she had just seen was not real, but she was not a certain as she sounded. there was a tiny doubt inside her, like a maggot in an apple core. then, she looked up and saw the expression on her mother’s face: a flash of real anger, which crossed her face like summer lightning, and coraline was sure in her heart that what she had seen in the mirror was no more than illusion.” (page.36) the archetypal image in the quote above is the color red. the color red represents ambition, anger, danger and more. in the quote above, the color red showed the anger of another mother. the quote above did not mention the color red explicitly, but implicitly. the red color could be known from, "summer lightning". summer lightning color is red. in conclusion, the above quote described how another mother's angry expression made her face red like summer lightning. data 5 “now there was sun on her face, and she was coraline jones. yes. and the green and pinkness of the room she was in, and the rustling of a large painted paper butterfly as it fluttered and beat its way about the ceiling, told her where she had woken up.” (page.39) the archetypal image in the quote above is the rising sun. the rising sun symbolizes new life, creation and enlightenment. the rising sun in the quote above refers to new life. where when the sunlight hit coraline's face, coraline no longer woke up in her original bedroom (the real world), but in the bedroom (the world) made by the other mother. in conclusion, the rising sun symbolizes that coraline was in a new life, namely the life created by the other mother. data 6 “he looked less like her true father today. there was something slightly vague about his face—like bread dough that had begun to rise, smoothing out the bumps and crack depression.” (page.40) the archetypal image in the quote above is the demon lover. this archetypal image symbolizes the companion of the terrible mother. this archetypal image is represented by satan, dracula, and the devil. from the quote, "he looked less like his true father today." it could be seen that the other father was included in the figure of satan or devil because he incarnated as the original coraline's father. data 7 “where coraline came from, once you were through the patch of trees, you saw nothing but the meadow and the old tennis court. in this place, the woods went on farther, the trees becoming cruder and less treelike the farther you went.” (page.41) the archetypal image in the quote above is the tree. trees are employed as symbols to express cosmic life, growth, generative and regenerative processes, and transformational processes. the quote above wanted to convey that the fewer trees, the fewer signs of life. this could be seen from the quote, " in this place, the woods went on farther, the trees becoming cruder and less treelike the farther you went." the meaning of the quote was the fewer trees coraline saw, the farther she would go, and that would mean no more life or growth in the world she was in. data 8 “coraline wondered if the other mother wasn’t interested in trees, or if glorya samosir & gaguk rudianto the archetypal images in “coraline” novel by neil gaiman (2002) 488 she just hadn’t bothered with this bit properly because nobody was expected to come out this far.” (page.41) the archetypal image in the quote above is the tree. the above quote tried to convey the meaning that the other mother did not pay attention to the trees when making the world. trees are a symbol of life and growth. no trees, that means no life. the reason why the other mother did not pay attention to the trees was because she did not think that anyone would explore the world she created as far as possible. that was why the further coraline walked the fewer trees she found, which meant no life or growth. data 9 “all was quiet and empty and deserted. even her footsteps on the carpeted floor seemed loud. dust motes hung in a beam of sunlight.” (page.43) the archetypal image in the quote above is the desert. this archetypal image is represented by nihilism, death, hopelessness, and spiritual dryness. in the quote above, what desert means is loneliness and death. this was because coraline was locked in a dark room by the other mother, which was punishment for coraline not listening to what the other mother was asking. when locked in that room coraline felt lonely. in addition, death could also befall coraline because the other mother was a very evil creature. she had prepared many plans so that coraline would not leave her, because coraline was her food. data 10 “‘suit yourself,’ said her other mother. she carefully picked out a particularly large and black beetle, pulled of its legs (which she dropped, neatly, into a big glass ashtray on the small table beside the sofa), and popped the beetle into her mouth. she crunched it happily.”(page.44) the archetypal image in the quote above is the terrible mother. the terrible mother represents an evil figure. the other mother was symbolized by the terrible mother archetype because the other mother ate a black beetle in front of coraline with a happy face, which for coraline eating black beetles was such a terrible and disgusting thing. data 11 “she pick up coraline up and pushed her into the dim space behind the mirror. a fragment of beetle was sticking to her lower lip, and there was no expression at all in her black button eyes. then she swung the mirror door closed, and left coraline in darkness.”(page.45) the archetypal image in the quote above is the terrible mother. the terrible mother represents evil. the terrible mother archetype was used to represent the other mother because she forced coraline into the shadowy space beyond the mirror. she then left coraline alone in the dark. moreover, the other mother had a repulsive visage with a black beetle clinging to her lower lip and expressionless black button eyes. data 12 “that is why we could not leave here, when we died. she kept us, and she fed on us, until now we’ve nothing left of ourselves, only snakeskins and spider husks. find our secret hearts, young mistress.” (page.49) the archetypal image in the quote above is the serpent. serpent represents ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 489 the energy of evil, sensuality, corruption and mystery. the ghost of a child who was victimized by another mother told coraline that she and two other ghosts were eaten by the other mother. after being eaten by another mother, she and her two ghosts were left with nothing. they only had snake skin and spider husks. the meaning of those who only have snake skin and spider husks was that they only have the energy of evil and mystery, and coraline was asked to unravel these mysteries. data 13 “coraline made a noise, a sound of revulsion and horror, and, if it had heard and awakened, the thing began to sit up. coraline stood there, frozen. the thing turned its head until both its black button eyes were pointed straight at her. a mouth opened in the mouthless face, strands of pale stuff sticking to the lips, and a voice that no longer even faintly resembled her father’s whispered, ‘coraline.’” (page.60) the archetypal image in the quote above is the demon lover. the devil lover is the spouse of the terrible mother who symbolizes the devil. from the quote above, it could be seen how the other father, who was the partner of the other mother, turned into a terrible figure and whispered coraline's name. data 14 “the cat lowered its tail, swishing it from side to side angrily. it made a low growling noise in the back of its throat. it walked in a circle, until it was pushing up against coraline’s leg. she put down a hand to stroke it, and could feel how hard its heart was beating. it was trembling like a dead in a storm.” (page.67) the archetypal image in the quote above is the circle. circle signifies the beginning of a trip and a problem, as well as unity, sanctity, and unless. the quote above illustrated the beginning of trouble for the black cat. because coraline managed to find the two ghost children's souls, slowly the world created by the other mother began to collapse. the black cat lived in a world created by the other mother. with the collapse of that world, then he too would disappear. that was the beginning of the black cat's troubles, that's why the black cat walked in a circle. data 15 “the other mother had followed her in. now she stood in the center of the room, between coraline and the mantelpiece, and looked down at coraline with black button eyes. it was funny, coraline thought. the other mother did not look anything at all like her own mother. she wondered how she had ever been deceived into imagining a resemblance. the other mother was huge—her head almost brushed the ceiling—and very pale, the color of a spider’s belly. her hair writhed and twined about her head, and her teeth were sharp as knives.”(page.69) the quote above utilized the archetypal image of the terrible other. the terrible mother is the embodiment of evil. the other mother was shown as the archetypal terrible mother because she exposed her true self, which was big, pale, she had the color of a spider's body, and with a head that nearly touched the ceiling. her hair wriggled and twisted about her head, and her fangs were as sharp as knives. in addition, the other mother became an evil figure because she pretended to be coraline's biological mother and deceived coraline, so that coraline would stay with her and become her food. glorya samosir & gaguk rudianto the archetypal images in “coraline” novel by neil gaiman (2002) 490 conclusion based on the result, the researchers found that there were nine of the fourteen archetypal images in coraline's novel written by neil gaiman. the nine archetypal images consisted of black, red, tree, the terrible mother, the demon lover, circle, serpent, desert, and rising sun. the data that appeared the most in the novel coraline was the terrible mother. this was because neil gaiman wanted the readers to feel how terrible the character of the other mother, who was the antagonist in this novel. in addition, the writer also wanted to show that no matter how evil, terrible, and dark the character of the other mother was, coraline could bravely beat her. the message that the writer wanted to convey was that to get out of the darkness it only takes courage, as shown by the character coraline. in addition, this research was important because with an understanding of archetypal images, readers could easily understand symbols in literary works. furthermore, this research was also expected to be a reference for further research that related to archetypal images. references creswell, j. w. (2018). research and design qualitative, quantitative and mixed methods approaches (4th ed.). california: sage publications, inc. dewi, r. f., a, d. y., ocarullyta, r., & melisa, v. (2023). the archetypal symbols and the hero’s journey of alice in wonderland film. surakarta english and literature journal, 6(1), 79–92. hardanto, e., natsir, m., & kuncara, s. d. (2019). an analysis of smeagol’s character influenced by the one ring in lord of the rings: return of the king film using jung archetypes. jurnal ilmu budaya, 3(1), 106–120. fortunela, p., & arianto, t. (2020). the wise old man in “the kite runner” by khaled hosseini ; archetypal approach. cordova journal, 10(1), 95–105. gagarin, s., & ambarwati, r. (2021). archetypal analysis in characters as seen in a christmas carol short story. pustakailmu.id, 1(2), 1–10. gaiman, n. (2002). coraline (frist). new york: harpercollins publisher. jung, c. (2018). expert witness and jungian archetypes. united states: harvard medical school. jung, d. c. g. (2013). essays on the psychology of the unconscious. moscow: cogitocenter. nurdayanti, c., natsir, m., & lubis, i. s. (2020). the archetypes analysis of main character in hush, hush novel. jurnal ilmu budaya, 4(1), 81–92. purba, n., & ambalegin. (2020). the images in "maleficent” novel by elizabeth rudnick. linguistic, english education and art (leea) journal, 3(2), 506–519. retrieved from https://journal.ipm2kpe.or.id/index.php/leea/article/view/1285 rizakiah, s., sili, s., & kuncara, s. d. (2018). an analysis of main characters in warm bodies film using jung theory of archetypes. jurnal ilmu budaya, 2(4), 412–425. saepul, g. (2016). the symbol of life and death in into the wild movie (the literal and descriptive study of symbolism). biochemical and biophysical research communications, 91(2), 498–501. https://journal.ipm2kpe.or.id/index.php/leea/article/view/1285 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 491 sari, y. p., & putra, e. e. (2021). archetypal images reflected in dracula novel by bram stoker. journal basis, 8(2), 165–172. retrieved from https://ejournal.upbatam.ac.id/index.php/basis/article/view/3848 sirait, d. n., & arianto, t. (2020). representation of woman existentialist reflected from archetypal image analysis in the chrysanthemums story. ideas journal of language teaching and learning, linguistics and literature, 8(2), 519–534. stefanus, b., sili, s., & nasrullah. (2020). archetypal characters in beautiful boxer and white chicks films. jurnal ilmu budaya, 4(1), 145–157. winandhini, r., & jatmiko, r. (2020). new woman as seen in bram stoker’s dracula. lexicon, 7(2), 207–214. retrieved from https://jurnal.ugm.ac.id/lexicon/article/view/66570 https://ejournal.upbatam.ac.id/index.php/basis/article/view/3848 https://jurnal.ugm.ac.id/lexicon/article/view/66570 the particular dialect or language that a person chooses to use on any occasion is called a code 298 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 298 313 the presence of diglossia in american-based talk shows muhammad ahsan tampubolon1, nurmawati2, sukma septian nasution3 dosen01687@unpam.ac.id1, dosen02032@unpam.ac.id2 dosen02032@unpam.ac.id3 1,2,3,4,5sastra inggris, fakultas bahasa dan sastra, tangerang selatan, banten received: 2023-04-08 accepted: 2023-07-02 doi: 10.24256/ideas.v11i1.3749 abstract this study aims to find the types of diglossia and the factors of the use of language variations in the videos of “steve tv show, netflix is a joke, abc, the tonight show starring jimmy fallon” on the youtube channel. diglossia is defined as a situation where two language variations occur at the same time. this is a content analysis and the data were taken from conversations in the video analyzed using trudgill's theory. further, factors of the occurrence of diglossia in the use of language variations are based on yule's theory of diglossia. using observation as main instrument of collecting data, all diglossia occurring in the selected videos are classified into high, medium, and low classes to be tallied to come to the final findings. the findings highlight that diglossia is found in six of the eight videos. the writers identified standard english as dominant on the tonight show starring jimmy fallon's youtube channel. while the use of non-standard english is more dominant in videos on the steve tv show, netflix is a joke and abc channel. the factor that causes a lot of language variation is the ethnic background where this factor is found on 3 youtube channels, the age factor on 2 youtube channels, the speech community factor on 2 youtube channels, and the gender factor on 1 youtube channel. from the two types of language variation and four of the five factors of diglossia found in the videos, high language variation and ethnic background factors are language variations and dominating factors. keywords: diglossia; high variety; low variety; sociolinguistics introduction in communication, human uses variety of languages that are understood by the sender of the message to the recipient of the message. without language, humans will not be able to communicate or speak. in communication, every human being can share ideas with the interlocutor in interaction with the producing language. many languages are used by word speakers in this world, one of which is english. in http://u.lipi.go.id/1457703302 mailto:dosen01687@unpam.ac.id mailto:dosen02032@unpam.ac.id3 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 299 english, the choice of words also has several variations, depending on which part of the speaker this word comes from, and what kind of dialect appears. the creation of levels of formal or informal that are used for various purposes to certain functions is part of the diglossia phenomenon. diglossia is the occurrence of a situation when there are two varieties of the same language by the same speaker (khukhuni, & valuitseva, 2020). additionally, in the language in diglossia, where the diglossia, classify in language variation, there are high variations called standard english and low variations called non-standard english. according to macken, ferguson, & nelson (1959), there are two variations in one language in the diglossia society; the first variation is called the high variety (h) and the second variation is called the low variety (l). high variety or called standard english (h) is a language that is usually used in formal situations such as in classroom context (mcandrew, 2003: sugita, sriasih, indriani, 2015). trudgill (1974) explained, “standard english is a form of english that in its grammar, syntax, vocabulary, and spelling system in the accepted from speaking and writing”. it means the high variation is considered more prestigious because of the choice of more polite sentences with good structural grammar. examples of formal situations in the high variation category are sermons, speeches to the president, teaching and learning processes in schools, broadcasting news, etc. communicating in the use of standard english (h) and non-standard english (l) affects the delivery of the goals and objectives of the communication itself (yang, 2010). the use of standard english (h) and non-standard english (l) is commonly found in daily life, some of which can even be seen in interactions between humans in dialogue on a talk show. the talk show is a communication medium that has become a companion that enters human life. it can be said that a talk show is also a social phenomenon that exists in the world because the talk show is a document consisting of communication, images, and sounds. in this study, the writers use a selected youtube video talk show from several american-based video talk shows to further examine the standard english and non-standard english used in the talk show community. the topic of the conversation in a talk show is also different. opinions about conflict and confrontation are commonly guaranteed by topic and participant selection (llie, 2006). hence, through the topics discussed by the host for guests, it can be seen that the use of the language chosen by the presenters or guests when interacting triggered the use of high variety (h) and low variety (l). a study was conducted by joey liao xuan (2011) from the faculty of arts and social science, university tunku abdul rahman (uttar) with the title of the study “a study diglossia: a survey of different english varieties used by uttar english language course students”. in his study, he used ferguson’s used as theories. the technique used in his study with a questionnaire elicits data. in his study, from 100 feedbacks selected to pursue the english language degree course in uttar, he got a total of 78 respondents were female while the remaining 22 respondents were male. the study of joey liao xuan, explains the situation of diglossia english in malaysia regarding two different english languages that already exist in the student community. muhammad ahsan tampubolon, nurmawati, sukma septian nasution the presence of diglossia in american-based talk shows 300 fishman (1969) said that sociolinguistic studies are more qualitative. sociology of language is a term from sociolinguistics that was revised by fishman. sociolinguistics is not only about how to use language but also about behavior toward language and language users themselves. in short, sociolinguistics can be called how to learn a language and the people who use the language. language variations can occur which are caused by many factors, which become language diversity, such as social diversity to the diversity of language functions. furthermore, the process of social interaction carried out by the community with different community groups is due to the non-homogeneous community, diverse speakers, and large area coverage. ferguson (1959) uses the term diglossia to describe the state of a society where there are two variations of one language that coexist and each has a specific role. furthermore, diglossia is a special kind of standardization of language where two varieties of language coexist in the whole language community and where each variety of language is assigned certain social functions such as in classroom context as studied by conrad (2004). a high variety language is a language that is usually obtained from education and also formal situations. the high variation is identical to the upper class. most upper-class people can use a high variety of languages. high variation is commonly used in presidential speeches, political speeches, radio and television news, newspaper editorials, poetry or poetry, fine literature, etc. standard english is included in the high variety section since english is the language used in communication and is usually used in formal or formal situations. wardhaugh (2021) states that high variety is good standard english and to make people understand the intent of the speaker's opponent, the speaker uses this language. studies on diglossia are not novel. previous studies which have successfully been published commonly focus on diglossia in indonesian contexts such as by nisa, kurniawati, and setowati (2022) who scrutinize diglossia in a social media. while sugita, sriasih, and indriani (2015) reveal the use of diglossia by teachers in teaching in classroom context. halim and yusoff (2016) and andini & simatupang (2020) as well as azizah and sudiran (2015) took a novel to scrutinize the use of diglossia by a character in the novel, while nurhayati (2019) and chandra (2014) use a film for the same purpose). shofyah (2021) took sumenep people as object to reveal the use of diglossia while yance (2017) analyzed the use of diglossia in bonai ethnic in riau. in international contexts, studies on diglossia are done by hossain & fatema (2022) in bangladesh to reveal diglossia as a symbolic capital in the country. in the present life thanks to the advance of technology, there are so many talks shows available on youtube such as steve tv show, abc led by tiffany haddish, jerry seinfeld on netflix is a joke, also the tonight show starring jimmy fallon. in each of the video channels that have been mentioned, each channel has its characteristics in its talk show. in the videos selected from the four youtube channels, the videos were selected from a recent year so that both the sentences used are still relevant to the state of communication and the current situation. those chosen videos are also ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 301 educative, informative, and attractive. it could be seen from the many diverse guests resulting in a varied dialogue when the presenters and guests have the conversation. the writers used trudgill's concept, where the concept of trudgill categorizes high variety or standard english and low variety or non-standard english. therefore, the title of this thesis is “the presence of diglossia in american-based talk shows”. this study aims at revealing answers to the following questions: (1) what types of diglossia are used by presenters and guests of american-based talk shows on youtube channels? (2) what factors influence the use of language variation in the interaction between the presenter and the guests on the talk shows? method the writers used a qualitative approach in conducting her study, and the data were taken from videos on youtube selected in the conversation between the presenters and the guests. qualitative research on developing explanations for social phenomena (hancock, ockleford, and windridge, 2007). this statement explains that qualitative research is the observation of what is happening in society. qualitative research analysis of social realities in everyday life and culture. the use of qualitative methods in this research is driven by several characteristics that appear in the object of research. the object studied is diglossia in the communication that occurs naturally between presenters and guests on talk shows. in addition, the writers also use content analysis as an additional method for a deeper analysis of the study subject. as laswell (1972) states, content analysis examines how incoming messages to objects residing in text, images, and symbols are discussed. in addition to analyzing latent messages in selected video talk shows on youtube channels. content analysis is a research method applied to visual material written or to identify the specific characteristics of the material. by using the content analysis method, it will obtain an understanding of the various contents of communication messages conveyed by the mass media, or from other sources. the writers’ goal is to achieve a description of the speech in communication between hosts and guests, various languages refer to the occurrence of diglossia. furthermore, the aim of the researcher in her paper is also to describe what factors influence the use of language variations in utterances by hosts and guests on talk shows from four-channel youtube selection videos. data source the data source of this study was taken from selected videos that are taken on youtube. the data was limited to diglossia in high variety and low-variety utterances by presenters and guests. the source of data is taken from several youtube channels. there are four channels on youtube with a total of eight videos that will be analyzed by the writer. the writers used 2 videos from steve tv channel, the first video titled. the table below shows the video that took as an object by the writers as shown in table 1. table 1. list video talk shows as data sources muhammad ahsan tampubolon, nurmawati, sukma septian nasution the presence of diglossia in american-based talk shows 302 as ary et al (2010) data collection methods are a type of method that describes the methods used to collect data from interviews, observations, document analysis, etc. the data of this study were collected from the speech that is spoken by hosts and the guests on the talk show taken from several youtube channels. the first step, the writers watched and transcribed, and then chose some american youtube channels that used standard english and non-standard english in their utterances. second, the writers identified the utterances. in the third step, the writers marked and highlighted using the data transcript taken from the presenters’ and guests’ utterances in the video. the last, the writers, listed and analyze chosen data in essay form to explain the types and factors of diglossia that are found in presenters and guests in videos on youtube. according to ary (2002), there are 4 steps involved in the data analysis process; organize data, summarized data, interpreted the data, and reported the data. at this point, the writers applied to analyze the hose: (1) organizing the data: when organizing, first reduce the data, this is done through a process called encoding (ary, 2002). in the step of organizing the data, the writers read the text of all utterances of the presenters and guests in the talk show on youtube selection. after that, the writers selected only the utterances containing the diglossia based on standard english and non-standard english; (2) summarizing the data; in this stage, the writers checked all entries with the same code and then combines them into the same model to find links and connections between categories. this process integrates the data and the writers can start making statements about the connections and themes contained in the data; (3) interpreting the data: ary (2002) said in interpretation, extracting meaning and insight from the data is one of the things the writers did in descriptive data. in this step, the writers gave the meaning to what has been found in the data from the research; (4) reporting data: one last ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 303 step in qualitative research about the process that was investigated. the writers reported the result of the data analysis in the conclusion after the writers analyzed and interpreted the data. findings and discussion findings as this study focuses on analyzing the diglossia found in the selected objects, the following explanation is served. some words are intentionally bolded to show the occurrences of the diglossia in the conversations. the types of diglossia. video 1: why do women run when men have financial problems? aaron: “back in the day when i was (h) in relationships with a couple of girls, not all at the same time but it was (h) more or less, she was (h) so concerned about where i was. so, i would (h) get a phone call and she’d say, “hey (l), where are you?” and i’d (h) be like…“oh, well, would (h) you mind maybe send me like …so, my question is, why is it so dang (l) important for ….?” in the dialogue in this video, it is indicated that there was a diglossia, which is characterized by standard english characters and non-standard english characters used by both the presenter and guests. on this occasion, survey participants are more likely to use standard english. in this talk show, the use of language with high variation was seen to be more dominant with the use of it 10 times. the standard english characters used by the participants include the use of the modal auxiliary "would" and the use of the irregular form of the past "were, was". in this dialogue, the use of non-standard english words is found 7 times. the non-standard english characteristics in this dialogue are slang (gonna), the use of the word ain't, the use of harsh and dirty words such as damn and dang, informal calls or greetings such as hey, how are you? or the imperfect use of irregular formation of reflexive like his self. in the dialogue above aaron as the guest speaks using words that are dominated by standard english, the use of a language that has good grammar and is well structured can be seen in the sentences “would get a phone and well, would you mind …”, as well as the use of irregular forms of the past such as was in the sentence “i was in relationships with …” not much different from aaron, erica, who is also the audience that steve is talking to, used a lot of words that are dominated by standard english, such as the use of irregular forms of the pas such as was and were. the use of high language variety word selection between the audience and the presenter reduces the gap between the two. video 2: an unbelievable 8-year-old math genius! steve: “what’s up, miguel? (l) hey, what’s up, boy? (l) yeah. and he just a kid (l), too, the thing i like about this kid is he’s really smart, but he’s just a kid. how you doing (l), man? how you doing? (l) miguel: “good.” muhammad ahsan tampubolon, nurmawati, sukma septian nasution the presence of diglossia in american-based talk shows 304 steve: “okay, didn’t wanna (l) pressure you. just a little question, do you live here in florida?” steve: “what’s complex math?” miguel: “like finding areas of pentagons.” steve: “i thought he was (h) going to say something like division. this boy said counting pentagons. so, you’re gonna (l) show me a math trick, right?” steve: “stop right there. okay, here’s the number, 4,084.101.4.084.101” miguel: “okay, that would (h) be 21.” in this second video, it is indicated that there is diglossia which can be seen in the utterances between the presenter (steve) and guest (miguel). diglossia contained in their conversation was detected by finding language variations, both the use of standard english and non-standard english. in this talk show, the use of low language variations is more dominant. the use of low variation or also known as nonstandard english used by the host, steve. he has been used repeatedly for a total of 7 times. character the non-standard english language used by steve such as; slang (gonna, wanna), unproper english or un-structural grammar (he just kid, how you doing?) should be (he is just kid, how are you doing), or informal greetings like (what's up). the use of high variation or standard english is less frequent with twice the frequency that of non-standard english. standard english language characteristics are in the form of auxiliary capital (would) and irregular form of the past (was). video 3: john mulaney and jerry seinfeld compare the news to star wars. john: “…. which i never did when i was (h) a kid. you know you’re like, “did you say you were (h) going to, you’re going to italy, ‘cause we haven’t traveled in.” it’s like, it’s crazy. i won’t (l) take a pause. you know when you’re a kid you really make the most of that burp. oh, a burp was (h) like, “everyone, be quiet.” jerry: “sitcom run-throughs? they’re fun.” john: “are you ser... i was (h) being sarcastic. did you have the studio and the network watching the run-throughs?” jerry: “we’d have, like, four people.” john: “we had an audience of about 30 people that would (h) kind of watch the run-through and we’d move.” similar to the two previous videos, in the third video there is also an indication of diglossia. there is the use of two language variations in the conversation between the presenter and the guest which causes diglossia to occur. in this interview, the situation is fairly relaxed, because the theme of this interview is having a casual conversation over coffee. in this video, the use of standard english is more dominant, where the language is mostly used by john mulaney as a guest a total of 5 times. the standard english characteristics in this video are irregular forms of the past (was, were). in contrast to standard english, the use of non-standard english is less if we look at the frequency, only 2 times. the characteristics of non-standard english in ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 305 the conversation of this video are slang sentences (gonna) and simple contractions (won't) from will not. video 4: eddie murphy is tracy morgan’s favorite. dialogue 1 eddie: “so, i was (h)…,"yeah, you're gonna (l) do one set, and then the band's gonna (l) …" i was (h) like, "okay." so, i go on, and i'm so bad, and there was (h) no dressing room…, "aw, shit. (l)" you just sit there. i'm like 17. and they say, "okay, we're gonna (l) bring that comedian back," then you would (h) hear people go, "aw, shit. (l)" i was (h) like, "yes, i was (h) supposed to get $50 for the night." he turned around and said, "you better get the (fuck (l) *beep) out my face… you gonna (l) get you a job, and you gon’ (l) get out at nine in the morning and you come back after five. mother (fucker (l)*beep) comedian. comedian my ass (l)." i'm a careful man.” dialogue 2 jerry: “rc cola. how sad is it to work at these places? you're never gonna (l) catch 'em (l). pepsi. you're never gonna (l) catch 'em (l). you ever have somebody come on stage?” eddie: “yeah, i had somebody come on stage once. he was (h) so formal…” still on the same youtube channel and have the same presenter (jerry). in the video interview with eddie, there has been an indication of diglossia, where both jerry and eddie use two variations of the language, standard english and nonstandard english. in this situation, it is still the same as the situation of jerry seinfeld as host and eddie as a guest star in a casual interview with the theme of talking and drinking coffee. in this video, the use of non-standard english is more dominant by both jerry as the host and eddie as a guest. there are 14 times the use of the word in non-standard english. the characteristics of non-standard english used in this video are slang words (gonna, wanna), harsh and dirty words like (fuck, shit), the use of “n” as opposed to “ng” like (gon', 'em) which should be (going and them). the use of standard english in the conversation between jerry and eddie is less than the use of non-standard english. there is 8 times the use of language with the words standard english in this video. the characteristics of standard english here are the use of auxiliary models such as (would) and also the use of irregular forms of the past such as (was). video 5: tiffany haddish tries to call taylor swift – kid say darndest things. purple: “i'll believe it when i see it.” tiffany: “somebody go get my phone. go get my phone. bring me my phone. you gon' (l) see. tell me. "you don't know taylor swift." oh, i know taylor swift. she my friend (l), and i'm about to call her right now yellow: “oh, my god.” pink: “oh, my gosh.” in video five, no indication of diglossia was found. this is because there is only one language variation which is categorized as non-standard english which is used muhammad ahsan tampubolon, nurmawati, sukma septian nasution the presence of diglossia in american-based talk shows 306 in the utterances between the presenter (tiffany) and guests (which are three children). in this situation, the talk show hosted by tiffany haddish spoke more casually because the guest stars were children. in the conversation in this situation, tiffany haddish as the host used a low-variety language (non-standard english). the use of non-standard english in the conversation in this video is used 3 times by tiffany as the host. the nonstandard characteristics used by tiffany are; unproper english or nonstructural grammar (she my friend) should be (she is my friend), the use of “n” as opposed to “ng” (gon'), i'ma contraction of i am going to. video 6: tiffany uncover a secret crush – kids say the darndest thing. tiffany: “you hear that? (l) she says she’ll be your girlfriend. where would (h) you want him to take you on a date?” hannah: “maybe to disney world” tiffany: “so, you’re just gonna (l) do a whole disney tour?” hannah: “yeah.” tiffany: “jessica, where would (h) you go on a date?” jessica: “on my date, i would (h) go to the park”. the sixth video, still on abc's youtube channel helmed by tiffany haddish. it's different from the previous video, if in the previous, there was no indication of diglossia, it's different in this video. in this video, there is an indication of diglossia which can be seen from the utterances between the presenter and guests. there are two variations that categorize the occurrence of diglossia, standard english and nonstandard english. still in the same situation as the previous video, here is tiffany as the host who leads the talk show between herself and the guest stars consisting of 1 boy and 2 girls. the use of language in this video predominantly uses standard english with a frequency of used 3 times. the standard english characteristics used in the conversation above are the auxiliary modal in the form of (would). the use of non-standard english is only 2 times, with the characteristics of the use of slang words (gonna) and un-structural grammar in sentences (you hear that?) that should be (do you hear that?). video 7: hailey bieber talks justin bieber, hannah montana, and her skin-care line rhode. dialogue 1. hailey: “obviously, it's been (h) a weird turn of events the last couple months and the last even few days. but he's okay. and he's gonna (l) be totally okay”. jimmy: “and we were (h) talking about this. this was (h) years ago. we were (h) discussing this. this -you know, i was (h) looking, and it's been almost ten years since you….” continue to video seven where this video is taken from the tonight show starring jimmy fallon's youtube channel. in the seventh video, diglossia is indicated. in the utterances that took place between the presenter and the guest, two language ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 307 variations were found, the language used was standard english and non-standard english. in this talk show tonight show starring jimmy fallon, it was found that supermodel guest star hailey bieber, the conversation on this talk show, both found using high variation language (standard english) and low variation language (nonstandard english). there are 3 parts of dialogue between jimmy fallon and hailey bieber which indicate diglossia with high variation (standard english) and low variation (nonstandard english). in the video talk show this time the use of standard english was more dominant with the discovery of 13 words used in these 3 dialogues. the characteristics used in standard english in this dialogue are auxiliary modals (would, could, been), irregular forms of the past (were, was). meanwhile, the use of non-standard english was less with only 2 times the use of the slang word (gonna) was found either in katakana by jimmy or hailey. video 8: martin lawrence shares his thoughts on a martin reboot. dialogue 1 jimmy: “aw, he was (h) great. i mean, is everyone still just funny and so like you go right back to the days, you're like, "oh, we could (h) do this right now?" martin: “yes, when you see the reunion, you'll (l) see the humor and the laughter in the reunion, you know. we just pick up where we left off.’’ jimmy: “you were (h) dialing, 911. one of the best physical comedy things ever. would (h) you ever do the show again? people want to know.” dialogue 2 martin: “yeah. well, i would (h) love to see a movie with sheneneh. and, remember, we were (h) supposed to do a movie but if we could ever get that together, i think y'all would (h) love that.” jimmy: “ooh, my god. no, that would (h) be-you got to do that. you have to do that, or even like i could (h) see like did anyone ever pitch you like "lil martin" or anything?” in the last video, it's still on the same youtube channel as video seven. in this video, no diglossia is indicated. this is because only the use of language variations is found, and these language variations are high language variations or commonly called standard english. this time the tonight show has an african american guest star, martin lawrence. in this talk show, both jimmy as the host, and martin as the guest tend to use a high variety of language. the writers got 2 dialogues from this talk show. in the video, the use of standard english is very dominating, the use of standard english is used 9 times. standard english characteristics that are used are irregular forms of the past (was, were), and modal auxiliary (could, would). the factors of the used language variations. video 1: why do women run when men have financial problems? the dialogue in this video, between steve as presenter and guests whose conversations have been analyzed reveals that there has been the use of two muhammad ahsan tampubolon, nurmawati, sukma septian nasution the presence of diglossia in american-based talk shows 308 language variations, standard english and non-standard english. in the conversation between the presenter and the guests, it was found that the presenter dominant used non-standard english and the guests dominantly used a variety of standard english. this is due to the gender factor. one of the factors that influences language variation is gender. every person who has a different gender will speak differently to each other. this can be seen from how steve as the presenter spoke to erica and memory. steve, as the presenter on this talk show, used non-standard english more dominantly, while the two female guest stars used standard english more dominantly. women tend to use standard english and polite forms. higher prestige forms were more likely to be used by women. on the other hand, men more often use non-standard english. the way women speak signaled their social background in the community which women are more concerned with politeness than men. women have more standard speech because women are more status-conscious than men. not only that, but the ethnic background factor is also very influential. here, steve is of black descent, whereas the black community usually uses afro language which is easier to understand. that causes several of steve's sentences to use nonstandard english variations such as slang words, imperfect use of irregular formation of reflexive like his self, etc. video 2: an unbelievable 8-year-old math genius! from this video, the utterances between the presenter and guest show there are two language variations. non-standard english is more dominant and used by steve and standard english is less dominant and is used by guests. factor age could be influenced by the use of language variation. in this talk show, between presenter and guest an age gap. miguel as a guest is a 8-year-old kid and steve is an adult here, the used standard english miguel shows respect to the older people. another factor is ethnic background. steve is a black person who is common with the afro language. people who come from the same background and people who come from the different background has differences in the usage of language. video 3: john mulaney and jerry seinfeld compare the news to star wars. in video three, the use of standard language was dominant use by the guest, and non-standard english was less dominant used by the presenter and guest. it is because there are factors in ethnic background. in this factor, they come from the same circle. people who come from the same background have the same language. additionally, both of them have the similarity background. video 4: eddie murphy is tracy morgan’s favorite. after the writers analyzed the type of diglossia, in video four, there are two types of that. in this talk show, the use of non-standard english is more dominant use by the presenter and guest. this is influenced by the factor of age. people of different age groups have different linguistic behavior. the different vocabulary of ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 309 them it because affected by the different eras of the speakers. young people had various vocabulary than adults. adolescents express their communicative competence from the other age groups in the language community. the second factor because ethnic background, where eddie as a guest is black people. where the use of non-standard english is their characteristic. additionally, the talk show in a public place. video 5: tiffany haddish tries to call taylor swift – kid say darndest things. in video five, there is no diglossia indicated however the video shows the use non-standard english only. it is influenced of ethnic background. the presenter, tiffany is black people. she often used slang word or the used “n” opposed “ng”, and this is the characteristics of black people. they used to make it easier to understand and funny since the children were the guests. video 6: tiffany uncover a secret crush – kids say the darndest thing. this video talk show slight difference from the previous video talk show led by tiffany. the difference is that this video has two language variations. both the presenters and guests used standard english. it is because of the factor of gender. several sentences of conversation between tiffany and jessica used standard english, this is because women tend to use standard english and polite form. higher prestige forms were more likely to be used by women. additionally, tiffany as the presenter used non-standard english too. it is influenced by the factor of age. the guest is children who still use sentences taught at school and as a form of respect for older. video 7: hailey bieber talks justin bieber, hannah montana, and her skin-care line rhode. in video seven, both of presenter and guest used the two of language variations. the factor why they both used standard english it is influenced by ethnic background. they used of standard english more dominant than non-standard english. jimmy fallon as the presenter and hailey as the guest have the same circle. they are from entertainment, and also their have similarity background. that’s why the used of standard english more dominant. basically, people who come from the same background their will used the same language as their same code or in the usage of language. video 8: martin lawrence shares his thoughts on a martin reboot. still in the same youtube channel from the previous video talk show. the different is in this video no diglossia indicated. it is because between the presenter and guest only used one language variation, that is standard english. this is influenced by the factor of speech community. in a speech community, the community share at least one rule of behavior and interpretation of language. a group of speakers in the same area will speak the same standard language. it means, that they used language in a more acceptable. people vary their language variations based on the speech communities with which the same geographical location, village, muhammad ahsan tampubolon, nurmawati, sukma septian nasution the presence of diglossia in american-based talk shows 310 city, or country. discussion after listing the dialogue contained in diglossia, the writers classified based on standard english and non-standard english. out of eight videos, there are six videos that indicate the occurrence of diglossia with the characteristics of using standard english and non-standard english at the same time. the use of standard english and non-standard english in video 1 with the title why do women run when men have financial problems?, video 2 with the title an unbelievable 8-year old math genius, video 3 with the title john mulaney and jerry seinfeld compare the news to star wars, video 4 with the title eddie murphy is tracy morgan’s favorite, video 6 with the title tiffany haddish tries to call taylor swiftkid say darndest thing, and video 7 with the title hailey bieber talks about justin bieber, hannah montana, and her skin – care line rhode. the writers found two videos was found no diglossia, first in video 8 titled martin lawrence share his thought on a martin reboot. it because in video 8, the writers only found the use standard english. second, in video 5 titled tiffany uncovers a secret crush – kid say darndest thing, the writers did not find the diglossia it because in video 5 used the low variety or called non-standard english only. the use of standard english in the dialogue contained in the six videos mentioned by the writers has characteristics as described by trudgill. standard english characteristics used by hosts and guests such as the use of modal auxiliaries (would, could, should). regarding these factors, the writers found 5 factors to using language variations. the 5 factors are gender, age, social classes, ethnic background, and speech community. the first factor, gender is proven to be an influential factor in using language variations. this can be seen in video 1 when steve as the host spoke more using non-standard english while giving views of each of the women's answers, memory and erica. the gender factor can also be seen in video 5 when tiffany is the host and jessica is one of the participants and both of them use standard english variations. this is because women basically use a more polite form of language than men. this pattern also has a nickname, the term "woman socialization". it is in line with hotden (2013) that gender is one of the factors because gender affects language style. in his research, hotden said that linda is an educated woman, so she used high language which is supported by a context of the discussion. age also affected the addressee. it can also be seen in video 3. eddie is a guest who is younger than jerry as a host. this shows that the style of youth speech and adult speech has differences, where youth speech has more variations of words, and the grammar of youth speech has been more developed and varied. this explains that the language of youth speech and adult speech has differences to express communicative competence to differentiate from the age group in speech communication. hotden (2013) corroborates this finding with a statement in his research that age could be a factor when the speaker and the addressee are in communication. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 311 social classes also have an effect on differences in language use. unfortunately, on the social class factor, the writers did not find this factor in the eight videos that the writers examined. this is because, both presenters and guests have an equal position. this can be seen from the presenters and guests who come from celebrities, as well as the entertainment community, and guests who have good backgrounds in academics or work. ethnic background also affects a person's style of speaking with the addressee. some people or social groups, usually use their language as a symbol of strength for the group itself. this factor can be seen in video 1, when steve harvey also commented on memory's opinion, both of which are from the same ethnicity, african american. then it can also be seen in video 4 when eddie as a guest who is an african american shows the strength of the symbol from his ethnic background when talking to jerry seinfeld as a host of white people. and the last is the speech community factor. in this factor, usually between the speaker and the addressee have rules in the use of language. this can be seen in video 8 where jimmy fallon a host who is from white people talks with his guest star martin who is an african american. both use variations of the standard english language. this is because the place where they speak is the studio which is usually required to use of formal word choices as a form of professionalism, additionally, this video is not only shown on youtube but also on tv. in this study, the writers found the use of language variations, both the standard english and non-standard english used by the presenters and also the guests. the writers found the use of standard english and non-standard english in six videos consisting of video one with the title “why do women run when men have financial problems”, video two with the title “an unbelievable 8-years-old math genius”, video three with the title “john mulaney & jerry seinfeld compare the news to star wars”, video four with the title “eddie murphy is tracy morgan’s favorite”, video six with the title “tiffany haddish tries to call taylor swift -kid say darndest thing”, and video seven with the title “hailey bieber talks justin bieber, hanna montana, and her skin care line rhode”. the writers found one video only using standard english on video number eight with the title “martin lawrence shares his thought on a martin reboot”. the last, the writers also found one video only using non-standard english in video number five with the title “tiffany uncovers a secret crushkids say the darndest thing”. conclusion the use of language variations that indicate diglossia which is categorized as standard english and non-standard english occurs in “the presence of diglossia in american-based talk shows”. both the hosts and guests used standard english in a formal situation, context based on the topic of conversation, the setting, and toward the people that had higher social status. on the other hand, the use of non-standard english is used both by presenters and guests in informal situations and toward people that have the same and lower social. muhammad ahsan tampubolon, nurmawati, sukma septian nasution the presence of diglossia in american-based talk shows 312 the writers found out the characteristics based on trudgill's theory which include such as the use of modal auxiliary to speak politely to the addressee of the message such as would, could, should, and the use of the irregular verb of past such as were was, been as structured sentences in the dialogue. the hosts and guests use the standard english language based on differences in social status between the addressee and the social community which requires using a variation of the standard english language. the writers also found the use of low variation language or commonly called non-standard english from the videos that have been studied. the use of non-standard english can also be seen in several dialogues with characteristics such as the use of slang words such as “gonna”, “wanna”. the use of sentences that are unproper or nonstructural grammar, and the use of swearing words in the dialogue such as fuck, shit, and damn. the use of non-standard english occurs between hosts and guests because they are affected by consideration of the same speech community, the same ethnic background, different gender, different age, and social equality. the writers recognize that this research requires an understanding of the branch of sociolinguistics, more specifically diglossia, which discusses the relationship between language and society. the following few researchers interested in studying diglossia can further study and explore the use of standard english and non-standard english in real life, in different objects. the writers hope, the further researcher focuses on talk shows in the indonesian context/ regional program such as the javanese talk show, sundanese talk show, etc. references andini, e. b. (2020). diglossia on novel. english journal literacy utama, 4(2), 235242. ary, d., jacobs, l. c., sorensen, c. k., & walker, d. a. (2010). introduction to research in education 8th edition. canada: cengange learning. ary, d., jacobs, l. c., &n razavieh, a. (2002). introduction of research in education. new york: wadsworth group. thompson learning. azizah, n., & sudiran, s. (2015). a study on diglossia used by helen keller as the main character in george sullivan's novel" helen keller". celtic: a journal of culture, english language teaching, literature and linguistics, 2(1), 1-18. candra, r. a. (2014). a study of the use of diglossia in the main character dialogue of the pursuit of happiness movie (doctoral dissertation, brawijaya university). conrad, s. (2004). corpus linguistics, language variation, and language teaching. how to use corpora in language teaching, 67-85. ekasiwi, a., & bram, b. (2022). exploring euphemisms in bridgerton: diamond of the first water. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 240-248. doi:https://doi.org/10.24256/ideas.v10i1.2599 fishman, j. a. (1969). national languages and languages of wider communication in https://doi.org/10.24256/ideas.v10i1.2599 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 313 the developing nations. anthropological linguistics, 111-135. hancock, b., ockleford, e., & windridge, k. (2001). an introduction to qualitative research. london: trent focus group. hossain, m. m., & fatema, k. (2022). diglossia as a symbolic capital in bangladesh: a bourdieun analysis. journal corner of education, linguistics, and literature, 2(2), 81-94. khukhuni, g. t., & valuitseva, i. i. (2020). bilingualism or monolingualism?(some aspects of the bilingualism and dyglossia in literary creativity). polylinguality and transcultural practices, 17(2), 196-203. low, j. x. x. (2011). a study of diglossia: a survey of different english varieties used by utar english language course student (doctoral dissertation, utar). mcandrew, m. (2003). should national minorities/majorities share common institutions or control their own schools?. the social construction of diversity: recasting the master narrative of industrial nations, 186-211. moleong, l. j. (2008). metodologi penelitian kualitatif eds. revisi. bandung: pt remaja rosdakarya offset. macken, m. a., ferguson, c. a., & nelson, k. (1983). cognitive aspects of phonological development: model, evidence and issues. children's language, 4, 255-282. nisa, l. n. k., khurniawati, d. r., & setowati, r. (2022). the present of diglossia in social media twitter. in prosiding seminar nasional hukum, bisnis, sains dan teknologi (vol. 2, no. 1, pp. 1347-1347). nurhayati, d. (2019, february). bilingualisme dan diglosia dalam acara njajah deso milang kori radio ismoyo palembang serta implementasinya di mts roudhotul mubarokah oki dengan menggunakan media internet. in prosiding seminar nasional program pascasarjana universitas pgri palembang. shofyah, n. w. (2021). the use of diglossia in sumenep regency, madura. journal of english language teaching and english linguistics, 6(2). sidabutar, k. (2022). grice's types of maxims in "willoughbhys" movie. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 326-337. doi:https://doi.org/10.24256/ideas.v10i1.2661 sugita, d. n., sriasih, s. a. p., indriani, m. s., & hum, m. (2015). diglosia guru dalam pembelajaran bahasa indonesia kelas xa sma negeri 2 semarapura. jurnal pendidikan bahasa dan sastra indonesia undiksha, 3(1). trudgill, p. (1974). linguistic change and diffusion: description and explanation in sociolinguistic dialect geography. language in society, 3(2), 215-246. yance, i. (2017). situasi diglosia suku bonai di provinsi riau. madah: jurnal bahasa dan sastra, 8(2), 127-136. yang, c. (2010). three factors in language variation. lingua, 120(5), 1160-1177. yule, g. (eds). (1986). linguistics studies. london: academic press https://doi.org/10.24256/ideas.v10i1.2661 377 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 377 384 exploring ethnography in the muram batu’s anthology hujan kota arang donny adiatmanaginting donyaginting@stkipalmaksum.ac.id 1english education study program, stkip al maksum,stabat, sumatera utara received: 2023-07-09 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.3832 abstract this research explores the ethnographical values in the murambatu’s book hujan kota arang. the ethnographical values refer to the human culture, faith, belief, and language depicted in the literature, such as a short story. the author used universal categories of culture proposed by clyde kluckhohn consists of language, knowledge systems, social organizations, living and technological equipment systems, livelihood systems, religion, and the arts.this research is library research, and the research design is descriptive qualitative research. the author used content analysis and descriptive analysis to analyze the ethnographical elements in each short story. the result shows the ethnographical features depicted are language, social organization, religion and the arts. the language is revealed in the story of coffee shop, analieoita and duganragimanis. the social organization revealed in the thenemuinyimah and a story of the coffee shop. the religion is depicted in in the anaileoita and the death of sipatitik. the arts depicted in the duganragimanis. keywords: anthology; ethnography; literature introduction short story is one of the literature forms besides novel, drama, and poetry, which people love reading short story because reading short story does not need to take much time. cuddon(2015) stated that the short story might be defined as a prose narrative that depicts an event by the characters. a short story may be concerned with a scene, an episode, an experience, an action, the exhibition of a character or characters, the day's events, a meeting, a conversation, or a fantasy. a short story, which is a part of literature, always gives attention to the human because the experience of human life is used as the content to write a short story. ginting(2020) stated that human experience not only discusses love or relationship, but human experience sometimes discusses culture because humans are cultural figures that produce cultural elements through the character in the short story. literary anthropology can analyze cultural elements depicted through the character in literature works. ethnography is one of the branches of anthropology that discusses humans and culture in an ethnic group consisting of customs, religion, http://u.lipi.go.id/1457703302 donny adiatmanaginting exploring ethnography in the muram batu’s anthology hujan kota arang 378 faith, mythology, and language. purnanto(2012) stated, “ethnography whose roots are anthropological is essentially the activity of researchers to understand the way people interact and cooperate through phenomena observed in everyday life. ethnography is the systematic painting and analysis of a group culture, society or ethnicity gathered from the field in the same period”. in addition, endraswara(2013a)stated, "ethnographic studies are included in the study of literary anthropology through ethnographic studies". moreover, sulistyowati and tarsyad(2015) stated “in ethnographic studies, researchers can for example, focus their studies specifically on the culture of a society contained in fictional prose. the society's culture depicted in fictional prose is revealed to its aesthetic means. thus, the study of ethnography on fiction prose and describing the culture of society also provides an overview based on aesthetic means that are inseparable from the language of the literature revealed through the prose of fiction being studied. hujan kota arang is an anthology contains collection of short stories written by muram batubara. the short stories are rahasiapoci, ceritadariwarung kopi, aneileoita, pansurnapintu, nemuinyimah, masak, matinyasipatitik, jelutong, merekamemanggil mat keeling, walitakmausinggah, tuahbelanga, duganragimanis, yang menunggu di ruangtamu and hujankotaarang. all the short stories pubshiled in media and some of short stories are the winner in the various competition. based on observation, the author finds ethnographical values such as religious and healing rituals, mythology, marriage, and language depicted in some short stories in hujan kotaarang. the ethnographical values are interesting to be analyzed because they consist not only of various cultural values depicted in the different stories. therefore, the author decided to investigate the ethnographical values in the hujankotaarang. previous research has been conducted about short stories; for example, research from tarnisih(2018) revealed social values in the anthology rumahmalam di mataibu written by alex r. nainggolan. this research focused on analyzing social values depicted in the anthology. next, fajarika(2019) revealed local wisdom in the anthology galuh pasar terapung written by hatmiatimasy’ud. previous studies used short stories anthology as the object to be analyzed by the social values and local wisdom, but, the short story anthology in previous research consists of one ethnicity. no research studies analysis the short story anthology with multiple ethnics depicted in the one short story anthology, and therefore, this study wants to fulfill this field which previous research did not yet propose. in analyzing ethnographical values, the author used universal categories of culture proposed by clyde kluckhohn(1990) consist of seven elements: language, knowledge systems, social organizations, living and technological equipment systems, livelihood systems, religion, and the arts. the research problem is what are ethnographical values depicted in some short stories in hujankotaarang anthology. furthermore, the research aim is to find the cultural elements which as the part of etnographical values in some short stories in the hujankotaarang. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 379 method this research is library research proposed by (2004). the design of the research is descriptive qualitative research. ratna(2015) states that “descriptive research includes surveys and fact-finding inquiries of different kinds.” in this research, the research method is descriptive-analytic. ratna(2015) stated, “descriptive-analytic is used to describe the facts supported by analysis and evidence”. this research uses this method to describe ethnographical values in hujan kota arang book’s. the analysis of ethnographical values will be supported by evidence available in hujan kota arang book’s. in addition, the data are the utterances and quotations in seven short stories consisting of story from coffee shop, anaileoita, pansurnapitu, nemuinyimah, matinyasipatitik, and duganragimanis which are available in the hujan kota aranganthology. the researcher prepares some steps to analyze etnographical values in the hujan kota arang book. the first is that the researcher reads the short stories and underlines the quotations related to the etnographical values. after that, the quotation will be classified into universal culture. after classifying, the researcher will be describing the ethnographical values through each quotation. to analyze the quotation, the researcher used content analysis. endaswara(2013)states that “content-analysis consists of analyzing the contents of documentary materials such as books, magazines, newspapers and the contents of all other verbal materials which can be either spoken or printed”. a combination of descriptive analytic and content analysis is needed in this research. the data is described to find the ethnographical values and analyze how the ethnographical values are depicted through each quotation. ratna(2015) stated “"research methods can also be obtained through combined methods, provided that the two methods do not conflict". results in this research, the data are the quotations containing cultural elements in each short story. the short story consists of the coffee shop, anaileoita, nemuinyimah, the death of sipatitikandduganragimanis. after that, the data was analyzed by using the universal categories of culture, namely language, knowledge systems, social organizations, living and technological equipment systems, livelihood systems, religion, and the arts. analysis analysis of language 1. language in the “a story of coffe shop” “that is a sign syaiful is starting to recover. healed from a disease that tengku said, did not sincerely accept god's trials”. teuku is a nickname that refers to a person who influences society. in addition, teuku can be referred as as a religious figure who taught religion in society. based on the above quotation, teuku is a religious figure who always advised the syaiful. a. language in the “ anaileoita” “the old men also said, we are si-toi to them, people from a far or a donny adiatmanaginting exploring ethnography in the muram batu’s anthology hujan kota arang 380 foreigner who occupy their land. they are si-bakkat-langgai who own the land”. si-toiis a nickname for a person who came from outside the village or a foreigner. in addition, si-bakkat-langgai is a nickname for the first person who came into the village and opened the land in the village and was appointed as a leader or the owner of land in the village. sikereiis a nickname that refers to a shaman who has spritiual power to cure the sick person and call the soul from faerie. b. language in the “dugan ragi manis” “what for, ayu, it is not the time. it is better that it is easy”. ayu is a nickname that refers to elder sister in bengkulu languange 2. analysis of social organizations social organization refers to every society's life governed by customs and rules available in the community. in addition, social organization rules from the custom and the values, especially ethical values from the custom. a.social organization in “nemuinyimah” “his wealth is unmatched, he is a buwayasal, so it is not surprising that his house,a wooden house on stilts that serves as a nest for guests”. the above quote shows a social organization because buwayasal is a descendant who is the village's founder. a man called “a noble” because he has more primary rights and is hereditary than the previous ancestor. another social organization depicted in the below section “however, suntan oto is also known as a suntan who was uphold pililpensenggiri. pil-ilpensenggiri is the life principle of the lampung people. pi il means a feeling or stance that must be maintained, and pensenggir means an unyielding attitude. this act can maintain or uphold the good name of personal and family dignity. pililpensenggiri is a value from the custom which as a part of social organization “there are several types of principle in the lampung people, more precisely we call it nemui nyimah”. nemuinyimah is defined as behaving politely, generously, and warmly towards all people who come to lampung city. this attitude is adopted by the lampung community, which follows from generation to generation. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 381 b. social organization in “a story of coffee shop” “ lela is already five months pregnant, she will held a meutijeum party”. meutijeumis an event for the woman or wife who was a pregnant first child which the age is five. the woman holds this event to announce the pregnancy to her husband's family. another quotation revealed the social organization in the below section “lela who got rhahulee and enjoyed peusijeuk from his parents and siblings. lelaalso enjoyed buleukat and delivered buleukat to her husband's family and to other families. rhahule is an activity to wash the head at the meutijeum event carried out by the family and other relatives of the woman. peusijeukis a blessing event with prayers that are part of the medium event, buleukat is a food made from rice and after that, it is given to the men 3.analysis of religion some customs believe a magical power controls the human and the universe. the faith of magical power in some customs is a part of religion. a. religion in anaileoita “it is not by them, but by the bajou. the ancestral spirit will be angry with me as a fugitive”. the mentawai people believe there is a supernatural power inside in each of tool, especially in the amulet and other holy tools. supernatural power is called bajou which is from the ancestor. consequently, if he breaks the rules, the bijou will be angry with him. another part of religion is revealed in the below quotation “they strongly believe in kina ulau,as their god, who teaches equality and harmony between humans and nature”. in the mentawai custom, kina ulau refers to the god or the faith which teaches equality and humanity. it is why the mentawai people always keep the nature because they believe the spirit of kinauulau is everywhere around their residence. b. religion in the death of sipatitik “i do not need for maturuk help with booming tuddukats filling the village area. you do not need two kirei dancing the maturuks to summon spirits to heal illnesses”. to cure the sick person, the mentawai people believe there is a dance to call the spirit to heal the patient and it is called “maturuk”. to call the holy spirit, mentawai people used tuddukats; mentawai people hit a drum. to dance “ maturuk” is not for all people, just for the certain person called “ kirei”. kirei is a shaman in donny adiatmanaginting exploring ethnography in the muram batu’s anthology hujan kota arang 382 mentawai custom who can held maturuk dance. 4. analysis of the arts the arts refer to dance, clothes, sculptures, carvings, and decorations that represent custom culture. a. arts in duganragimanis “a sheet of duganragimanis lying on the mattress”. dugan ragimanis is traditional clothes worn by all ethnic groups in the bengkulu area, primarily used by a girl. discussion based on the result, the cultural elements revealed through expressions in some short stories in the anthology "hujankotaarang". the cultural elements portrayed in the short stories such as coffee shop, anaileoita, nemuinyimah, the death of sipatitik and duganragimanis. furthermore, the cultural elements involved in some short stories such as language, social organization, religion and the arts. in language analysis, for example, there is an expression stating "teuku" which can be analyzed as title of nobility for men from the aceh tribe. in addition, teukuis a figure who taught religion in the society. short stories in the hujankotaarang revealed the social organization in society. for example, the words "si-toi" and si-bakkat-langgai represent the social organization and refer to the person's class organization. si-toi represents a visitor or newcomer in the village, and " sibakkat-langgai" is a person who is a founder in the village. the different positions influenced the social organization in which the founder had enormous power to decide who could stay in the village. religion is a part of culture proposed by by clyde kluckhohn, in the hujankotaarang, the word "kina ulau" as the representation of religion, which the word describes the "god" of the mentawai people who keep the nature and live of the mentawai people. in addition, duganragimanis represents art which refers to clothes. dugan ragimanis are traditional clothes worn by women in the bengkulu. in addition, cultural elements depicted in the anthology hujankotaarang gave messages about preserving and introducing local culture. in literary works, authors often describe the lives of local people and the values shared by these people. thus, literary works can be an essential means of preserving a local culture that can be forgotten by modern society. next, introducing local culture: literary works containing elements of local culture can be an essential means of introducing local culture to the broader community. this can help promote local culture and teach the values embodied in the local culture ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 383 conclusion based on the analysis, the ethnographical elements in the hujankotaarang anthology consist of language, social organization, religion and the arts. the details are: 1.analysis of language contained in the coffee shop story of coffe shop, analieoita and duganragimanis. the languange revealed such as teuku from aceh languange, sitoi ;si-bakkat-lanngai from mentawailanguange and ayu from bengkululanguange 2.analysis of social organization contained in the nemuinyimah and a story of coffee shop. social organization in nemuinyimah as well as a story of coffe shop revealed ethical values based on the custom and rules available in the particular community. the examples are pil-ilpensenggiri, meutijeum and nemuinyimah. 3.analysis of religion contained in the anaileoita and the death of sipatitik. religion in the analieloitaand the end of sipatitik revealed the faith of the holy spirit in each custom. examples are bajou, maturuk and kina ulau. based on the result, the author proposed some recommendation based on this research that consists of: based on the result, the author proposed some recommendation based on this research that consists of: 1. further researchers can use this research as preliminary research to develop a learning media that involves the local culture as the main content. local culture or cultural elements is helpful in teaching character education 2. the cultural elements involved in the hujankotaarang must be maintained by teaching and sharing cultural values with students. this step is essential because as a way to make the cultural values is still existing in societies. references cuddon, j a. (2015). literary terms and literary theory. ekasiwi, a., & bram, b. (2022). exploring euphemisms in bridgerton: diamond of the first water. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 240-248. doi:https://doi.org/10.24256/ideas.v10i1.2599 endaswara, s. (2013a). metodologi penelitian sastra. center for academic publishing service. endaswara, s. (2013b). metodologi penelitian sastra. center for academic publishing service. ginting, d. a., hasan, m., & syafi, m. (2020). the effectiveness of short story to improve students ’ reading comprehension. the seall journal, 1(1), 42–49. https://jurnal.stkipalmaksum.ac.id/index.php/jellas/article/view/36/47 khotari, c. r. (2004). research methdology methods and techniques. new age international (p) limited. kluckhohn, c. (1990). universal categories of culture. university press. purnanto, d. (2012). etnografi komunikasi dan register. raja grafindo persada. ramadania, f. (2019). kearifan lokal banjar dalam kumpulan cerpen galuh pasar terapung karya hatmiati masy’ud (kajian etnografi). tarbiyah : jurnal ilmiah kependidikan, 8(1), 29. https://doi.org/10.18592/tarbiyah.v8i1.2216 ratna, nyoman, k. (2015). teori, metode, dan teknik penelitian sastra. pustaka https://doi.org/10.24256/ideas.v10i1.2599 donny adiatmanaginting exploring ethnography in the muram batu’s anthology hujan kota arang 384 belajar. ratna, i. n. (2015). teori, metode, dan teknik penelitian sastra. pustaka belajar. sidabutar, k. (2022). grice's types of maxims in "willoughbhys" movie. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 326-337. doi:https://doi.org/10.24256/ideas.v10i1.2661 sulistyowati, endang, & tarsyad, t. e. (2015). kajian prosa fiksi. scipta cendekia. tarsinih, e. (2018). kajian terhadap nilai-nilai sosial dalam kumpulan cerpen “rumah malam di mata ibu” karya alex r. nainggolan sebagai alternatif bahan ajar. bahtera indonesia: jurnal penelitian pendidikan bahasa dan sastra indonesia, 66(2), 37–39. https://www.fairportlibrary.org/images/files/renovationproject/concept_cost_es timate_accepted_031914.pdf https://doi.org/10.24256/ideas.v10i1.2661 the particular dialect or language that a person chooses to use on any occasion is called a code 616 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 616 629 the effect of taking english club extracurricular activity on student’s writing and speaking ability *hernawan simbolon1, sahlan tampubolon², arsen pasaribuᶾ *corresponding author: hernawan simbolon (hernasimbig@gmail.com) 1,2,3 universitas hkbp nommensen, medan, indonesia received: 2022-12-03 accepted: 2023-04-03 doi: 10.24256/ideas.v11i1.3258 abstract the purpose of this study is to investigate the effect of taking english club extracurricular activity on student’s writing and speaking ability at sma st. thomas 2 medan. the methodology of the research was quantitative research. the technique of collecting the data are writing test and speaking test. the findings showed whether there were significant effects or not on students’ writing and speaking ability. the effect has been proved from the result of the pre-test and post-test. the researcher compared the result of the pre-test and post-test. if the result of the post-test was higher than the pre-test, it meant that english club extracurricular activity was affected. the writing result shows the difference between the mean score of the pre-test and post-test after conducting treatment where the mean score of students’ writing ability on the pre-test is 5,79 and the post-test is 8,47. after analysing the result of the pre-test and post-test by using a formula, it has gotten a percentage of about 46,28 % of students’ improvement. it indicates that applying english club extracurricular activity is effective to be used in learning writing and in speaking ability, the result shows the difference between the mean score of the pre-test and post-test after conducting treatment where the mean score of students’ speaking ability on the pre-test is 3,05 and the post-test is 4,76. after analysing the result of the pre-test and post-test by using a formula, it has gotten a percentage of about 56,06 % of students’ improvement. based on the result of data analysis, the researcher concludes that applying english club extracurricular activity is effective in improving the students’ writing and speaking skills keywords: english club extracurricular, writing ability, speaking ability. http://u.lipi.go.id/1457703302 mailto:hernasimbig@gmail.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 617 introduction generally english is one of the compulsory subjects, which is taught in indonesia schools from elementary school up to university. of course, the use of english has become popular nowadays, and in indonesia many schools are developed into international standard based schools that used english is used as the language of instruction in all subjects. in addition, many job openings demand candidates to be fluent in both spoken and written english, whether the position is related to their education or not. in the modern era, english proficiency is essentially a requirement for those who are interested in pursuing successful careers in academia and in the job market. despite the fact that english is a foreign language, indonesian schools have decided that teaching english is an essential subject. english has four skills that have to be taught in teaching and learning process. those skills are listening, reading, speaking and writing. from those four skills, speaking and writing are productive skill to be learned because when students studied foreign language, it is considered to be success if they can communicate oral or written and write what are in their mind effectively in their second language or foreign language. according to raimes in riyana (2016:18), studying english means we study to communicate with other people using english: to understand them, talk to them, read what they have written and write to them. ability in writing and speaking are the most important because both writing and speaking are productive skill. writing skill should be mastered in order to communicate in written activities such as writing poetry, kinds of text, essay and journal. because by writing we can use a lot sentences that able to create many scientific works. writing ability requires the mastery of linguistic factor such as vocabulary, grammar, orthography, and punctuation. that’s why writing skill must be practiced, especially for students who interesting and improving their ability in english. speaking ability is also important in learning english. someone who is called master in english is someone who can speak english fluency. it is the most essential way in which the speaker can express her thought through the language. fluently in speaking english influenced by many factors like linguistics and non-linguistics. linguistic factor such as vocabulary, grammatical mastery and pronunciation and non-linguistics factors such as attitude, motivation and reading habit. someone can proof their english when they can speak fluently with appropriate structure. to master speaking skills, we must also practice with other people continually in every situation in daily life. as the researcher knows, the ability of learners to comprehend the lesson delivered by the teacher utilizing a certain technique serves as a good indicator of a teaching strategy. making students understand what is being taught and can be applied in daily life is a success. if students can understand the lesson, the teaching strategy is operationally considered to be an appropriate strategy. if otherwise happens, the teaching strategy is not considered good. the strategy of teacher can be improved and applied in english club extracurricular activities. besides that, the goal of taking english club extracurricular activity is to give student chance to improve their english and have more exposures and time in learning english because they do not get extra time in regular class. in regular class school just provide 2 hernawan simbolon, sahlan tampubolon, arsen pasaribu the effect of taking english club extracurricular activity on student’s writing and speaking ability 618 hours in a week, so students think that english subject is not essential subject. that’s why by organizing english club at school give students chance to improve their ability and they will think that english is one of the essential subjects for achieving their future. the activities in english club can help the students to improve the student’s ability in english either in oral and spoken and it can also improve the student’s abilities in writing and speaking. generally, english club more focus to teach or to improve speaking skill than another skill like writing, reading and listening. but the researchers think that writing skill can also be improved in english club extracurricular activity. that’s why the researcher wants to proof that english club has effect to writing skill. writing skill must be mastered in order to communicate in written activities. because by writing we can use a lot sentences that able to create many scientific works. without writing skill someone will have some difficulties to write some works, especially in doing research. according to afia cited in cahyani (2018:13) english club is defined as a student-run organization which is runs exciting social and culture events, such as language forum, writing essay, creative writing or poetry reading. based on her point of view, it’s very clear that english club actually very important to students who wants to master english. the design of the program and the frequency of the meetings have changed depending on a class's proficiency and interest. english club is led by an english language teacher who organizes a range of stimulating and enjoyable language-based activities for students to take part in. the student communities that assist in conducting english club organize occasional social events outside of the club to inspire all students to get involved in their surroundings. as so many students register their self to become english club members, almost all of students have “known english more” as their goal in english club. based on the background above, the researcher wishes to carry out a research and to deeply investigate “the effect of taking english club extracurricular activity on writing and speaking ability”. based on the background above, the researcher wish to carry out a research and to deeply investigate “the effect of taking english club extracurricular activity on writing and speaking ability” the reasons for choosing the topic are: shows that organizing an english club at school give extra time to students to improve their ability?. researcher want to proof that english club not only effect to the students ability on speaking but also on writing ability?. researcher as an english tutor wants to motivate students in schools to take english club as extracurricular as the best choice due to improve their english?. method in this research, the researcher used experimental quantitative research. quantitative research methods are one type of research whose specifications were systematic, planned and clearly structured from the beginning to the design of the research. in this research, the researcher used a writing test, speaking test and questionnaire in order to get the data. the population of this research would be the students of senior high school st. thomas 2 medan at the eleventh class. the eleventh class consists of 10 classes, they are science and social department. the science class consists of 7 classes, they are xi ipa 1, xi ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 619 ipa 2, xi ipa 3, xi ipa 4, xi ipa 5. xi ipa 6, xi ipa 7 and social class consists of 3 classes they are xi ips1, xi ips 2, xi ips 3. the total is 320 students. the sample of this research chosen out randomly from the population, they are xi ipa 1 as the controlled class and xi ipa3 as the experimental class the total of the sample is 68 students. an instrument is a tool that meets academic requirements. thus, it could be used as a tool to measure a measuring object or collect data about a variable. in conducting the research, the researcher used some research instruments that supported each other. in this research the researcher used three kinds of instruments namely, writing test, speaking test and questionnaire. the technique of collecting data, the procedure of the research is described as follows: class is divided into 2 classes namely controlled class and experimental class. controlled class will be taken from xi ipa 1 that consists of 32 students and experimental class will be taken from xi ipa 3 that consist of 35 students. the two classes will be tested to find out the result, pre -test, treatment, post-test and comparison. in technique of data analysis, the researcher gave writing test. findings and discussion findings the findings of the research explained the effect of taking english club extracurricular activity on students’ writing and speaking ability. the findings showed whether there were significant effects or not on students’ writing and speaking ability. the effect has been proved from the result of the pre-test and post-test. the researcher compared the result of the pre-test and post-test. if the result of the post-test was higher than the pre-test, it meant that english club extracurricular activity was affected. based on the result of data analysis, the researcher conducted english club extracurricular activity in experimental class, namely eleventh science 1 (xi ipa1), and eleventh science 3 (xi ipa3). the researcher analyzed the data obtained from the students with two classes of pre-test and post-test. the data consisted of the result of the pre-test and post-test of experimental quantitative research. this result has proved that the english club is effective in improving the student’s writing and speaking ability. findings on students scores classifications the result of students’ scores on the pre-test and the post-test about its classification, namely excellent, very good, good, average, poor, and very poor will be described in the table below. table 1. students’ score classification in the pre-test (experimental class) classification score fluency, pronunciation, grammar frequency % excellent 6 0 0 % very good 5 1 2,9 % good 4 7 20,5 % hernawan simbolon, sahlan tampubolon, arsen pasaribu the effect of taking english club extracurricular activity on student’s writing and speaking ability 620 average 3 19 55.8 % poor 2 7 20,5 % very poor 1 0 0 % table 2. students’ score classification in the pre-test (control class) classification score fluency, pronunciation, grammar frequency % excellent 6 0 0 % very good 5 0 0 % good 4 9 26,4% average 3 23 67,6 % poor 2 2 5,8 % very poor 1 0 0 % table 3. students’ score classification in post-test (experimental class) classification score fluency, pronunciation, grammar frequency % excellent 6 0 0 % very good 5 29 85,2 % good 4 2 5,8 % average 3 3 8,8 % poor 2 0 0 % very poor 1 0 0 % table 4. students’ score classification in post-test (control class) classification score fluency, pronunciation, grammar frequency % excellent 6 0 0 % very good 5 16 47,1 % good 4 17 50 % average 3 1 2,9 % poor 2 0 0 % ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 621 very poor 1 0 0 % table 1 shows that the percentage of students’ fluency, pronunciation, and grammatical correctness in the pre-test of the experimental class is 7 students (20.5%) get poor, 19 students (55,8%) get average, 7 students (20,5%) get good, and 5 students (2,9%) get very good. but, table 4.4.1b shows that the percentage of students’ fluency, pronunciation, and grammatical correctness in the pre-test of the control class is 2 students (5,8%) get poor, 23 students (67,6%) get average, and 9 students (26,4%) get good. in table 3 after conducting treatment, the percentage of students’ fluency, pronunciation, and grammatical correctness in the post-test of the experimental class is 3 students (8,8%) get average and 2 students (5,8%) get good, and 29 students (85,2%) get very good. but, table 4.4.1d shows that the percentage of students’ fluency, pronunciation, and grammatical correctness in the post-test of the control class is 1 student (2,9 %) get average, 17 students (50%) get good, and 16 students (47,1 %) get very good. students’ activeness in treatments the researcher analyzed the students’ activeness in the classroom. in every treatment, the students were active in the learning process because there was a discussion and after that, they had to conclude their results of the discussion. the improvement in students’ activeness can be seen in the table below which describes the score of students’ activeness in every treatment. hernawan simbolon, sahlan tampubolon, arsen pasaribu the effect of taking english club extracurricular activity on student’s writing and speaking ability 622 table 5. score of students’ activeness in treatments (experimental class) treatments i ii iii iv 65 73 85 106 percentage 47 % 53 % 62 % 77 % table 6. score of students’ activeness in treatments (control class) treatments i ii iii iv 64 69 67 68 percentage 47 % 50 % 49 % 50 % both of the tables above show the score of students’ activeness in treatments. based on table 5 (experimental class), there is a significant improvement in students’ activeness in every treatment after applying english club discussion. in the first treatment, the student’s score is 65, and students’ percentage is 47 %. in the second treatment, students’ score is 73, and students’ percentage is 53 %. in the third treatment, students’ score is 85, and students’ percentage is 62 %. in the fourth treatment, students’ score is 106, and students’ percentage is 77 %. but, based on table 6 (control class), there is an unstable change in students’ activeness in every treatment after applying english club discussion. in the first treatment, students’ score is 64, and students’ percentage is 47 %. in the second treatment, students’ score is 69, and students’ percentage is 50 %. in the third treatment, students’ score is 67, and students’ percentage is 49 %. in the fourth treatment, students’ score is 68, and students’ percentage is 50 %. based on the table above, it can be seen also in the chart below: chart 1. percentage of students’ activeness (experimental class) chart 2. percentage of students’ activeness (control class) 0 2 4 6 8 10 12 category 1 category 2 category 3 category 4 percentage series 1 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 623 chart 1 (experimental class) indicates that there is a significant improvement in students’ activeness in every treatment but chart 2 (control class) indicates that there is an unstable change in students’ activeness in every treatment. the students were active in the learning process by applying english club discussion. it means that this strategy is effective to be used in the learning process. discussion this discussion presented the result of the findings from the pre-test and post-test. the pre-test was held before taking the english club extracurricular activity. while the posttest was held after applying the treatment. this discussion would describe students’ achievement in writing and speaking ability after conducting treatments. improvement of writing ability applying english club extracurricular activity in improving students’ writing skills can be known by seeing the difference between students’ result of mean scores on the pretest and post-test. the conclusion is applying english club extracurricular activity is effective to improve the student’s writing ability. based on table (experimental class), indicates that applying english club extracurricular activity in teaching writing english is successful, especially in its content, vocabulary, and grammar. that is proved by the mean score of the pre-test and post-test where students’ score on the post-test is higher than the pre-test. there is an improvement in students’ writing ability. the table shows the difference between the mean score of the pre-test and post-test after conducting treatment where the mean score of students’ writing ability on the pre-test is 5,79 and the post-test is 8,47. after analyzing the result of the pre-test and post-test by using a formula, it has gotten a percentage of about 46,28 % of students’ improvement. it indicates that applying english club extracurricular activity is effective to be used in learning writing. it happened because english club extracurricular activity provided an interesting way of studying english writing so that students had a high interest to write and to express their opinion about the topic. however, table (control class), indicates that without applying english club extracurricular activity in teaching writing english, it is not successful because there is not 6 6.2 6.4 6.6 6.8 7 category 1 category 2 category 3 category 4 percentage series 1 hernawan simbolon, sahlan tampubolon, arsen pasaribu the effect of taking english club extracurricular activity on student’s writing and speaking ability 624 a significant improvement from the mean score of the pre-test to post-test. it happened because the teacher used the conventional method, exactly lecturing where the teacher expressed his explanation in front of the class and students looked at him. the students just wrote when the teacher asked them to write. it made the students not active so their skills were difficult to be improved, especially writing because the students were not given any chance to express their knowledge. the improvement of students’ writing ability had known based on the steps of quasiexperimental research. it started with the students being given a pre-test and after that, the researcher gave them some treatments. the post-test was given to the students after the treatments were finished. the post-test was used to measure the students’ improvement in writing ability. this test also was used to know whether the strategy was effective or not. if the result of the post-test was higher than the pre-test, it meant that the strategy was effective and successful. the computation of the post-test shows that there is an improvement in ability. from the explanation above, it can be concluded that the students who receive treatments have significant improvements. furthermore, table 4.1.4 and table 4.1.5 indicate that there are any significant differences between the pre-test and post-test. the comparison of paired sample tests is used to know whether there is or no significant difference after applying english club extracurricular activity. if there is a significant difference, it means that this strategy is effective. the level of significance is 0% (0.000) at the degree of freedom (df = n1+n2-2) = 33. table 4.1.5 shows that the significance of paired sample test (experimental class) is 0,000 which is smaller than 0,05. based on the result, indicates that there is a different result between the t-test and the t-table. the score of the t-test is higher than the t-table, which means that it is significant after conducting treatment by applying english club extracurricular activity. improvement of speaking ability based on table 4.2.3 (experimental class), indicates that applying english club extracurricular activity in teaching speaking english is successful, especially in its fluency, pronunciation, and grammatical correctness. that is proved by the mean score of the pretest and post-test where students’ score on the post-test is higher than the pre-test. there is an improvement in students’ speaking ability. the table shows the difference between the mean score of the pre-test and post-test after conducting treatment where the mean score of students’ speaking ability on the pre-test is 3,05 and the post-test is 4,76. after analyzing the result of the pre-test and post-test by using a formula, it has gotten a percentage of about 56,06 % of students’ improvement. it indicates that applying english club extracurricular activity is effective to be used in learning to speak. it happened because english club extracurricular activity provided an interesting way of studying english speaking so that students had a high interest to write and to express their opinion about the topic. however, table 4.2.2 (control class), indicates that without applying english club extracurricular activity in teaching speaking english, it is not successful because there is not a significant improvement from the mean score of the pre-test to post-test. it happened ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 625 because the teacher used the conventional method, exactly lecturing where the teacher expressed his explanation in front of the class and students looked at him. the students just wrote when the teacher asked them to write. it made the students not active so their skills were difficult to be improved, especially speaking because the students were not given any chance to express their knowledge. the improvement of students’ speaking ability had known based on the steps of quasi-experimental research. it started with the students being given a pre-test and after that, the researcher gave them some treatments. the post-test was given to the students after the treatments were finished. the post-test was used to measure the students’ improvement in speaking ability. this test also was used to know whether the strategy was effective or not. if the result of the post-test was higher than the pre-test, it meant that the strategy was effective and successful. the computation of the post-test shows that there is an improvement in ability. from the explanation above, it can be concluded that the students who receive treatments have significant improvements. furthermore, table 4.2.4 and table 4.2.5 indicate that there are any significant differences between the pre-test and post-test. the comparison of paired sample tests is used to know whether there is or no significant difference after applying english club extracurricular activity. if there is a significant difference, it means that this strategy is effective. the level of significance is 0% (0.000) at the degree of freedom (df = n1+n2-2) = 33. table 4.1.5 shows that the significance of paired sample test (experimental class) is 0,000 which is smaller than 0,05. based on the result, indicates that there is a different result between the t-test and the t-table. the score of the t-test is higher than the t-table, which means that it is significant after conducting treatment by applying english club extracurricular activity. students’ activeness in treatments the students’ activeness in applying english club extracurricular activity can be seen in table 4.8 (experimental class) and table 4.9 (control class). based on the researcher’s observation during the teaching process, starting from the first treatment showed that most students did not pay attention when the researcher explained the materials. most of the students often made noise. there were just a few students who paid attention to the researcher's explanation. perhaps, it happened because the researcher who taught them was a new researcher, and also the strategy was not familiar to the students. based on these reasons, the researcher tried to create the students’ activeness in the next treatments. there were more explanations about the strategy which was used in the learning process. in the learning process, the teacher gave the students a topic related to the lesson plan and gave them an explanation before they discussed it. whilst the students made discussions with their friends, the researcher controls all of them. at the end of the lesson, the students spoke about the result of their discussion. the researcher and the other groups gave feedback about the students’ explanations. based on table 4.8, shows the percentage of the students’ activeness in every meeting. in the first treatment, the students’ percentage is 47 %, in the second treatment is 53%, in the third treatment 62 %, and in the fourth treatment is 77 %. the result of the students’ percentage describes that the students’ hernawan simbolon, sahlan tampubolon, arsen pasaribu the effect of taking english club extracurricular activity on student’s writing and speaking ability 626 activeness has improved in every treatment. it happened because the researcher tried to create a fun situation in the classroom as a characteristic of english club extracurricular activity so that the student enjoyed the learning process. the students felt easy to explore their opinions about the topic that was given. the condition of the classroom before applying the treatment was silent, after applying the strategy, it became active. most of the students wanted to give their opinions. the students had abilities to speak but they were nervous and shy to explore their opinion so the strategy changed them to be active. the students had the self-confidence to speak in front of their friends. it is different from table 4.9. in the first treatment, the students’ percentage is 47 %. in the second treatment, the students’ percentage is 50 %. in the third treatment, 49%, and in the fourth treatment 50 %. the result of the students’ percentage describes that the students’ activeness does not significant improvement in every treatment. based on the result of the discussion and looking at the comparison of the student’s scores in the pre-test, post-test, and t-test, the researcher concludes that applying english club extracurricular activity can help the students in improving their students' speaking skills. the analysis above, shows that there is a significant effect that distinguishes the students’ speaking fluency before and after applying english club extracurricular activity. but, teaching english speaking without applying the strategy cannot help the students to improve their speaking skills, because there is no significant effect between the pre-test and post-test. conclusion based on the result of data analysis of findings and discussions in the previous chapter, the researcher concludes that applying english club extracurricular activity is effective in improving the students’ writing and speaking skills as follows: 1. the writing skills included in the research were content, organization/form, grammar, mechanics, and vocabulary style of the writing. the speaking skills included in the research were fluency, pronunciation, and grammatical correctness. 2. the research conducted at sma swasta santo thomas 2. the improvement proved by the students’ mean score of pretest and post-test from both writing and speaking test, where the mean score of post-test is higher and has significant improvement than the mean score of pre-test after conducting treatment. 3. the improvement through english club extracurricular were caused by the activities which provided fun, interesting, and enjoyable ways in learning english speaking so that students were active and had high self-confidence to speak and to express their 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the influence of english writing skill toward writing achievement. thesis. english education department teacher training and education faculty institute state for islamic studies (iain) salatiga. white, fred d. 1986. the writer art. california: wadsworth publishing company 492 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 492 502 negative politeness strategies in ”the menu” movie laila marfirah1, afriana2 pb191210006@upbatam.ac.id1, afriana@puterabatam.ac.id2 1,2sastra inggris, universitas putera batam, batam, kepulauan riau received: 2023-05-09 accepted: 2023-07-27 doi: 10.24256/ideas.v11i1.3825 abstract the aim of study discovers the different types of negative politeness methods is classified as descriptive qualitative research. the study's findings were derived from words recognized the character "the menu” as negative politeness techniques and analyzed using theory presented by brown and levinson (1987). the observation and non-participatory methods were used to collect data. in addition, the pragmatic identity method was employed to analyze the data. the findings of this study are as follows: 2 be conveniently indirect, 4 question and hedge, 1 be pessimistic, 1 minimize the imposition, 1 give deference,2 apologize, 1 impersonalize interlocutors, 1 state the fta as general rule, 1 nominalize , 1 go on record as incurring a debt , or as not indebting h. the main character's refusal to connect with the other character became the most common technique. keywords: negative politeness; pragmatic; the menu movie introduction the language of daily life is essential when speaking. in this case as we interact with each other and understand that other people are talking about something. humans communicate as the social structure of communicating information, feelings or ideas. the world of languages abounds in terms of social environment in which they live and in their diverse ways of understanding them. one of the many ways that communication process is through the media. the negative politeness was characterized by brown and levinson (1987) as a repressive action directed towards the addressee's negative face: his desire to have his freedom of action and attention unrestricted. in this case, predictable phenomena in everyday life occur every day. when addressing an older person or a superior person, the speaker tends to pay more attention to the respect the question will bring to the speaker. example can be seen as below: fallon : “and also ,when did you realize how talented you were?” jimin: “when i was in middle school. i found interesting dance and since then, it always my dream to perform on stage.” (3:04 -320) fallon asked jimin which has dominance over him, which is why the reverence image was used at the finish of the idol super star inquiry. by preserving http://u.lipi.go.id/1457703302 mailto:pb191210006@upbatam.ac.id mailto:afriana@puterabatam.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 493 respect in the request, it is anticipated to show deference and minimize threat to the hearer. an additional instance of politeness expressing can be seen in the following conversation: boy: “babe please don’t smoke. it ‘ll kill your palate”. girl: “then my palate will die happy.” (1:46:04-1:46:00) boy give a warning about the prohibition of women. but women ignore the warning. even though what women do is not right for their health. this is a form of disrespect by the listener. also, would have resulted in a reward for the listener. this allows the listener to reply to the interlocutor with focused attention. despite the fact that the female did not answer as expected, the boy managed to show politeness. to illustrate research was done by (yolanda et al., 2022).the analyzed the negative politeness strategies applied in movie charlie ‘s angels 2019. brown and levinson (1987) use qualitative and descriptive methods in their studies and theories. this research found ten negative politeness strategies, with questioning or the personalities in the film frequently utilize understatement. the next is ambalegin & sijabat (2020) research positive and negative politeness strategies, the information used in the research originated from the novel "the final song." based the research, all politeness strategies are utilized excluding the 10 negative politeness strategies. additionally, the researcher watched movies while conducting this study. because the menu movie depicts all communication-related occurrences, the author wishes to explore inappropriate politeness in this film. the movie also showed how the personality of others affects how they interact. this is a societal thing. existing interaction phenomenon. this refers to the subject of impolite behavior approaches taken by the author. literature review negative politeness techniques focus on avoiding imposition on the hearer and are focused towards the hearer's negative face. according to brown and levinson (1987) many various techniques for showing negative politeness. a. be conveniently indirect. indirect strategy proposed reduce responsibilities the listener brown and levinson ( 1987). in addition stated that normal indirectness exposes the desire conflict, which therefore either of the parties only reached a limited arrangement. for instance: ‘can you please close the door? but the speaker proposes indirect sentences such as ‘it is hot here, it burns me’. the statement means the speaker wants the hear to turn the fan on.( nurul et al., 2022) b. question, hedge in negative politeness strategies, the question and hedge are utilized with an expectation of refusal to collaborate with the speaker. in addition to desire hedges, as suggested by brown and levinson (1987), introducing hedges to avoid dedication to such actions is an essential strategy for mitigating social threats. laila marfirah & afriana negative politeness strategies in ”the menu” movie 494 for instance: speaker : “are you going to london? would you deliver a letter for me?”(julius & ambalegin, 2021) c. be pessimistic the speaker this strategy to express his or her pessimism about how he or she feels or thinks but avoids being straightforward with the interlocutor. this can be performed by communicating to the listener that the act is optional. to put it another way, being pessimistic is a strategy. to avoid offending the interlocutor, the speaker conveys explicit uncertainty. the speaker is pessimistic about the listener's reaction. for instance: toula : i have no life. maria : fotoula, you talk me sometime.(anggraini et al., 2022) d. minimize the imposition this strategy aims to reduce the listener's imposition by decreasing the use of force or violence. the power lies in the listener's face. when asking the listener to do something, the speaker is certainly demands. for instance: speaker: “he lied to you. i wouldn’t kiss him. i don’t even like him. the only reason i was there was because you insisted that we go.” (ambalegin & sijabat, 2020) e. give deference there are two approaches to communicate a respect strategy. first, consider the speaker's tendency to be humble. second, the speaker considers the listener to be superior. in this situation, the speaker recognizes that he is not in a situation to compel the listener. this is a form of mutual respect among the speakers. for instance: we look froward to seeing you again .(nurul et al., 2022) f. apologize apologizing, a speaker shows concern about assuming h's negative character.there for moving the enactment patriotically. people that use this method typically utilize them to start a statement before following to express a point of view. they often utilize it to express opinions regarding the performers. people use apologize to express their regret for interfering with another person's business. for instance: a: marriage is between a man and a woman. i’m not gonna pay for this wedding. p: i apologize but i think your parents are totally wrong. (suyono & andriyanti, 2021) g. impersonalize interlocutors the aim behind this strategy is to avoid mentioning anyone participating in the fta. the speaker should avoid using 'i' and 'you' in the dialogue because it may appear imposition. for instance: ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 495 ‘we cannot help you’.(nurul et al., 2022) h. state the fta as general rule stating the fta as a generality indicates a speaker is not attempting to endanger. the respondent's face nevertheless does not represent the addressee's image obligated to do it. use conditions such as a general principle, control, or requirement. (brown & levinson, 1987) for instance: p: people do that when you order pizza. you know, you order and everybody take apiece. a: but i’m so hungry. i. nominalize someone else nominalizes the development for the purpose to signify the speaker's statement. the focus is to utilize the degree of nominalization formalize the statement. for instance: “and you don’t think that’s fair. you just said you’d get a cookie if you wanted one. so why can’t i? i’m not a little kid. i can make my own decisions.” he stared at her earnestly. (ambalegin & sijabat, 2020) j. go on record as incurring a debt, or as not indebting h it has been plainly stated that the speaker provides kindness (dept). the speaker could deny any debt owed by the listener. in other words, the speaker makes a request or makes an offer to the listener concerning anything. for instance: “you haven’t had to deal with her these last three years.”(ambalegin & sijabat, 2020) method this study aimed to learn more about the insulting politeness strategies employed by characters in the menu movie. the goal of this study was to describe those elements. this study used a qualitative descriptive research methodology. content analysis is the research method chosen because it seeks to find the negative politeness methods by analyzing the material that is presented as a movie script. according to sudaryanto (1993), qualitative research is any study that gives descriptive information about individuals and behaviors that may be witnessed verbally or in writing. additionally, the researcher searched and collected data using a descriptive technique. the researcher utilized brown and levinson (1987) theory to analyze the data. pragmatics identity method is the theory. there are a few the stages that are followed in this study's data analysis method include the following procedures and steps. (1) classifying the information according to the various sorts of offensive behavior in the menu movie (2) using levinson's theory to analyze the types. (3) the information was described to present the type-based answers. the researcher employed an informal technique to communicate the analysis's findings, which is the act of doing so in verbal form. this indicates that the findings can be encapsulated in words or phrases. the informal laila marfirah & afriana negative politeness strategies in ”the menu” movie 496 method of providing the data analysis additionally allows for the provision of the result analysis. discussion data 1 be conveniently indirect. chef : please tell me one dish you ate the last time you were here or last time ms. mills : cod. chef: it was not cod , you donkey. it showed when the chef asked about what was the last dish here. because the chef gave a face that did not like the previous treatment that was done to the chef. but after ms. mills answered that the answer was wrong, then the chef said "you donkey" which literally means stupid to ms. mills indirectly. (1:45:01-1:45:20) data 2 be conveniently indirect. chef: what about my food is not to your liking ? margot: all starters, you’ve taken the joy out of eating. every dish you served tonight has been some intellectual exercise rather than something you want to sit and enjoy . it showed margot statement about the food served by the chef at this restaurant. margot knew the food that should be served was full of flavor and made with love. however, the food served like in this restaurant had no image of flavor even enjoyed by the guests. it all makes no sense and the chef cooks not from the heart but his own obsession. (1:40:03-1:39:12) data 3 question, hedge george : hey , aren’t you supposed to be running interference for me , make sure people don’t bother me , then? lillian : god, please we both know you were not bothered, right? (1:43:55 -1:43:50 ) girl used question and hedging as negative politeness strategies regarding reaction to george's inquiry. this method is utilized for the presumption that the listener is ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 497 uncomfortable following the speaker's instruction. hedges are used to reduce risk in order to accomplish this purpose.. george minimized the threat to the girl to mention the existence of the place that was booked so that no one would try to disturb her. data 4 question, hedge margot : and chef , is he around here somewhere ? i’d love to talk with him chef : why don’t you take your seat ? we are about to serve. (1:35:401:35:38 ) this requested to find a chef in this room. however, chef was disturbed by the presence of margot who was arranging the meal and he utilized negative politeness in a series of inquiries to bring down the chef. to reduce the threat, this strategy is utilized being a presumption of inability to cooperate with the individual to speaker. data 5 question , hedge chef: you’re barely eaten the food. why ? i need to know . why don’t you eat? lilian: why do you care ? chef: i take my work very seriously , and you ‘re not eating. and that wounds me. (1:10:151:10:08) this requested to explain why a girl wouldn't eat a dish that had been made by herself. in surprise, the chef went to the guest's table to ask if there was something wrong with the dish he was serving. also, he used a question that was used as a strategy to confuse the situation. data 6 question , hedge margot : if you don’t mind me asking though, why don’t you die for him ? elsa: you will not replace me . margot :replace you? trust me , i have no… (29:05-28:55) this requested explain what motive elsa knows to the chef. according to elsa margot is the one who has ruined the plan that the chef will do. because she was not among the guest list. and elsa wanted to kill margot because she had taken over in her position. however, elsa did not mean that, when she wanted to defend herself. laila marfirah & afriana negative politeness strategies in ”the menu” movie 498 suddenly elsa attacked margot to kill in the end elsa died at the hands of margot. margot uses questions as assumptions to the listener that are spoken. data 7 be pessimistic chef: you desperately wants my prestige, my job , my talent. he aspires to greatness but he’ll never achieve it. jeremy: yes, chef. (1:07: 081:07:02) it uttered explained that the chef told the jeremy was a chef's subordinate who wanted to be like a talented chef. but jeremy was still not discouraged by the words spoken by the chef. instead, jeremy accepted with a humble smile. chef used the word "aspires to greatness" to describe a polite attitude but it was to show a pessimistic sentence with jeremy. data 8 minimize the imposition lillian : wait. you .. you like this ? he ‘s basically insulting you margot : no,no,no. you don’get it. it’s a concept. that’s what makes his food so exciting . he’s not just a chef. he’s a storyteller and he doesn’t give a fuck about the rules (1:22:49-1:22:32) it showed that lillian didn't like the dish this time because she thought it was strange. but unlike margot who likes it, this time lillian thinks the chef is insulting to the guests. then, margot argues that it is not true, because this dish makes the concept of food served interesting with each dish offered. the word "basically insulting" by describing the explanation which means "insult". data 9 give deference chef :and i saw the film calling doctor sunshine alone in the cinema. boy : but look, i didn’t direct it . i just acted in it . chef: the memory of your face in the film , and seeing you again now haunts me . (31:3731:26) this utterance happened chef gave a statement about why boy was punished, because chef waited for the day when he wanted to watch a movie after a day of work. however, it was a precious day for chef and a sad one. furthermore, after all ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 499 these years, chef finally met boy. the chef's goal in this strategy is to realize the situation for the listener to listen to the utterance for respect. data 10 apologize lilian: tyler , you need to apologize to me right now. you cannot speak to me that way tyler: actually, i can because, i’m the one who’s paying . so maybe, shut up and eat. (1:11:46-1:11:42) it was uttered when lilian thought the food served by the chef looked strange and did not want to taste. then tyler thought lilian was acting like a child and making trouble when tyler was eating. and lilian did not accept tyler's treatment of her. then, lilian said the word "apologize" to respect her audience. the word "apologize" is an apology word that can reduce the negative face for the listener. data 11 apologize elsa: you’ve disobeyed this rule . i take care of the customers so that chef can take care of the menu. you’ve been a nuisance since you have arrived. margot: i’m sorry. (29:28-29:00) the utterance margot wants to enter the secret room where the chef is and wants to find something. however, elsa suddenly appeared to warn that not just enter the chef's room. finally, margot apologized to elsa for her behavior. with the words "i'm sorry" is a statement to express regret for interfering with the privacy rights of others. also as a form of defense of his own concern for his behavior to others. data 12 impersonalize interlocutors margot : i don’t like your food. chef: what did you say ? margot : i said i don’t like your food, i would like to send it back . (18:34-18:19) this utterance margot telling the truth about the dishes served in this room not looking delicious, but the chefs wouldn't listen to the suggestions made by the laila marfirah & afriana negative politeness strategies in ”the menu” movie 500 guests. and margot wanted to return the food. this includes conversational avoidance of mentioning who in the conversation is participating with both parties. data 13 state the fta as general rule chef: so, you brought margot. why? tyler: cause you don’t offer seatings for one. chef : so, you hired her knowing she’d die. margot : you entitled piece of shit! i’m gonna kill you , tyler! (39:20-39:39) this utterance happened chef testing the question for tyler with what was the purpose of bringing margot to this restaurant. in fact, margot is not on the guest list to be invited to the restaurant. however, tyler knew this was to trap margot into the restaurant. and margot's emotional outburst to tyler will kill him. this strategy is used as a negative impact on the listener. data 14 nominalize chef: i am monster. no, was a monster and a whore. but to night , everything i’m doing is pure. and last , the pain is almost gone. (22:00-22:03) this utterance clarifies chef's claim that he is a criminal. which is an inhumane thing to do. and the guests understood what the chef was saying. thus, he is not what he wants to be but the people around him have changed him. and the sentence is an utterance used as an adult. data 15 go on record as incurring a debt, or as not indebting h chef : do you wanna die with those who give, or with those who take? lillian : but i die either way ? it’s arbitrary chef : no, it’s not arbitrary. nothing in this kitchen is arbitrary. (1:11:0159:57 ) it showed the chef offering a favor to lillian to choose to die with the guests or join the team chef. however, lillian speculated that she would die too. then chef gave an explanation that not by following the rules that have been set in this kitchen. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 501 lillian considers everything done in this restaurant to be arbitrary for the chef's actions. this strategy offers the listener safety for something. table 1. the strategies of negative politeness performed by the characters in “the menu” movie no strategies of negative politeness total 1 be conveniently indirect 2 2 question and hedge 4 3 be optimistic 1 4 minimize the imposition 1 5 give deference 1 6 apologize 2 7 impersonalize interlocutors 1 8 state the fta as general rule 1 9 nominalize 1 10 go on record as incurring a debt or as not indebting h 1 total 15 conclusion negative politeness is primarily focused on partially satisfying h's negative face, which is his fundamental need to uphold claims. therefore, negative politeness is primarily the fulfillment of negative-politeness methods. speaker respects and acknowledges the addressee's negative desires and won't interfere with the addressee's freedom of action by brown and levinson (1987), negative politeness refer to a 'competent adult member's' desire for his or her conduct to be unhindered by others. based on the result of this study, the main characters employ ten different forms of negative politeness strategies. the character from the film “the menu” the technique discovered total of 15 negative politeness strategies. and the movie is one the media that applied negative politeness. references ambalegin, a., & sijabat, m. (2020). the strategies of positive and negative politeness reflected in “the last song” novel by nicholas sparks. escience humanity journal, 1(1), 23–36. https://doi.org/10.37296/esci.v1i1.4 anggraini, p., yulianti, f., & wahyuni, s. (2022). negative politeness strategies of main characters in “ my big fat greek wedding ( 2002 )” movie to teach pragmatics. 2(august), 167–176. brown, l. (1987). politeness: some universals in language usage (studies in interactional sociolinguistics 4). tesol quarterly, 22(4), 660. laila marfirah & afriana negative politeness strategies in ”the menu” movie 502 https://doi.org/10.2307/3587263 creswell, j. w. (2018). research and design qualitative, quantitative and mixed methods approaches (4th ed.). california: sage publications, inc. dewi, r. f., a, d. y., ocarullyta, r., & melisa, v. (2023). the archetypal symbols and the hero’s journey of alice in wonderland film. surakarta english and literature journal, 6(1), 79–92. hardanto, e., natsir, m., & kuncara, s. d. (2019). an analysis of smeagol’s character influenced by the one ring in lord of the rings: return of the king film using jung archetypes. jurnal ilmu budaya, 3(1), 106–120. julius, & ambalegin, a. (2021). negative politeness strategies used by main character in “the imitation game.” idebahasa, 3(2), 81–92. https://doi.org/10.37296/idebahasa.v3i2.62 levinson, b. (1987). politeness. in lodz papers in pragmatics (vol. 9, issue 1). https://doi.org/10.1515/lpp-2013-0005 nurul, n. a., djatmika, sumarlam, & diah kristina. (2022). negative politeness strategy on expressive act of rosiana silalahi talk show. surakarta english and literature journal, 5(2), 132–153. https://doi.org/10.52429/selju.v5i2.26 sudaryanto. (1993). metode dan aneka teknik analisis bahasa:pengantar penelitian wahana kebudayaan secara linguistis. yogyakarta:duta wacana university press,1993. suyono, m., & andriyanti, e. (2021). negative politeness strategies in what would you do? tv show. journal of language and literature, 21(2), 439–452. https://doi.org/10.24071/joll.v21i2.3430 yolanda, t., udayana, i. n., & mulyana, n. (2022). negative politeness strategies applied in the movie charlie’s angels 2019. devotion: journal of community service, 3(7), 670–680. https://doi.org/10.36418/dev.v3i7.162 the particular dialect or language that a person chooses to use on any occasion is called a code 139 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 139 156 improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs *kiki anggreni1, erika sinambela², lastri wahyuni manurungᶾ *corresponding author: kiki anggreni (kiki.anggreni@student.uhn.ac.id) 1,2,3 universitas hkbp nommensen, medan, indonesia received: 2023-05-01 accepted: 2023-06-06 doi: 10.24256/ideas.v11i1.3798 abstract the objective of this research was to find out whether the use of taylor swift’s songs can improve the vocabulary mastery and listening skill of seventh grade students at smp swasta methodist-2 medan ability using taylor swift’s songs and to know which skills improved more significantly. the method used here is classroom action research (car). the data was obtained through quantitative method using tests and qualitative method using observation sheets and interview. the research subject were 29 students from class 7b of smp swasta methodist-2 year 2022/23. from the research findings, it was concluded that taylor swift’s songs improved students’ vocabulary mastery and listening skill. this is concluded from the results of the scores students achieved from pre-test to post-test. the mean of the vocabulary pre-test was 31.93 with 10.34% of the students passed the kkm. then in the cycle-1, the mean was 72.31 with 62.07 of the students passing the kkm. finally in cycle-2, the mean was 87.07 with 96.55% of the students passing the kkm. in listening skill, the mean of the pre-test was 55.03 with 37.93% of the students passed the kkm. then in the cycle-1, the mean was 91.34 with 96.55% of the students passing the kkm. finally in cycle-2, the mean was 97.79 with 96.55% of the students passing the kkm. based on the data, it can be concluded that the students’ listening skill improved more significantly than vocabulary mastery. based on the data, it can be concluded that the students’ listening skill improved more significantly than vocabulary mastery. keywords: vocabulary mastery; listening skill; taylor swift’s songs http://u.lipi.go.id/1457703302 mailto:kiki.anggreni@student.uhn.ac.id kiki anggreni, erika sinambela, lastri wahyuni manurung improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs 140 introduction no one can deny the global power of english today. almost everything requires english, be it study, job requirements, and even pop culture revolve around the language. to be able to master english, there are skills one needs to acquire, namely listening, speaking, reading, and writing. all these four skills are included as one important step in learning english as a second language, which is widely known as vocabulary. there are hundreds of words being exchanged in our day-to-day life. humans communicate using existing words to give and receive information. thus, learning and memorizing words becomes an essential part of mastering vocabulary. the meaning of vocabulary covers a large area of definition according to multiple linguists. vocabulary refers to the words we must understand to communicate effectively. listening vocabulary refers to the words we need to know so that we understand what we hear. speaking vocabulary consists of the words we use to speak. memorizing words is not the only thing that is needed to be done in mastering vocabulary. pronunciation, spelling, meaning, and the use of the words in a sentence are also important parts of vocabulary. learners are expected to at least be able to use the words they have learned. to learn how to use words properly, teachers and educators must think of different ways to teach them. based on many researches, students’ mastery of vocabulary improves much better when they learn it through practical experiences, such as watching movies, reading stories, or listening to songs. many children find listening to songs entertaining. hence, their interest in learning a new language could be enhanced given that songs provide a more fun and dynamic way to learn: "the addition of songs to the foreign language classroom as a teaching method may be a way to focus student attention, and produce a more committed learner" (failoni, 1993). the writer wants to focus on both vocabulary mastery and listening skill of the seventh graders through this research. it has been proved multiple times throughout times that listening skill is a very important asset someone can have in regard to gathering information from people and things around them. without proper listening skills, it is impossible for one to learn a language properly, including learning english. listening skill is an important part of language learning. listening is a significant skill to develop in second language learning (rost, 2001). according to kurita (2012), a major difference between more successful and less successful learners is related to their ability to use listening as an instrument of learning. songs have been enjoyed by people across age groups. listening to songs can be an excellent method in teaching students, especially younger ones, vocabulary and listening skills. songs are enjoyable in classroom and can prevent students from getting bored of learning new words through conventional ways such as reading and memorizing them. of course, teachers should consider what kind of songs are suitable for younger learners, but overall, everyone enjoys listening to music. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 141 additionally, listening to how words are pronounced in songs help students to focus on how to say the said words properly. they can focus on stress pattern and how to use them in a sentence. frequent listening to sentences in melody also provide them multiple opportunities to remember the pattern of how phrases and clauses are used. the writer is an english teacher at smp swasta methodist-2 medan. through her experience in teaching seventh grade students since 2016, she finds that often times students find conventional learning methods boring and uninteresting. this leads to them having difficulties in learning vocabulary and enhance their listening skill. through a pre-research and observation for some weeks in class, the writer concluded that indeed seventh grade students get bored and always groan whenever they are asked to memorize new words. whenever they are given mini-listening quizzes, they do not know how to spell the words or have no idea what words are being said. the students are used to the more traditional way of learning, which is to simply write, read, and memorize. based on the observation, this method makes students unmotivated in learning vocabulary and listening skill. the writer decided to find out ways to make students become more interested in learning new words. writer would like to use a more fun and interesting way to teach the students, which is by listening to the songs and reading the lyrics. the writer decided to narrow the scope of the songs chosen by using the discography by taylor swift. taylor swift is an american singer-songwriter whose career has spanned multiple genres, and whose songwriting—often inspired by her personal life—has received critical praise and wide media coverage. swift's personal experiences were a common inspiration for her songs. her 17 year-spanning discography covers love, heartbreak, and insecurities from an adolescent perspective. she also delved into the tumult of toxic relationships on and embraced nostalgia and post-romance positivity. in her recent albums, she was inspired by the downsides of her massive fame, and her realization of the "full spectrum of love". other themes in swift's music include family dynamics, friendship, alienation, selfawareness, and tackling vitriol, especially sexism. (cbc music, 2019) based on the facts and reasons given above, the writer would like to conduct a study on how to improve students’ vocabulary mastery and listening skill using songs. thus, the writer would like to use the research title: “improving the vocabulary mastery and listening skill of seventh grade students at smp swasta methodist-2 medan by using taylor swift’s songs”. method the research implements classroom action research (car). classroom action research involves repeated cycles consist of planning, acting, observing, and reflecting. classroom action research is a method of finding out what works best in your own classroom so that you can improve student learning. every teaching situation is unique in terms of content, level, student skills and learning styles, teacher skills and teaching styles, and many other factors. to maximize student kiki anggreni, erika sinambela, lastri wahyuni manurung improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs 142 learning, a teacher must find out what works best in a particular situation. (mckeachie, 1999). classroom action research consists of four stages per cycle. the first stage is strategy planning, where a strategy is planned to solve classroom problems that have been identified. the second stage is acting, where planned strategy in stage one is implemented. the third stage, done at the same time at the second stage, is observing, where teachers collect data that indicate the achievement of the criteria of success. the fourth stage is reflecting, where teachers are expected to analyze the data collected from third stage. this is done by comparing the data and the criteria of success. this study used quantitative and qualitative data. in quantitative data, the researcher used tests as the instrument, while in qualitative data, there were some instruments used by the researcher, such as: questionnaire, observation sheet and interview. the quantitative data was students' score and the qualitative data was the result of observation sheet and interview. in technique of collecting data in this research was collected through quantitative and qualitative method. the quantitative data was taken from tests that were used by the writer as the instruments to measure students’ vocabulary mastery and listening skill. the qualitative data was retrieved by using the result of observation sheet and interview. the writer used 10 taylor swift’s songs. the population of this research was conducted at smp swasta methodist-2 medan, which is located at jalan m.h. thamrin no.96, medan. the research was conducted in february 2023. there were 7 meetings conducted for the research. in collecting data used in this research was gathered using qualitative and quantitative data. tests were used as the instruments for the quantitative data to measure students’ vocabulary mastery and listening skill. the purpose of conducting the tests was to identify the students’ achievement. the result of the tests was then analyzed by the writer. result and discussion the finding of this researched showed that using song lyrics can help improve students’ vocabulary mastery and listening skill. the improvement of the skills was shown clearly from the collected quantitative and qualitative data obtained during the research. in quantitative data, the improvement can be seen from the comparison of the mean of the students’ score in pre-test, cycle-1, and cycle-2. from qualitative data, it can be seen from the difference in students’ reaction and comments during observation and interview. table 1. mean score and percentage of students no. activities mean percentage of students pretest cycle1 cycle-2 pretest posttest cycle-2 1. vocabulary mastery 31.93 72.31 87.07 10.34% 91.34% 96.55% ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 143 2. listening skill 37.93 91.34 97.79 62.07% 96.55% 96.55% it can be seen from the table that during pre-test, the mean of the students’ score in vocabulary mastery was 31.93, with a percentage of 10.34% passing the test. the score was way below the kkm of 70. but after being given the explanation of the words meaning, the mean score of the cycle-1 improved to 72.31, and more students passed the test with 62.07% passing. due to lower percentage of students passing the kkm, cycle-2 was conducted. the mean of cycle-2 vocabulary became 87.07 with 96.55% students passing the test. similarly, in listening skill, during the pretest, the mean score was 37.93, with 62.97% passing the test. after being given the meaning of the songs and list of the words used in the test, the mean score of cycle1 became much higher at 91.34, with 96.55% of students passing the test. to ensure the result was not mere luck, cycle-2 was conducted. and the result of mean score 97.79 was obtained. the students’ improvement was not only shown from the mean of their scores. through the observation, it can also be seen that using song lyrics to help them answer the questions was a much more effective way of teaching them vocabulary mastery and listening skill compared to more conventional method of teaching, such as giving exercises from books and listening scripts. additionally, interview showed that the students became much more interested, focused, and eager to learn about vocabulary and do more listening exercises. the behavior and motivation of the students became much better during the cycle-1 and even more condusive in cycle-2. during pre-test, it was clear that the students were not interested in doing the test and that they complained a lot they could do it properly. they looked distracted and bored of the questions. but after the treatment, it can be seen during cycle-2 that the students understood more of the words and could focus more during the tests. a lot of them finished the test much more confidently and they showed so much more enthusiasm in when the next lesson would be conducted. the students also became much more active after the cycle-2 was done. through the observation during the research, it can now be said that the implementation of taylor swift’ songs improved the students’ vocabulary mastery and listening skill. they became more motivated to learn. they enjoyed the session much more after implementing this media. it can be concluded that this method of teaching and learning helped students overcome their difficulties in learning vocabulary and listening skill. this method is suitable to be implemented in the classroom. the description of students’ vocabulary mastery and listening skill by using taylor swift’ song lyric the data obtained at class 7b of smp swasta methodist-2 medan in february 2023 proved that taylor swift’ song lyrics could improve students’ vocabulary mastery and listening skill. the data was taken from students’ pre-test, cycle-1, and kiki anggreni, erika sinambela, lastri wahyuni manurung improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs 144 cycle-2 in vocabulary mastery and listening skill. after implementing the songs, the students’ score improved much more significantly. the mean of the students’ score in vocabulary mastery was 31.93, with a percentage of 10.34% passing the test. after being given the explanation of the words meaning, the mean score of the cycle-1 improved to 72.31, and more students passed the test with 91.34%. in cyle-2, it became 87.07 with 96.55% students passing kkm. similarly, in listening skill, during the pre-test, the mean score was 37.93, with 62.97% passing the test. after being given the meaning of the songs and list of the words used in the test, the mean score of the cycle-1 became much higher at 91.34, with 96.55% of students passing the test. in cycle-2, the mean of the score improved to 97.79 with 96.55% of students passing the kkm. there were differences between the highest and lowest score of the students in each test in pre-test, cycle-1, and cycle-2. the differences proved that there was significant improvement of students’ vocabulary mastery and listening skill. table 2. highest and lowest score no. category vocabulary listening pretest cycle1 cycle2 pre-test posttest cycle2 1. highest score 92 97 100 90 100 100 2. lowest score 9 18 20 0 36 40 3. students 29 29 29 29 29 29 based on the table above, it can be seen that the students ‘score improved from pre-test to post-test both in vocabulary mastery and listening skill. in vocabulary mastery, the highest score in pre-test was 92 and the lowest score was 9. in cycle-1, the highest score was 97 and the lowest score was 18. after cycle-2, the highest score improved to 100 and lowest score was 20. in listening skill, the highest score in pretest was 90 and the lowest score was 0. in cycle-1, the highest score was 100 and the lowest score was 36. after cycle-2, the highest score was 100 and lowest score was 40. table 3. the students’ pre-test score of vocabulary mastery no. students’ initials vocabulary pre-test 1. a e l 21 2. a h c 29 3. c l 33 4. c o 19 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 145 5. c o 19 6. c 86 7. d c 29 8. d e c 36 9. d m g 23 10. e 92 11. f h n 15 12. f n s 36 13. g n f 10 14. g s 32 15. h 24 16. j f 20 17. j c 18 18. j s 17 19. j g 54 20. j c k s 20 21. j s a 81 22. j q l 32 23. n h 25 24. a s 46 25. o v 43 26. a 9 27. s e t 24 28. y m s 19 29. y y 14 total score 926 mean 31.93 the mean of the students’ pre-test score of vocabulary mastery was: m = ∑x / n = 926 / 29 = 31.93 table 4. the students’ cycle-1 score of vocabulary mastery no. students’ initials vocabulary cycle-1 1. a e l 63 2. a h c 88 3. c l 85 4. c o 55 5. c o 62 6. c 96 kiki anggreni, erika sinambela, lastri wahyuni manurung improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs 146 7. d c 64 8. d e c 73 9. d m g 70 10. e 97 11. f h n 83 12. f n s 83 13. g n f 53 14. g s 72 15. h 66 16. j f 64 17. j c 79 18. j s 81 19. j g 78 20. j c k s 69 21. j s a 93 22. j q l 81 23. n h 63 24. a s 71 25. o v 80 26. a 18 27. s e t 78 28. y m s 56 29. y y 76 the mean of the students’ cycle-1 score of vocabulary mastery was: m = ∑x / n = 2097 / 29 = 72.31 table 5. the students’ cycle-2 score of vocabulary mastery no. students’ initials vocabulary cycle-2 1. a e l 67 2. a h c 68 3. c l 65 4. c o 26 5. c o 30 6. c 88 7. d c 45 8. d e c 71 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 147 9. d m g 55 10. e 90 11. f h n 19 12. f n s 73 13. g n f 25 14. g s 71 15. h 40 16. j f 40 17. j c 31 18. j s 25 19. j g 82 20. j c k s 45 21. j s a 85 22. j q l 82 23. n h 71 24. a s 84 25. o v 82 26. a 0 27. s e t 52 28. y m s 12 29. y y 72 the mean of the students’ cycle-2 score of vocabulary mastery was: m = ∑x / n = 2525 / 29 = 87.07 table 6. the students’ pre-test score of listening skill no. students’ initials listening pre-test 1. a e l 67 2. a h c 68 3. c l 65 4. c o 26 5. c o 30 6. c 88 7. d c 45 8. d e c 71 9. d m g 55 10. e 90 11. f h n 19 kiki anggreni, erika sinambela, lastri wahyuni manurung improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs 148 12. f n s 73 13. g n f 25 14. g s 71 15. h 40 16. j f 40 17. j c 31 18. j s 25 19. j g 82 20. j c k s 45 21. j s a 85 22. j q l 82 23. n h 71 24. a s 84 25. o v 82 26. a 0 27. s e t 52 28. y m s 12 29. y y 72 the mean of the students’ pre-test score of listening skill was: m = ∑x / n = 1596 / 29 = 55.03 table 7. the students’ cycle-1 score of listening skill no. students’ initials listening cycle-1 1. a e l 92 2. a h c 95 3. c l 91 4. c o 88 5. c o 90 6. c 100 7. d c 81 8. d e c 92 9. d m g 95 10. e 100 11. f h n 88 12. f n s 98 13. g n f 93 14. g s 92 15. h 95 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 149 16. j f 92 17. j c 95 18. j s 83 19. j g 100 20. j c k s 92 21. j s a 100 22. j q l 95 23. n h 95 24. a s 95 25. o v 97 26. a 36 27. s e t 92 28. y m s 91 29. y y 96 the mean of the students’ cycle-1 score of listening skill was: m = ∑x / n = 2696 / 29 = 91.34 table 8. the students’ cycle-2 score of listening skill no. students’ initials listening cycle-2 1. a e l 100 2. a h c 100 3. c l 100 4. c o 100 5. c o 100 6. c 100 7. d c 100 8. d e c 100 9. d m g 100 10. e 100 11. f h n 96 12. f n s 100 13. g n f 100 14. g s 100 15. h 100 16. j f 100 17. j c 100 18. j s 100 19. j g 100 kiki anggreni, erika sinambela, lastri wahyuni manurung improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs 150 20. j c k s 100 21. j s a 100 22. j q l 100 23. n h 100 24. a s 100 25. o v 100 26. a 40 27. s e t 100 28. y m s 100 29. y y 100 the mean of the students’ cycle-2 score of listening skill was: m = ∑x / n = 2836 / 29 = 97.79 graph 1. students’ score mean improvement the graph above showed that there were improvements in students’ vocabulary mastery and listening skill after cycle-2. the improvement is shown by the mean of the score which improved compared to pe-test. the percentage of students’ scores who passed kkm in vocabulary mastery and listening skill’ the minimum completeness criteria (kriteria ketuntasan minimum/kkm) is 70. this number is used to measure students’ competence in vocabulary mastery and listening skill. based on the data of students’ score in pre-test, cycle-1, and cycle-2, the percentage of students passing the test in both tests can be calculated as follows: the percentage of students’ scores who passed kkm of pre-test of 0.00 20.00 40.00 60.00 80.00 100.00 120.00 pre-test cycle-1 cycle-2 vocabulary listening ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 151 vocabulary mastery: p = 𝐀 𝐓 𝒙 𝟏𝟎𝟎% p = 𝟑 𝟐𝟗 𝒙 𝟏𝟎𝟎% p = 𝟏𝟎. 𝟑𝟒% the percentage of students’ scores who passed kkm on cycle-1 of vocabulary mastery: p = 𝐀 𝐓 𝒙 𝟏𝟎𝟎% p = 𝟏𝟖 𝟐𝟗 𝒙 𝟏𝟎𝟎% p =𝟔𝟐. 𝟎𝟕% the percentage of students’ scores who passed kkm on cycle-2 of vocabulary mastery: p = 𝐀 𝐓 𝒙 𝟏𝟎𝟎% p = 𝟐𝟖 𝟐𝟗 𝒙 𝟏𝟎𝟎% p =𝟗𝟔. 𝟓𝟓% the percentage of students’ scores who passed kkm on pre-test of listening test: p = 𝐀 𝐓 𝒙 𝟏𝟎𝟎% p = 𝟏𝟏 𝟐𝟗 𝒙 𝟏𝟎𝟎% p =𝟑𝟕. 𝟗𝟑% the percentage of students’ scores who passed kkm on cycle-1 of listening test: p = 𝐀 𝐓 𝒙 𝟏𝟎𝟎% p = 𝟐𝟖 𝟐𝟗 𝒙 𝟏𝟎𝟎% p =𝟗𝟔. 𝟓𝟓% the percentage of students’ scores who passed kkm on cycle-2 of vocabulary mastery: p = 𝐀 𝐓 𝒙 𝟏𝟎𝟎% p = 𝟐𝟖 𝟐𝟗 𝒙 𝟏𝟎𝟎% p =𝟗𝟔. 𝟓𝟓% based on the calculations above, it can be concluded that for pre-test in kiki anggreni, erika sinambela, lastri wahyuni manurung improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs 152 vocabulary mastery and listening skill, 10.34% of the students passed the vocabulary test and 37.93% passed the listening test. in cycle-1, in vocabulary mastery and listening skill, 62.07% of the students passed the vocabulary test and 96.55% passed the listening test. in cycle-2, in vocabulary mastery and listening skill, 96.55% of the students passed the vocabulary test and 96.55% passed the listening test. it can now be summed up that the classroom action research that was conducted at smp swasta methodist-2 medan where the implementation of taylor swift’ songs in teaching vocabulary mastery and listening skill was successfully completed. discussion this study was conducted at smp swasta methodist-2 medan in february 2023. the purpose of this research is to investigate whether the application of taylor swift’ songs can improve vocabulary mastery and listening skill of the students or not. the subjects of the research were 29 students from swasta methodist-2 medan. before conducting the classroom action research, the students were given pretest. in the vocabulary pre-test, the mean if the students’ score was 31.93, and for listening pre-test, it was 55.03. from this number, it can be concluded that most students did not have sufficient vocabulary and listening skills to do the test because only 10.34% of the students passed the vocabulary test and 32.93% passed the listening test. based on this fact, the writer decided to explain the meaning of the words and song lyrics to the student. in cycle-1, after the explanation of the meaning, the mean score of 72.31 for vocabulary and 91.34 for listening were obtained. it can be concluded from the mentioned score that the students improved in vocabulary mastery and listening skill. in addition, 62.07% of students passed the vocabulary test and 96.55% of the students passed the listening test. but it can also be said here that a lot of students still did not pass the kkm of 70 in vocabulary test. in cycle-2, after the explanation of the meaning, the mean score of vocabulary was 87.07 for vocabulary and 97.79 for listening. it can be concluded from the mentioned score that the students improved in vocabulary mastery and listening skill. in addition, 62.07% of students passed the vocabulary test and 96.55% of the students passed the listening test. not only that, the students also showed further interest and motivation in doing the test after the explanation, which were not visible in the pre-test. the students seemed more confident during the test. they also enjoyed listening to the songs. in the table 4.6 about the highest and lowest score, improvement of the score can also be seen. in vocabulary, the lowest score of pre-test was 9 and the highest score was 92. in cycle-1, the lowest score was 18 and highest score was 97. finally, in cycle-2, the lowest score became 20 and the highest score became 100 with multiple students getting it. in listening test, the lowest score of pre-test was 0 and the highest score was 90. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 153 in post test, the lowest score was 36 and highest score was 100. at last, in cycle-2, the lowest score became 40 and the highest score became 100 with almost all students getting it. the students who got the highest and lowest score for vocabulary and listening test can be seen from the following: vocabulary mastery pre-test lowest score (9) : a highest score (92) : e cycle-1 lowest score (18) : a highest score (97) : e cycle-2 lowest score (20) : a highest score (100) : cl, c, e, fns, jg, jsa, jql listening skill pre-test lowest score (0) : a highest score (90) : e cycle-1 lowest score (36) : a highest score (100) : c, e, jg, jsa cycle-2 lowest score (20) : a highest score (100) : el, ahc, cl, co, co, c, dc, dec, dmg, e, fhn, fns, gnf, gs, h, jf, jc, jg, jcks, jsa, jql, nh, nas, ov, a, set, yms, yy the data above showed that there was improvement in students’ cycle-1 score both in vocabulary mastery and listening skill compared to pre-test score. through the observation, the students also showed more enthusiasm in doing the test. after being given explanations about taylor swift’ song lyrics, the students had a more enjoyable learning experience. conclusion after conducting the classroom action research at smp swasta methodist-2 medan, the writer concluded that: 1. giving explanation to the words used in the test and relating the words to taylor swift’s lyrics to students as the media of their learning activities can improve the students’ vocabulary mastery. the improvement can be seen from the mean score of their test. the mean of the pre-test was 31.93 with 10.34% of the students passed the kkm. then in the cycle-1, the mean was kiki anggreni, erika sinambela, lastri wahyuni manurung improving the vocabulary mastery and listening skill at junior high school using taylor swift’s songs 154 72.31 with 62.07 of the students passing the kkm. finally in cycle-2, the mean was 87.07 with 96.55% of the students passing the kkm, 2. giving the explanation of the meaning of the song lyrics and list of the words that can be used by the students can improve the students’ listening skill. the improvement can be seen from the mean score of their test. the mean of the pre-test was 55.03 with 37.93% of the students passed the kkm. then in the cycle-1, the mean was 91.34 with 96.55% of the students passing the kkm. finally in cycle-2, the mean was 97.79 with 96.55% of the students passing the kk, 3. based on the data, it can be concluded that the students’ listening skill improved more significantly than vocabulary mastery. not only that, the improvement was not only shown by the mean of the scores in both pre-test and post-test, but also in the enthusiasm and confidence of the students in learning. it can be concluded that giving songs as a media for students to learn vocabulary mastery and listening is recommended in teaching and learning activities. references johnson, r., & johnson, d. 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(2022). students' perception on self-directed learning (sdl) in learning english by using youtube video. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 13071314. doi:https://doi.org/10.24256/ideas.v10i2.3208 victoria state government. (2021, september 14). vocabulary. retrieved january 10, 2023, from victoria state government department of education: https://www.education.vic.gov.au/school/teachers/teachingresources/dis cipline/english/literacy/readingviewing/pages/litfocusvocab.aspx wah, n. n. (2019). teaching listening skills to english as a foreign language students through effective strategies. international journal of trend in scientific research and development vol. 3 issue 6, 883-887. https://doi.org/10.24256/ideas.v10i2.3208 908 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 908 914 snowball throwing learning model on learning activeness students in language subjects english in class vii c smp negeri 5 palopo anil1, jusriati2, husnani aliah3 *corresponding author: husnani aliah (husnani@umpalopo.ac.id) firna824@gmail.com, jusriati@umpalopo.ac.id, husnani@umpalopo.ac.id, 1-3universitas muhammadiyah palopo received: 2023-04-11 accepted: 2023-07-05 doi: 10.24256/ideas. v 11i1.3812 abstract the goal to be achieved in this research is to find out the effectiveness of the snowball throwing learning model for the learning activities of class vii c students of smpn 05 palopo. this research used pre-experimental research, namely the type of one-group pretest-posttest design. in this research, the researchers did the research for 6 meetings. with this research, the results of the treatment can be known more accurately, because it can be compared with the conditions before being given treatment (treatment) and after being given treatment. based on the results of the research, the use of the snowball throw learning method is effectively used to support students' active learning in the classroom. the application of the learning method of throwing snowballs in class vii c of smpn 05 palopo in the english subject has increased rapidly. this research was conducted in 2 (two) stages, namely pretest and posttest. the pretest was carried out before applying the snowball throw learning method to see students' interaction skills in class, and the results of class vii c's pretest were in the less active category. while the posttest or the application of the snowball throwing learning method in the teaching and learning process, the posttest results are in the very good category. keywords: 1; learning activeness 2; learning model 3; snowball throwing. introduction english is one of the favorite subjects in several schools, but some students also don’t like this subject because of the situation in the classroom. in indonesia english is a foreign language, where it is a common problem that occurs because students are not responsive when the teacher gives more explanations or avoids instructions from their teacher (nur khaliza 2021) there are a few way to make students interested in participating in learning by using appropriate learning methods. according to (sagala 2010) learning methods is a process in which a person's environment is deliberately managed to allow him to participate in certain behaviors under special conditions or produce responses to certain situations, learning is a special subset of education. based on the statement above, the researchers found learning http://u.lipi.go.id/1457703302 mailto:firna824@gmail.com mailto:jusriati@umpalopo.ac.id mailto:husnani@umpalopo.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 909 methods that are considered relevant to make students interested in participating in learning english. the learning method is snowball throwing. the snowball learning model throwing is a learning model that begins with formation group represented by the group leader to get assignments from the teacher then each student makes a question that is formed like a ball (question paper) then thrown to other students each student answer questions from the balls obtained. model steps cooperative learning type s nowball thowing according to kurniasih & sani (2015) is as follows:(a). the teacher conveys the material that will be delivered in just a few minutes. (b). after that, they were told to form groups and call each group to give an explanation of the material. (c). each group leader returned to their respective groups, then explained the material presented by the teacher to their group members. (d). then each student is given a worksheet to write questions related to the material discussed explained by the group leader. (e). then the paper is made into a ball and thrown from one student to another for about 5 (five) minutes. (f ). after the students got one ball or one question, they are given the opportunity to take turns answering the questions written on the ball-shaped paper. (g.) after everyone has had their turn, the teacher concludes the day's material and evaluates it if needed, and then closes the lesson. sudjana & rivai (in arsyad, 2014: 28) stated the benefits of the model learning in the student learning process, namely: (a). learning will attract students' attention more so that it can foster learning motivation; (b). learning materials will have a clearer meaning so that students can understand them better and enable them to master and achieve learning objectives; (c). the teaching methods will be more varied, not merely verbal communication through the narration of words by the teacher, so that students don't get bored and the teacher doesn't run out of steam, especially if the teacher teaches at every hour of class; (d). students can do more learning activities because they not only listen to the teacher's description, but also other activities such as observing, doing, demonstrating, and acting out. student active participation is very influential in the process of thinking, emotional, and social development. several efforts can be made by the teacher in developing student learning activeness in subjects by increasing student interest, arousing student motivation, and using media in learning. method this research used pre-experimental research, namely the type of one-group pretestposttest design. in this research, the researchers did the research for 6 meetings. with this research, the results of the treatment can be known more accurately, because it can be compared with the conditions before being given treatment (treatment) and after being given treatment. the population in this study were all class vii c students of smp negeri 05 palopo. the sample is part of the population that is expected to represent the population. in this study, the sample consisted of the entire class vii c population of smpn 05 palopo. this study used student activity observation sheets to determine the level of student learning activity between not using the snowball throwing learning method and when using the snowball throwing learning method. this can be seen on the first day where the teaching and learning process was carried out using the usual method and on the following day the teaching and learning process was carried out using the snowball throwing method. in implementation, the researcher made planning, treatment, evaluating and reflecting in every meeting. to obtained the data, the researcher used test, which is pre-test and post-test. to analyze the data obtained from the research results will be used descriptive and inferential statistical analysis. the data collected was in the form of initial test results and results of observations of student activity during the course of the lesson to assess how anil1, jusriati2, husnani aliah3 snowball throwing learning model on learning activeness students in language subjects english in class vii c smp negeri 5 palopo 910 well the snowball throwing learning model influences the increase in student learning activity. to calculating the data score, the researcher analyzed the data with using spss v.22 from windows. results observation results of student activity (pretest) the results of class action research concluded that active learning with the snowball throwing model can be increase student learning activity. the following is the result of observing student activities before using the snowball throwing method (pretest): table 1. observation results of student activity (pretest) no student aspect number of points qualification a b c d e 1 student 1 2 1 2 1 1 7 less active 2 student 2 1 1 1 2 1 6 less active 3 student 3 2 2 1 1 2 8 less active 4 student 4 1 1 2 1 1 6 less active 5 student 5 2 1 2 2 2 9 moderately active 6 student 6 1 1 1 2 1 6 less active 7 student 7 1 1 1 1 1 5 less active 8 student 8 1 2 1 1 2 7 less active 9 student 9 2 2 1 1 1 7 less active 10 student 10 1 1 2 2 1 7 less active 11 student 11 1 1 2 1 1 6 less active 12 student 12 2 1 1 1 2 7 less active 13 student 13 1 2 2 1 1 7 less active 14 student 14 2 1 1 1 2 7 less active 15 student 15 2 1 1 1 2 7 less active 16 student 16 2 1 2 1 1 7 less active 17 student 17 1 1 2 1 2 7 less active 18 student 18 3 1 1 2 2 9 moderately active 19 student 19 2 1 1 1 2 7 less active 20 student 20 1 1 1 1 2 6 less active average 7 less active based on the observation table of student activity above, it can be concluded that student learning outcomes before using the snowball throwing (pretest) learning method with a total of 20 students, there were 2 students who had active qualifications while 18 other students were in less active qualifications, in the sense, on average -the average number of points for class vii c students at the pretest stage is 7. if seen from the table of indicators for assessing student activity above, points 5-8 with a percentage of 25% 43% fall into the less active qualification. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 911 based on the results of observations during the pretest, there were several obstacles found by researchers, namely many students who did not pay attention to the teacher when explaining the material, the lack of student communication in the class related to the material being explained, such as hesitation to answer when there were questions from the teacher, and not asking the teacher when there were questions. something that is not understood. so to increase the activeness of student learning in order to achieve the desired qualifications, a posttest is carried out by applying the snowball throwing learning model. following are the results of observations of student activity after the posttest: table 2. observation results of student activity (posttest) no student's name aspect number of points qualification a b c d e 1 student 1 3 2 3 3 3 14 active 2 student 2 2 2 3 3 3 13 active 3 student 3 4 3 3 3 4 17 very active 4 student 4 3 2 3 3 3 14 active 5 student 5 4 3 4 4 4 19 very active 6 student 6 3 3 3 4 4 17 very active 7 student 7 3 2 3 3 3 14 active 8 student 8 3 3 4 3 3 16 active 9 student 9 4 3 4 4 4 19 very active 10 student 10 3 3 4 4 3 17 very active 11 student 11 4 3 4 3 4 18 very active 12 student 12 4 2 4 4 3 17 very active 13 student 13 3 3 3 3 3 15 active 14 student 14 4 3 3 4 4 18 very active 15 student 15 4 3 3 3 4 17 very active 16 student 16 4 3 4 4 4 19 very active 17 student 17 3 3 4 3 4 17 very active 18 student 18 4 3 4 4 4 19 very active 19 student 19 3 3 3 3 4 16 active 20 student 20 3 2 3 3 3 14 active average 17 very active from the results of the posttest above, it can be seen that there was a significant increase after the snowball throwing learning model was applied, as many as 8 students with active qualifications, and 12 students with very active qualifications. based on these data, the average number of points for class vii c students was 17. it can be seen from the table of indicators for assessing student activity above 17-20 points with a percentage of 82% 100% included in the very active qualification. the following is a comparison of the qualification diagram for student activity during the pretest and posttest: anil1, jusriati2, husnani aliah3 snowball throwing learning model on learning activeness students in language subjects english in class vii c smp negeri 5 palopo 912 based on the two diagrams above, it can be seen that in the pretest diagram, out of 20 students in the class there are 2 students with quite active qualifications while the other 18 students are in less active qualifications. in the sense that class vii c students are categorized as less active during learning. then in the posttest diagram, after applying the snowball throwing learning model the qualifications for class vii c students' activeness increased drastically, there were 8 students with active qualifications and 12 other students who were in very active qualifications. so it can be concluded that the snowball throwing learning model is very influential on the active learning of class vii c students. discussion the active learning that students have is a driving force that they have in themselves so that they have a strong desire to follow the desired learning process. (hardiani & cahyani, 2018). one of the efforts to encourage the researcher is to apply the snowball throwing learning model to increase student activity in the classroom. nurrahmadani (2020) in her research suggests that the snowball throwing learning model is a learning model that begins with the formation of a group represented by the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 913 group leader to get an assignment from the teacher and then each student makes a question shaped like a ball (question paper) and then gives it to another student each student is required to answer the questions obtained. thus, snowball throwing in relation to education is considered appropriate to encourage students to be more active in class, because in practice this method increases discussions such as speaking and expressing opinions not only based on their knowledge but based on existing facts and data so that learning becomes more interesting and students are more enthusiastic during learning takes place. this method too. the above is proven in the results obtained after using the snowball throwing method. class vii c pretest results with 20 students obtained an average of 7 points from 5 indicators, which, if seen from the table of indicators for assessing student activity, points 5-8 with a percentage of 25% 43% fall into the less active qualification. then it increased drastically in the posttest results where the average obtained was 17 points out of 5 indicators, when seen from the table of indicators for assessing student activity, points 17-20 with a percentage of 82% 100% were included in the very active qualification. conclusion based on the results of the research, the use of the snowball throw learning method is effectively used to support students' active learning in the classroom. the application of the learning method of throwing snowballs in class vii c of smpn 05 palopo in the english subject has increased rapidly. this research was conducted in 2 (two) stages, namely pretest and posttest. the pretest was carried out before applying the snowball throw learning method to see students' interaction skills in class, and the results of class vii c's pretest were in the less active category. while the posttest or the application of the snowball throwing learning method in the teaching and learning process, the posttest results are in the very good category. references nur khaliza, siti. 2021. “the effect of speaking skill by using snowball games (a preexperimental research design at the 8 grade of smpn 1 balocci ).” sagala. 2010. the concept and meaning of learning. bandung: alphabet. sabrila, r., & apoko, t. (2022). the effectiveness of podcast on listening skill for vocational school students. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1177-1186. doi:https://doi.org/10.24256/ideas.v10i2.2897 sari, e., & agustina, m. (2022). thematic development in students’ argumentative essay. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 166-174. doi:https://doi.org/10.24256/ideas.v10i1.2563 kurnia and sani, b. 2015. variety of learning model development to improve teacher professionalism. jogjakarta: pen words. arshad. 2014. learning media. jakarta: pt raja grafindo persada. aini, n., amalia, f., & ningrum, a. (2022). improving students' speaking skill using hello english application as a medium of learning from home. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 730-745. https://doi.org/10.24256/ideas.v10i2.2897 https://doi.org/10.24256/ideas.v10i1.2563 anil1, jusriati2, husnani aliah3 snowball throwing learning model on learning activeness students in language subjects english in class vii c smp negeri 5 palopo 914 doi:https://doi.org/10.24256/ideas.v10i1.2533 hariandi, a. & cahyani, a. 2018. increasing student learning activeness using an inquiry approach in elementary schools. gentala journal of basic education. vol. 3. no. 1. nurrahmadani, m. 2020. the effectiveness of the snowball throwing learning model on the intensive reading learning outcomes of grade v students at sdn center malakaju, tompobulu district, gowa regency. makassar: makassar muhammadiyah university. https://doi.org/10.24256/ideas.v10i1.2533 the particular dialect or language that a person chooses to use on any occasion is called a code the use of technology integration samr model in teaching english nyayu yayu suryani¹,heru setiawan²,masagus sulaiman³ ¹stik siti khadijah, palembang ²universitas yridinanti, palembang ³universitas muhammadiyah, palembang received : 12 april 2019; accepted : 28 may 2019 url : http://ejournal.iainpalopo.ac.id/index.php/ideas abstract nowadays, information and communications technology (ict) has been widely used either in schools or colleges. an understanding on the use of technology in language learning particularly in the class fascinated for both educators and learners. one of the language learning technologies is that samr, a model which is designed to help educators in embedding technology skills into the learning process in the classroom. in samr, 4 functions used to develop the applications, as in substitution, augmentation, modification and redefenition. this model helps educators provide an overview on the implementation of english language learning (i.e. reading, writing and listening). the simple samr model is certainly reminiscent of a model that was first in the realm of cognitive education. this model is parallel with the model of the taxonomy of bloom, a model that is very often used in cognitive learning . by applying samr model, students can design learning technology effectively. keywords: technology integration; samr model; teaching english introduction samr (substitution, augmentation, modification and redefinition) is a model triggered by puentedura. technology in schools, which is widely understood as the use of computers or learning aids using technology, often used only to the extent of knowledge from the learning itself. an understanding of the use of technology in classroom learning is very interesting because it will open the eyes of educators and learners. 1 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4129 (online) volume 7, number 1, june 2019 pp. 43 – 47 nyayu yayu suryani heru setiawan masagus sulaiman: the use of technology integration samr model in teaching english samr models are seen to be closer to integration technology itself. mueller et al., (2013) state that the use of technology in learning, therefore in the samr model perspective, it is clearly a transformation in learning. in line with the development of the use of technology, learning in the classroom has naturally shifted. in the past, computer laboratories have been used. a school that has a computer laboratory and even a language laboratory will be highly regarded as an advanced school. however, an interesting thing that should be observed, what is taught in the laboratory? typing skill? listening skills? data processing skills?, all of them are very supportive of daily work. the thing should be underlined here is that the word "support". meanwhile, the current learning paradigm is not fragmented in certain learning disciplines, but interrelated. interrelated between one learning and another is actually what happens in the real world. samr model according to puentedura (2013) samr model can be explained in figure 1 below: figure 1: samr model the samr model consists of 4 levels, as follows: 1. substitution, in this level, technology is used as a substitute for equipment used with no change in function. for example computers with word processing software such as ms word function to replace the writing process that normally using a pen or a paper. 2. augmentation, at this level, technology is used as a substitute for equipment used with the addition or improvement of functions. for example, 2 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) using the same software by using available functions, such as functions to check spelling, even grammar. 3. modification, in this level, technology makes it possible to change the way of better work. for example, by using the same computer, it enables to connect the internet. by using the google docs application, it makes work group possible, and with google docs, a partnerwho is from far away can even correct what has been done. 4. redefinition, at this level, technology makes it possible to create ways of working that never even imagined before. for example, by using the internet and better software, it can make the writing process mucheasier by using multimedia applications. samr and bloom’s taxonomy model the original version that is well-known and widely recognized is the bloom taxonomy of educational goals (bloom, et al., 1956), where three dimensions are defined (cognitive, affective and psychomotor), cognition is organized into six main categories, each of which is explained by a noun (knowledge, comprehension, application,analysis, synthesis, evaluation), was replaced and revised in 2001 by anderson et al., including affective and psychomotor domains. they further state that the new cognitive version domain, which identically uses six categories classifies them in different order at the two highest levels and describes them in nouns. more reflecting forms of thinking that are more active and accurate (remember, understand, apply, analysis, evaluate, create). the simple samr model is certainly reminiscent of a model that was first in the realm of cognitive education. this model is parallel with the model of the taxonomy of bloom, a model that is very often used in cognitive learning. the similarity of this method can be seen in the picture below: 3 nyayu yayu suryani heru setiawan masagus sulaiman: the use of technology integration samr model in teaching english the application of samr model in implementing the samr model, there are a number of things must be prepared such a lesson plan. this session focuses more on writing skills that can be taken in the samr model. teachers and technology are integrated in identifying the steps in which the samr model will be used. based on the example given by walsh (2015), writing activities can be adjusted to the four stages of the samr model in various ways: (1)substitution level, writing handwriting on paper, students typing it on a mobile device using a note-taking application or digital tools such as google drive, microsoft office online, evernote, or etherpad. (2) augmentation level, when they write text on their mobile devices, students can highlight words, check spelling, and adjust the font format and style. they can also use voice toteks to convert spoken languages into written languages. (3) modification levels, students can enrich text by adding images, sounds, animations, and videos. they can also write text collaboratively using several online tools mentioned at the previous level, and receive teacher feedback through comments and explanations in the document. the best online writing application for collaboration to list tools for collaborative writing like google docs, microsoft word online, drop box paper, etherpad, quip, hackpad. (4) redefinition level, students post their written production to their class blogs and share social networks like twitter or facebook. hashtag on twitter makes it easy for teachers and students to search for tweets about specific topics. an interesting way to distribute and share written works is to use a qr code. a qr. codes can be read using smartphones and tablets, and they are directly connected to articles, websites, videos and more in seconds. from the four levels of samr model implementation, the substitution level changes a few traditional tools and activities in learning. at the next level, which is augmentation, technology still replaces traditional methods as the level of substitution; however, this also makes learning more efficient. after augmentation, the level of modification modifies the most significant method to open up new opportunities not found in traditional ways. finally, in the last step, the level of redefinition, transformative experiences occur when learning itself becomes better. this is a step that gives great opportunities for teachers and students to redefine their education systems according to educational needs in original digital. the samr model actually reminds us of bloom's taxonomy (krathwohl, 2010) a model often used in cognitive learning. samr has actually been applied in higher education to motivate students. however, samr is also good to apply in school. in the study, samr's main 4 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) advantage was increasing motivation, interaction and collaboration. conclusion the samr learning model has been shown to be effectively applied by teachers in integrating ict (information and technology technology) in learning. in this model, there are four levels that can integrate ict in learning including substitution, augmentation, modification, and redefinition. this model uses hierarchies to describe cognitive levels. this model can also be parallel with bloom's taxonomy model because both have the same level references anderson, d.r. krathwohl, p.w. alrasian, k.a cruskshank, r.e. mayer, p.r. pintrich, j.reths, j., and m.c. witrock. (2001). a taxonomy learning, teaching, and assesing: a revision of bloom’s taxonomy of educational objevtives. new york : pearson, allyn & bacor. bloom, b.s., engelhart, m.d, , furst, e.j. hill, w.h.& krathwohl d.s. (1956). taxonomy of educational objectives, handbook i: the cognitive domain. new york: longman, green and co ltd. krathwohl, d.r. (2010). a revision of bloom’ s taxonomy. theory pract., vol. 41, no. 4, pp. 212-218 mueller, j.,wood, e., de pasquale, d.& archer,k. (2013).students learning with mobile technologies in and out of the classroom. in education in a technological world: communicating current and emerging research and technological efforts. pp.5. puentedura,r.r.(2013).hipasus.retrievedfrom http://www.hippasus.com/rrpweblog/archives/2013/03/28/samrandtpck_anint roduction.pdf walsh, k. (2015). 8 examples of transforming lessons through the samr cycle. retrieved from http://www.emergingedtech.com/2015/04/examples-oftransforming-lessonsthrough-samr/ 5 http://www.hippasus.com/rrpweblog/archives/2013/03/28/samrandtpck_anintroduction.pdf http://www.hippasus.com/rrpweblog/archives/2013/03/28/samrandtpck_anintroduction.pdf http://www.emergingedtech.com/2015/04/examples-of-transforming-lessonsthrough-samr/ http://www.emergingedtech.com/2015/04/examples-of-transforming-lessonsthrough-samr/ 720 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 720 – 737 an analysis of grammatical errors in writing made by english education students at iain palopo faisal amir1, abidin pammu2, nasmilah3 corresponding author: faisal amir (faisalamir18@hotmail.com) 1english language studies, faculty of social sciences, hasanuddin university jl perintis kemerdekaan km 10 tamalanrea, kota makassar prov. sulawesi selatan – indonesia, 90245 received: 2023-05-03 accepted: 2023-06-06 doi: 10.24256/ideas.v11i1.3811 abstract considering the importance of grammatical knowledge in the writing process, this research aims at describing the grammatical errors that are committed by the fifth semester students of english department at iain palopo. the research study is classified into a descriptivequalitative study. the data were collected from twenty two english texts written by the english department students which were done as tasks and contained six familiar topics. students were supposed to write an essay/paragraph about the given topics. in addition, the researcher had permission from the lecturer to take and analyse the students’ written works. the researcher and students’ written works are the main sources of data collection in this research. to identify the common errors, students’ writings were analysed with the help of checklists in order to classify different types of errors made by the respondents. the results of the study revealed that the most common and frequent errors made by the students are 387 (58.37%) places of omission errors, 213 (32.12%) places of mis formation errors, 131 (19.75%) places of addition errors, 8 (1.20%) places of mis ordering errors. besides that, the causes of these errors were developmental found in 323 (36.17%) places, 306 (34.26%) of ambiguous, 205 (22.95%) of interlingual, and 59 (6.60%) unique errors. based on these findings, teachers are suggested to raise students’ awareness on these errors and provide sufficient remedies to prevent students from internalizing such errors. keywords: error analysis, writing, grammatical error introduction this research aims to find out the grammatical errors in writing committed by students in the english department of iain palopo. the fifth semester students have been learning english grammar since primary school. therefore, they have been struggling with grammar for eleven years. diffidently, it is an extremely long period of time, and a person in eleven years can master any language, but still most students in the english department have difficulties in grammar. they usually make grammatical errors in writing which is not preferable for a fifth semester student, and these problems should be figured out. these tremendous problems of students motivated the researcher to conduct research http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 721 regarding this problem. first, the researcher tried to analyse the kinds of errors that the fifth semester students in the english department of iain palopo generally made in their writing. next, the researcher reviewed some research studies related to this problem, and he took some strategies that they used on their research. after that, the researcher collected the data using the data collection method. it was immensely significant for the researcher to use the most reliable and proper method for collecting the data. the researcher had reviewed some research studies which were conducted by english department scholars and ex-students. but he didn’t find any research regarding this significant problem. therefore, the researcher found this problem immensely significant and decided to incorporate internationalised research into this research in order to find out the most appropriate solutions and suggestions for students. as christianto (2018) asserted that, english education college students are organised to be english teachers, they must have a suitable competence in all language capabilities in order to be top english teachers. they ought to no longer solely emerge as suitable listeners and speakers, but also properly readers and writers. moreover, it was determined in many prior study papers that writing is one of fundamental boundaries that esl and efl college students encounter. there are many elements that influence foreign language acquisition. these consist of environment, age, motivation, teacher, learners’ attitude, or parents’ attitude. rofik states that grammatical problems, each errors in phrase order and sentence construction, have been usually discovered in the written works of college students (rofik, 2018). similar to the students in indonesia, syntactic errors such as connecting phrases and sentence constructions had been regularly countered. one reason for ungrammatical writing is the native language or mother tongue interference. mother tongue interference occurs when second language learners use the only preceding language’s system which occurred in their brain to practice with target language. learners may also make errors because they count on the target language and their native language are comparable which are apparently different. therefore, the investigation of the kinds of errors in english writing and the impact from other languages or native languages will be recommended for learners. oflaz (2012) found that mother tongue interference is the reason for the errors discovered in his study. the frequency of word-by-word translation error is high. despite the researcher conducted research on errors because errors in writing were recorded/written and grammar was an essential requirement for successful results of learning english. therefore, the current study would like to fill this gap by proposing two research questions: 1. what are the most frequent kinds of errors made by the fifth semester students on english written production? 2. what are the sources of the errors? method in this research of error analysis, a qualitative approach is used since it tries to analyze the data qualitatively using words rather than number or statistical formulas in making conclusions. it is to describe the data obtained from english study program students’ literary work in the form of written texts. the type of research of this study is document analysis since it analyzes written materials. ary et al (2008) stated that document analysis is research applied to written or visual materials for the purpose of identifying specified https://paperpile.com/c/smasfb/gxfz faisal amir, abidin pammu, nasmilah an analysis of grammatical errors in writing made by english education students at iain palopo 722 characteristics of the materials. the researcher may take 10-15% or 20%-25% or more if the population used as the sample. furthermore, creswell (1997) stated that alternatively, a qualitative approach is one in which the inquirer often makes knowledge claims based primarily on constructivist perspectives (i.e., the multiple meanings of individual experiences, meanings socially and historically constructed, with an intent of developing a theory or pattern) or advocacy/participatory perspectives (i.e., political, issue oriented, collaborative, or change oriented) or both. it also uses strategies of inquiry such as narratives, phenomenologist, ethnographies, grounded theory studies, or case studies. the researcher collects openended, emerging data with the primary intent of developing themes from the data. in short, the researcher sought to establish the meaning of a phenomenon from the views of the research subjects. creswell (1997) stated the qualitative approach incorporates much more of a literary form of writing, computer text analysis program, and experience in conducting open-ended interviews and observations. this research was conducted at iain palopo by focusing on writing of the fifth semester students as the research respondents. the research data were taken from class d which has twenty-two students. this class was taught by dr. maghfirah toyyib, m.hum. the researcher took twenty-two students’ writing to represent the whole students. the researcher chose the fifth semester students since they were still in the early phase of learning writing, so they would be more enthusiastic to learn english and be more op en to correction and pay attention to the errors they made. the grammatical errors they committed would assist them to a greater learning and understanding of the english language. result and discussion table 2.1 shows the types, number and percentages of errors committed by the participants in their written work. by using surface strategy taxonomy theory by dulay et al. the researcher found that the students committed 387 places of omission errors, 131 places of addition errors, 213 places of misformation errors, and 8 misordering errors were found. furthermore, these errors were caused by interlingual and intralingual errors; more specifically, mother tongue interference, overgeneralization, lack of knowledge about grammatical rules and etc. table 2.1 surface strategy errors frequency no surface strategy taxonomy component frequency percentage (%) 1. omission 387 58.37 % 2. addition regularization 0 0 % total double marking 27 4 % simple addition 104 15.68 % 131 19.75 % 3. misformation regularization 0 0 % total archi-form 94 14.17 % alternating 119 17.94% 213 32.12 % 4. misordering 8 1.20 % total 663 100% ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 723 figure 2.1 the distribution of students’ errors on surface strategy taxonomy in this section, the researcher analyzed the erroneous clauses and provided the corrections that should be used. each type of error was described in order to know why those were considered as errors. the following analysis concerns about omission, addition, misformation and misordering. 1. omission the researcher found 387 errors in terms of omission type. there are two main kinds of omission, they are omission of content morphemes and omission of grammatical morphemes. the researcher found four kinds of omission of content morphemes, namely: verbs (v), nouns (n), adjectives (adj) and adverbs (adv). mostly the errors occur in missing part of nouns. secondly, the errors are in missing part of adverbs. thirdly, the errors are missing part of the verb. other error clauses are in adjectives missing type. as for the omission of grammatical morphemes, the researcher found six kinds, namely: inflection (inf ), verb auxiliaries (v-aux), conjunction (conj), articles (art), preposition (prep) and pronoun (pron). mostly the errors occur in missing part of verb and noun inflection. secondly, the errors are in missing part of verb auxiliaries. thirdly, the errors are in missing parts of articles and prepositions. fourthly, the errors occur in missing parts of conjunction. other error clauses are in the pronoun missing part. each of them is discussed as follows. a. omission of content morphemes the researcher found one hundred sixty nine (169) errors in missing part of content morphemes. faisal amir, abidin pammu, nasmilah an analysis of grammatical errors in writing made by english education students at iain palopo 724 1). omission of noun table 2.2 omission of noun error classification error identification error correction omission of noun yes, i cannot stand* again yes, i cannot stand it again there was no interesting * that appealed to me there was no interesting channel that appealed to me frequency of error: 73 percentage: 11.01% causes/sources: mother tongue interference, intralingual the researcher found seventy three (73) errors in terms of noun missing parts. table 2.2 presents the example of the data. as attached in the example above, the errors occurred because the noun was omitted in the students’ clauses. for example, in the data, the sentence ‘yes, i cannot stand again’ shows that the student should put a noun in the sentence to make it grammatically correct. because the previous question in the writing is ‘what? pee? now?’. in this case the noun needed is an object ‘it’. the correct sentence should be ‘yes, i cannot stand it again’. then, the sentence ‘there was no interesting that appealed to me’ should be ‘there was no interesting channel that appealed to me’. 2). omission of adverb table 2.3 omission of adverb error classification error identification error correction omission of adverb *i arrived in kuta,... when i arrived in kuta,... me and my friends, all of us were 17 people there were 17 people of us saturday night was very crowded and* a little stuck saturday night was very crowded and there was a little traffic jam frequency of error: 46 percentage: 6.93% ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 725 causes/sources: interlingual , mother tongue interference the researcher found fort six (46) omissions of adverbs. table 2.3 presents the example of the data. for example in datum number one, the clause ‘i arrived in kuta,...’ still has a continual clause. in this case, the clause has a missing part of the adverb of time. the correct clause should be ‘when i arrived in kuta,...’. as for example number two, the correct sentence should be ‘there were 17 people of us’, because an adverb should be used in place of a subject with ‘be’ and a few other verbs, especially when referring to somebody or something for the first time. another corrected sentence is in the third example, ‘saturday night was very crowded and there was a little traffic jam’. this sentence has a similar pattern to sentence number two. omission of verb table 2.4 omission of verb error classification error identification error correction omission of verb i woke up with really tired i woke up and felt really tired like many wars that religion as ... who can not respect to other beliefs like many wars which use religion as ...who can not respect other beliefs we went to ... and welcome to that beach we went to ... and arrived at that beach frequency of error: 27 percentage: 4.07% causes/sources: incomplete knowledge of rules, intralingual the researcher found twenty seven (27) errors in the missing verb part. table 2.4 presents the example of the data. the errors occurred because a verb is omitted in those clauses. for example, in datum number one, the clause ‘i woke up with really tired’ should be ‘i woke up and felt really tired’. in this case, the student used conjunction ‘with’ instead of ‘and’. it also doesn’t have a ver. therefore, the correct clause should use ‘felt’, the same verb class with ‘woke’. the next error is shown in datum number two. the clause ‘like many wars that religion as…’ does not have any verbs. the correct sentence should be ‘like many wars which use religion as…’. faisal amir, abidin pammu, nasmilah an analysis of grammatical errors in writing made by english education students at iain palopo 726 4). omission of adjective table 2.5 omission of adjective error classification error identification error correction omission of adjective to go to the nature place to go to the place close to nature i felt boring with them i felt bored with them frequency of error: 23 percentage: 3.46% causes/sources: intralingual the researcher found twenty three (23) errors in terms of adjectives. table 2.5 presents the example of the data. it is considered as an error if the student composed writings ungrammatically. in the example above, an adjective is needed. the sentence ‘to go to the nature place’ is ungrammatical. instead of writing ‘natural place’, the student wrote ‘nature place’. therefore, to make the sentence more grammatical, the student should put an adjective in the middle of the phrase. the correct sentence should be ‘to go to the place close to nature’. b. omission of grammatical morphemes the researcher found two hundred eighteen (218) errors in missing part of content morphemes. each kind of them is discussed in the following explanation. 1). omission of inflection table 2.5 omission of inflection error classification error identification error correction omission of inflection there was someone talk beside me there was someone talking beside me i step on the white sand without slippers i stepped on the white sand without slippers kitchen tools like plates, forks, knive, glass, and so on kitchen tools like plates, forks, knives, glasses, and so on frequency of error: 67 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 727 percentage: 10.10% causes/sources:interlingual, intralingual the researcher found sixty seven (67) errors in omission of inflection. table 2.5 presents the example of the data. as shown in the table, the errors occurred because the student does not put the changing of a word form or the ending to show its grammatical function. in example number one, an error occurs in terms of omission of verb inflection. the ending of the past progressive form is omitted. the correct sentence of ‘there was someone talk beside me’ is ‘there was someone talking beside me’. ). omission of verb auxiliaries table 2.6 omission of verb auxiliaries error classification error identification error correction omission of verb auxiliaries i *still confused i was still confused we *ready we were ready the weather at night thankfully *not too cold the weather at night thankfully was not too cold frequency of error: 52 percentage: 7.84% causes/sources: intralingual the researcher found fifty two (52) errors in omission of verb auxiliaries. table 2.6 presents some examples of the data. the errors occurred because auxiliary verbs are omitted in the sentences. as shown in example number one, the clause ‘i still confused’ does not have any auxiliaries. auxiliary verb ‘be’ (was) should be added in this clause to make it more grammatical. therefore, the correct sentence should be ‘i was still confused’. the second and the third examples are the same. the auxiliary verb should be put after the subject. 3). omission of article table 2.7 omission of articles error classification error identification error correction omission of articles i could see *power plant i could see a power plant faisal amir, abidin pammu, nasmilah an analysis of grammatical errors in writing made by english education students at iain palopo 728 and *sparkling water was there and the sparkling water was there a few seconds later *footsteps disappeared a few seconds later the footsteps disappeared frequency of error: 36 percentage: 5.42% causes/sources: interlingual, intralingual (overgeneralization) the researcher found thirty six (36) errors in omission of articles. table 2.7 presents the example of the data. there are two articles in english. the first one is the indefinite article ‘a/an’. the for ‘a’ is used before consonant sounds and the form ‘an’ is used before vowel sounds. here is the example of missing part in article ‘a’, ‘i could see power plant’. the second one is the definite article ‘the’. it is used for referring to somebody or something that has already been mentioned or can be understood. for example, in datum number two, the clause ‘and sparkling water was there’ is ungrammatical. the correct clause ‘and the sparkling water was there’. in this case, the object is already understood. the next example is in the clause ‘a few seconds later footsteps disappeared’. the correct clause should be ‘a few seconds later the footsteps disappeared’. 4). omission of preposition table 2.8 omission of preposition error classification error identification error correction omission of preposition the castle gate *vredeburg the castle gate of vredeburg the security hold me up in the first and *the middle gate the security held me up in the first and in the middle gate i could see what happened with them i could see what happened to them frequency of error: 34 percentage: 5.12% causes/sources: mother tongue interference, complexity of english ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 729 prepositions the researcher found thirty four (34) errors in omission of preposition. table 2.8 presents the example of the data. a preposition is usually used before a noun or pronoun to show places, positions or times. the first example is the phrase ‘the castle gate vredeburg’. this phrase omitted the preposition ‘of ’ because it is originating from a specific background in a place. therefore, the correct clause should be ‘the castle gate of vredeburg’. the next example is in the sentence ‘the security held me up in the first and the middle gate’. in this case, the student composed the sentence in parallel form. 5). omission of pronoun table 2.9 omission of pronoun error classification error identification error correction omission of pronoun i also do not know* i do not know either 1 kilogram of rice, eggs, mineral waters, some biscuits 1 kilogram of rice, eggs, several bottles of mineral water, some biscuits one of *popular beach in the world one of many popular beaches in the world frequency of error: 16 percentage: 2.41% causes/sources: mother tongue interference, intralingual the researcher found sixteen (16) errors in missing part of the pronoun. table 2.9 presents the example of the data. pronoun is a word used in place of a noun or noun phrase. the datum number one is ‘i also do not know’. this sentence is missing the indefinite pronoun ‘either’ because by the present of ‘also’, the student meant to respond that she has the same knowledge as the other person in the writing’s conversation. therefore, the sentence should be ‘i do not know either’. the next example is in the clause ‘1 kilogram of rice, eggs, mineral waters, some biscuits’. ‘mineral water’ is an uncountable noun. therefore, the phrase should be added by indefinite pronoun and countable noun. the correct phrase should be ‘...several bottles of mineral water…’. 6). omission of conjunction table 3.1 omission of conjunction error classification error identification error correction faisal amir, abidin pammu, nasmilah an analysis of grammatical errors in writing made by english education students at iain palopo 730 omission of conjunction because of shocks unsteadiness truck and engine because of truck and engine shock and unsteadiness i also rent tent, sleeping bag, *mattress i also rented tent, sleeping bag and mattress three boys, *three girls with only two vehicles are perfect three boys and three girls with only two vehicles were perfect frequency of error: 13 percentage: 1.96 % causes/sources: lack of knowledge about rules the researcher found thirteen (13) errors in omission of preposition. table 3.1 presents the example of the data. as shown in the example, the error occurs because the phrases are not properly connected. as for the first example, the phrase ‘shock and unsteadiness’. the error in the second example occurs in the last two nouns. there should be an ‘and’ connecting the last two nouns. the correct sentence should be ‘i also rented a tent, sleeping bag and mattresses. the last example is like the first one. the correct sentence should be ‘three boys and three girls with only two vehicles were perfect’. 2. addition the second type of the error is addition. the researcher found 131 errors of addition type. there are 2 kinds of errors found in the writings instead of 3 kinds of errors. it is because the researcher did not find any erroneous phrase in terms of regularization. therefore, the researcher shows only the two kinds of addition. they are double markings and simple additions. here is the explanation of each error. a. double markings table 3.2 double markings error classification error identification error correction double markings but i was enjoy with my journey but i enjoyed my journey was very closed to me was very close to me until the busses stops until the busses stop frequency of error: 27 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 731 percentage: 4% causes/sources: interlingual, intralingual the researcher found twenty-seven (27) errors in addition to the type of double markings. table 3.2 presents the example of the data. the example number one is not correct. the clause ‘but i was enjoy my journey’ is marked by the present of a verb auxiliary ‘was’. if the student used simple past tense, the clause should use verb -ed instead of verb auxiliary. therefore, the correct clause should be ‘but i enjoyed my journey’. the datum number two ‘was very closed to me’ is also not correct. the student failed to delete the passive marker v-ed where the construct meaning is different from what the student meant. the correct clause should be ‘was very close to me’. b. simple addition table 3.3 simple addition error classification error identification error correction simple addition like from, malaysia, ..., and many more like, malaysia, ..., and many more in the former times, people saw many peacocks were finding brackish water for drink in the former times, people saw many peacocks finding brackish water to drink but it was different with this field it was different from that field ..., so we have to find a parking place ... ..., we had to find a parking place ... interval of one minute later one minute later frequency of error: 104 percentage: 15.68% causes/sources: intralingual, lack of knowledge about rules. the researcher found one hundred four (104) errors in missing part of content morphemes. table 3.3 presents the example of the data. the first example is inappropriate. if the student wanted to mention something already understandable, the unnecessary word should be omitted. the clause ‘like from, faisal amir, abidin pammu, nasmilah an analysis of grammatical errors in writing made by english education students at iain palopo 732 malaysia,..., and many more’ is not correct. it should be ‘like malaysia,... and many more’. the second example is the usage of the verb auxiliary ‘were’, because it is not a past progressive sentence. the real form is ‘which find’ and the phrases are connected and become ‘finding’. therefore, the correct sentence should be ‘in the former time, people saw many peacocks finding brackish water to drink’. 3. misformation the researcher found two hundred thirteen (213) errors in the terms of misformation. most of the students have made such errors, therefore it can be concluded that it happened because of their limited vocabulary. they just put the words they knew without any caution of inappropriate words or meaning. mostly the errors occurred in terms of alternating form. table 3.4 presents the example of the data. table 3.4 misformation error classification error identification error correction misformation i slowly open my eyes and that someone greeting me i slowly opened my eyes and someone greeted me i could saw*power plant i could see a power plant we are also asking to other friends we were also asking other friends i am talking so much i was talking so much the sound of my door open and then closed again my door opened and then closed again at 18.15 we are ready to go at 18.15 we were ready to go frequency of error: 213 percentage: 32.12% causes/sources: incomplete knowledge of rules, intralingual misformation usually occurred because of the lack of learners' information or knowledge in the changing of past participle or in constructing sentences according to its tense form. as shown in the first example, the student was not consistent in writing the right verb form. here, the student used past tense in composing the writing. therefore, the right clause should be ‘i slowly opened my eyes, and someone greeted me’. the next example is the clause ‘i could saw a power plant’. this clause already used past ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 733 modal auxiliary. because of that, the student should use a simple present verb instead of a simple past verb. therefore, the correct clause should be ‘i could see a power plant’. the next example is the usage of past participles. the student used the present verb instead of the past one. therefore, the correct sentence should be ‘we were also asking other friends. the fourth example has the similar kind of error to the third example. the correct clause should be ‘i was talking so much’. as for the last two examples, they have the same kind of error with the previous examples. the correct clause should be ‘my door opened and then closed again’ and ‘at 18.l5 we were ready to go’. 4. misordering the researcher found eight (8) errors in terms of misordering from the text. in this type of error, the student did not write the clause in an appropriate order. table 3.5 presents the example of the data. table 3.5 misordering error classification error identification error correction misordering why i could be in bali right now, why could i be in bali right now, they sold clothes, ornaments, jewelries, board surfing, and *restaurants they sold clothes, ornaments, jewelries, surfing board, and there were also restaurants because the three of us were hungry, so the first goal we have set the three of us were hungry, so we set the first goal frequency of error: 8 percentage: 1.20% causes/sources: interlingual ( l1 interference) , word by word translation of l1 to l2 this kind of error is characterized by the incorrect placement of a morpheme in a sentence. for example, the sentence in datum number one ‘why i could be in bali right now.’ is incorrect. it is a positive sentence, but its order is an interrogative one. in the text, the next sentence is the answer. therefore, the sentence is not in an appropriate order. the correct one should be ‘why could i be in bali right now’. as for the last example, the clause ‘...so the first goal we have set’ is not in the right order. ‘we have set’ here is the subject and ‘the first goal’ is the object. the right pattern is subject (noun) + verb + object (noun). therefore, ‘the first goal’ should be put after the ‘we set’. the right sentence should be ‘so we set the first goal’. by looking at the similarities and the differences between this study and the previous studies, the researcher can conclude that the students’ comprehension about the use of faisal amir, abidin pammu, nasmilah an analysis of grammatical errors in writing made by english education students at iain palopo 734 grammar and word choices in their writing is similar to the other students’ which produced other kinds of writing. therefore, the researcher believes that students of class d have to learn more to understand better about the construction of good writing in english language. from the writing texts produced by the fifth semester students of english study program at iain palopo. the researcher concludes that the highest percentage of the errors is addition, especially in constructing sentences according to its form. these errors occurred because the students were still lacking the form or grammar that is supposed to have in the sentence, but the learners omit it. also, the mother tongue as a source of the learners’ errors. it happens because the students attempted to build up hypotheses about the english language from their limited experience of misleading explanation provided by the teacher, faulty presentation in a textbook or a memorized pattern that is not contextualized which reflects the general characteristics of rule learning. to make the students aware of this kind of lacking knowledge, the students should study and practice more about english grammar and vocabulary. therefore, the students could easily compose a good writing with less error. conclusion by analysing the students’ errors according to four types of errors based on surface strategy taxonomy: omission, misformation, addition, and misordering. the writer used comparative analysis in order to infer the causes or sources of those errors committed by the students. after all errors were identified, then the frequency of each type of error was investigated. the most predominant types of error was omission with 387 (58.37%). the omission happened when the students omit an item that must appear in a well-formed utterance or writing. the second most predominant error was misformation, 213 (32.12%). the students supply the wrong form of the morphemes or structure, and they supply something although it is incorrect. misformation errors are divided into three subcategories: alternating, archi-form, and regularization. the third most frequent error was addition. this error occured when the students present an item which must not appear in a well-formed utterance or writing. it usually occurs in the later stages of l2 acquisition or learning when the learner has already acquired some target language rules. the fourth dominant error was misordering the misordering errors had the lowest frequency of occurrence made by the english students. it happens when the students make an incorrect placement of a morpheme or group of morphemes in an utterance or writing. the great majority of the participants in this study demonstrated confusion for the right usage of prepositions, addition of unnecessary prepositions. in sources of error, developmental was the highest frequency in the students’ errors. the developmental errors happen when the student attempts to build up hypotheses about the english language from his limited experience of misleading explanation provided by the teacher, faulty presentation in a textbook or a memorized pattern that is not contextualized which reflects the general characteristics of rule learning. ambiguous was the second highest frequency in affecting the students’ grammatical errors. the ambiguous is caused when the errors reflect the learner’s native language structure and the types found in written works/speech of children acquiring a first language. based on the data, it was found that interlingual errors were in the third dominant of the students’ grammatical errors. this error referred to negative transfer or mother-tongue interference. interlingual affects the students make errors as the result of transfer from their native language since they have not been familiar with the second language system. unique errors were the lowest frequency in affecting the students’ grammatical errors. unique errors occur when the student builds his first language development, it must be unique to second language and since it is not interlingual, some must be unique reflections of creative construction. finally, the findings were grouped, and the examples of each error ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 735 were presented. references badger, r., & white, g. 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(2022). students' perception on self-directed learning (sdl) in learning english by using youtube video. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 13071314. doi:https://doi.org/10.24256/ideas.v10i2.3208 https://doi.org/10.24256/ideas.v10i2.3208 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 737 104 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2023 pp. 104 – 116 a sociolinguistic analysis on the types of english course instructor code switching in the english teaching and learning process jamiluddin1* jamiluddininggris@yahoo.co.id 2* 1universitas tadulako received: 2023-05-01 accepted: 2023-05-15 doi: 10.24256/ideas.v11i1.3822 abstract this study focuses on sociolinguistics analysis towards the use of code switching produced by instructors in english teaching and learning (elt) process. this study applied qualitative method and records the process of teaching english and interviews the instructors and students as a technique of this research to find the importance of code switching. the data were transcribed and analyzed use the concepts of wardhaugh and suwito about types of code switching. the result shows that that there are 4 types of code switching used by instructors in english teaching and learning process. they are extern, intern, metaphorical and situational code switching. .keywords: code switching; instructors utterances; elt introduction language plays an important role in communication. besides being a communication tool, language is also used as a tool to convey an idea, thought, desire and desire to others. communication does not run smoothly without language. today's society is demanded to be able to use english in interacting and communicating life. english as an international language required to be taught in schools and courses. english is a must to learn. this is what makes many people, especially students, use course facilities as a place for them to learn more english. the course venue is an informal learning place that facilitates students to gain knowledge or gain knowledge other than the school where they study. universal english as an english language course that is well known by the community in palopo is also the choice of students who want to deepen their english skills. today's students realize the importance of english for their future life. many students take courses at these places for many purposes, apart from improving their english language skills, they also attend these english classes for the purposes of continuing their education both domestically and abroad, requirements for graduating from masters and doctoral degrees and also requirements for applying for jobs. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 105 language users who are just learning a language or language users who want to add new knowledge will certainly find difficulties. difficulties are not only experienced by students but also experienced by teachers. instructors must help students so they understand what is being taught. students in the class have different levels of ability. some students are quick to understand and some are a bit difficult to understand. there needs to be a language transfer from a foreign language to indonesian and can even be transferred to their mother tongue. this language switching is called code switching. code switching is very helpful for instructors in teaching in class so that the meaning conveyed can be well received by students. hanifatul (2009) states that in the teaching and learning process code switching is often done because of the constraints experienced by students. these obstacles such as students' ability to master english vary, namely obstacles in conversing in english, lack of mastery of vocabulary in students, lack of selfconfidence in students, lack of student motivation in learning english, inappropriate teaching methods , teaching materials that are not in accordance with needs, and an environment that does not support students in learning english. according to him, one solution to these constraints is to do code switching. the use of code switching in the teaching and learning process is not only done by students but can also be done by teachers. junyati (2012) states that code switching occurs because the teacher consciously uses it. he added that non-foreign language teachers have a tendency to use code-switching in the teaching and learning process because it is a requirement in bilingual classes, ease of expression, repetition of main ideas and socialization of unfamiliar foreign terms. he also suggested code switching to be used to achieve a successful teaching-learning process. foreign language instructors must have knowledge of linguistics to overcome difficulties in teaching languages. martinet (1987:19) states that linguistics is a scientific study of human language. linguistics will give language users an understanding of the nature and ins and outs of language as a means of communication to interact with society. the science that studies how language is used in the life of a society is sociolinguistics. fishman (in chaer and agustina, 2010:3) states that sociolinguistics is the study of the characteristics of language variations, the functions of language variations, and language users because these three elements always interact, change and change one another in speech communities. conventions are needed because there are many variations, functions and users of language. this means that there has been an agreement on the use of the words used by the user group. this convention is also studied in sociolinguistics. without conventions there will be confusion and unclearness in the communication process of a society. according to criper and widdowson (in chaer and agustina, 2010: 4), sociolinguistics is the study of language in its use with the aim of examining the conventions of language use relating to other aspects of social behavior. one of the things discussed in sociolinguistics is code switching. language users must be able to place themselves in all situations and use appropriate language based on the situation in communicating. according to wardhaugh (1986) code switching is divided into two types, namely metaphorical and situational code jamiluddin a sociolinguistic analysis on the types of english course instructor code switching in the english teaching and learning process 106 switching, whereas according to suwito (in chaer and agustina, 2010: 114) code switching is divided into two types, namely external and internal code switching. code-switching events in the teaching and learning process occur because the interacting parties know more than one language (margana, 2012:3). for example, in the teaching and learning process at the course in manado, code switching occurs because the parties who interact, in this case instructors and students, know more than one language, namely manado malay (bmm), indonesian (bindo) and english ( bing). universal english as a place for english language courses in the teaching and learning process cannot be separated from the use of code switching. instructors use code switching with the aim of helping students understand what is being explained. code switching is mostly used in children's classes because in this class there are still many things that children really need to know about english. differences in class levels also affect the use of code switching. if in children's classes up to junior high school, instructors do a lot of code switching, then in high school classes, adult classes, toefl, and ielts, instructors reduce the use of code switching. the reduction in code switching is because at this level students already have more english skills in terms of vocabulary, grammar, reading, writing and listening skills. at this level students also understand more about the lessons given even though the instructor uses more english in his explanations. based on the students' constraints in learning english, a research was conducted on the types and functions of code switching in the process of teaching and learning english in the children's class. code switching, which is one of the discussions of science in sociolinguistics, is related to the process of learning languages, especially english. chaer and agustina (2010: 2) state that sociolinguistics is an interdisciplinary science, namely between sociology and linguistics. sociology studies how society occurs, lasts and persists; while linguistics studies language. sociolinguistics is one of linguistics that is very important to study because sociolinguistics is a science that studies how a language is used in the life of a society. in relation to instructor code-switching in the teaching and learning process of english, the language that appears during code-switching varies greatly because the language used in the place where the code-switching takes place also varies. the process of code switching occurs because there are speakers, namely instructors, listeners, namely students who communicate with each other in class, the environment where they meet, there are dialect variations that arise because both instructors and students come from different social backgrounds so that it will affect their speech. the social identity of the speaker (instructor) and the social environment of the speaker (instructor) as well as the interlocutor (student) influence the choice of code. this statement is also supported by fishman (in chaer and agustina, 2010: 7) who formulates that what is at issue in sociolinguistics is "who speaks, what language, to whom, when and to what end". the speaker in interacting or communicating with the interlocutor must use language that can be understood by both people or groups. the purpose of the speech must also be stated clearly according to the condition of who is being spoken to. regarding code switching done by the instructor in the process of teaching and learning english, the instructor must use language that can be understood by students. the learning material provided by ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 107 the instructor must be clear so that students can understand the learning material. the method of teaching must also be adapted to the condition of the ability of students. there is students are quick to understand and some are slow to understand. therefore, way teaching must be adjusted so that the learning process can take place optimally. the process of learning a language will not be successful without other sciences that support each other. the sciences that contribute to language learning are linguistics, sociolinguistics, psycholinguistics, pedagogics, psychology, sociology and anthropology. in the analysis of code switching, code switching itself is included in sociolinguistics because it studies the proper use of language in the process of interacting with language-using communities. fishman (1972) argues about language sociolinguistically which is not only in the form of word structures, but also language functions as a social interaction tool that reflects the construct of the people who use that language. in connection with the use of instructor code switching in the language teaching and learning process, the language spoken by the instructor is not just spoken but functions as an interaction tool that helps students gain more knowledge but also through the instructor's speech students can understand the intent and purpose of learning. by switching the code (language) students' difficulties can be overcome. the code switching chosen by the instructor reflects the identity of the instructor, such as an instructor who switches the code to manado malay reflecting that the instructor came from manado or had lived for a long time so he already knew the language. the role of sociolinguistics in language learning is very important. nowadays, especially in learning foreign languages, many students have studied foreign languages for a long time, but they cannot communicate using the right language because what is taught is only the grammar but does not pay attention to the social aspects of language. this statement is supported by holmes (1992) who emphasizes that students need to be equipped with cross-cultural knowledge. based on the theory of sociolinguistics which states that sociolinguistics is a science that studies the language used in the interaction of people's lives, the english language used in the interaction between students and instructors in the teaching and learning process is difficult to understand. students experience difficulties so it is necessary to do code switching to overcome them. students have difficulty understanding what the instructor conveys when the instructor uses english. the existence of these difficulties made the instructor, who initially explained and spoke in english, switch the code to a language that the student understands. the language switching performed by the instructor was external code switching. it is also possible that instructors who initially explain in a language that students understand will switch the code to english with the aim that students can practice what is taught in english. to achieve this goal, there are several codeswitching functions that can be used so that the teaching and learning process can run well and minimize student difficulties. students who experience difficulties in learning english are usually influenced by their social environment, such as the school environment, association and family. students experience learning difficulties because there is no help from parents who help these students’ study at home so that students do not have someone to talk to practice their english skills. in addition, the school environment and association also influence. at school students cannot learn english more jamiluddin a sociolinguistic analysis on the types of english course instructor code switching in the english teaching and learning process 108 specifically because of the large number of students in the class so that their abilities do not improve. a social environment that does not encourage these students to practice their english skills makes students embarrassed to make mistakes and afraid to practice their abilities. the use of code switching in the process of teaching and learning languages with bilingualism have a relationship. a society in interacting definitely needs language. the language used varies greatly. language users who use more than one language are called bilinguals. brown (2007) stated that most bilinguals perform code-switching actions, namely the act of inserting words, phrases, or even longer ones from one language into another, especially when communicating with other bilinguals. the use of bilingualism is very necessary in the teaching and learning process. according to basel and hidayat (2011: 30,) the use of two languages is not solely for academic achievement but is far more important for national integration. the use of monolingual results in students having difficulty understanding academic concepts and leading to poor achievement and decreased student personality. weinreich (1968:5) states that bilingualism refers to the use of two languages alternately. the use of this alternate language can be in the form of using a foreign language to the local language or vice versa. the use of more than one language is used by looking at the existing situation. the use of bilingualism must pay attention to the ability of language users. in relation to usage code switching in the process of teaching and learning english, the use of bilingualism must pay attention to the abilities of students. if students do not understand the learning material in the language used by the instructor, the instructor must choose another language that can be used by the instructor and can be understood by students. instructors and students are language users who use more than one language. bilingualism and code switching are related. when doing code switching, that's where the process of bilingualism occurs. when instructors see that their students do not understand what is being said, the process of bilingualism occurs through the use of code switching. in the field of education, the use of bilingualism is also associated with the language skills of teachers (instructors) and students, especially if the skills of teachers (instructors) or students are at the basic or beginner level. macnamara (in margana 2010:9) also states that the beginner's level of knowledge refers to the use of language skills such as reading, speaking, writing and listening. in the nursery class, students in this class learn the skills of reading, speaking, writing and listening. student difficulties such as in terms of vocabulary which is still small makes it difficult for them to read and understand the meaning of readings written in english, difficulties in speaking also occur due to lack of vocabulary and grammar, the ability to write words in english and listening skills are still lacking. less because in this class the children do not have full concentration in understanding the lesson. to minimize these difficulties, the instructor needs to do code switching but it must be used only as needed. code switching can be used not only in the interaction of fellow people language users but can be applied in the process of teaching and learning languages, especially english. according to hudson (1996) "anyone who speaks more than one language chooses between them according to circumstances". someone who uses ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 109 more than one language uses the right language according to the situation. the person chooses the language he or she knows to use according to who is being spoken to, the purpose and the situation in which the person is speaking. in relation to the instructor's code switching in the english teaching and learning process, the instructor must choose the right and appropriate language to use in the code switching process in accordance with the conditions and abilities of the students, the purpose of code switching and the accuracy of the situation in using code switching. several experts have explained about code switching. wardhaugh (1986:104) divides code switching into two types, namely metaphorical code switching and situational code switching. metaphorical code switching, namely code switching that occurs when there is a change of topic; meanwhile, situational code switching is code switching that occurs based on situations where speakers realize that they speak a certain language in a situation and another language in another situation. this code switching does not change the topic. chaer and agustina (2010) state that code switching is carried out because of a conscious change of language by a speaker. it was found that an instructor used language changes consciously because of the demands that had to be made. the instructor did code switching in the process of teaching and learning english because the instructor realized that by doing code switching the students' difficulties in understanding the lesson could be minimized. this is the demand for an instructor who teaches a foreign language in helping students understand the lesson. suwito (in indrastuti, 1997:39) also divides code switching into two, namely internal and external code switching. internal code switching, namely code switching that takes place between languages used in a country controlled by individuals or used by the language users themselves, such as from indonesian to manado malay or vice versa; while external code switching is code switching that occurs between languages such as indonesian and foreign languages, such as switching from indonesian to english or vice versa. fishman (in chaer and agustina, 2010: 108) states that the cause of code switching is seen from the main sociolinguistic issues such as who speaks, in what language, to whom, when and for what purpose. in the process of teaching and learning english, instructors must know the right language to use in the code-switching process, the purpose of code switching, the ability of students to understand the lesson and the right situations for code switching. margana (2012:16-17) states that there are many functions of code switching in the communication process in the classroom which are categorized into several categories, namely the main function of code switching for learning materials, class management and discourse markers. apart from that, there are several transfer functions of code switching in learning material, namely the functions of classification, reiteration, explanation, exploration, elaboration, checking understanding, emphasizing certain linguistic elements, making interference, developing vocabulary, discussing student assignments, giving feedback and as a reflection. judging from its function in classroom management, code switching functions to attract students' attention, provide directions, mark changes in topics, ask students for help, overcome tension, maintain student discipline, motivate jamiluddin a sociolinguistic analysis on the types of english course instructor code switching in the english teaching and learning process 110 students. students, give appreciation to students, scold students and maintain interpersonal relationships. these functions can be applied in the process of teaching and learning english in children's classes according to the situation and objectives want to achieve. the process of learning to teach english to children is related with code switching. learning is a process to find and know something. we get knowledge or information that was not known before if we want to learn. there are factors that influence a person in learning something. these factors include non-social factors (stationery, books, room/classroom, weather, etc.), social factors (other people), physiological factors and psychological factors (suryabrata, 2008). the way students and adults learn english is different. this difference raises an important issue to note. cameron (2001: 24) states that because early childhood is in a period of growth, its motor, language, social and conceptual development needs attention. learning content is more focused on developing language skills, vocabulary, and language use at the discourse level with interactive learning methods such as through games, songs, rhythms or stories. vocabulary is very important and is the basis for learning english. without the ability to master vocabulary, students will have difficulty interacting and doing assignments. harley (1996) in his research shows that without sufficient knowledge of relevant vocabulary, students have difficulty making vocabulary assignments. the process of learning english for children is given in stages because children's ability to understand lessons is not the same as adults. the important thing to note is the learning method. the teaching and learning process will be successful if the learning method is in accordance with a person's level of ability. matondang (2005) states that considering that english is a foreign language in indonesia, the learning process must be carried out in stages. selection of material that is appropriate for the child's age and fun learning situations must be a major concern in the success of a learning process. the process of learning english for children will be successful if there are teachers who teach, adequate facilities and appropriate and effective learning methods. matondang (2005) also added that the success of teaching and learning english in early childhood is influenced by many factors, namely: qualified teachers, adequate learning resources and facilities and a good and simple curriculum. these factors support each other and cannot be separated. this research discusses the types and functions of instructor code switching in children's classes because in this class, children are still learning to recognize language. lack of vocabulary mastery is one of the reasons teachers do code switching. types of code switching were examined using the concept of suwito (1985) and wardhaugh (1986) and the functions of code switching were examined using the concept of margana (2012). . ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 111 method data collection techniques are very important in research. the main purpose of data collection techniques is to obtain data. in qualitative research, data collection can be done in natural conditions, primary data sources, observations and interviews (sugiyono, 2010: 225). the collection of data taken is in the form of recordings of the teaching and learning process. recording technique to find out if there is code switching done. based on the results of the recording, it will be known the types of code switching that occur. in this recording technique, each instructor recorded his speech in the teaching and learning process once for 5 instructors who teach in children's classes. in this study the authors also used the interview method. interviews were conducted with 5 instructors and 4 students to obtain information regarding the types of code switching used by instructors, the importance of code switching in the english teaching and learning process. result and discussion the results of the research on instructors who teach in elementary classes at universal english palopo, are described in accordance with the research objectives, namely to identify and describe the types of code switching and explain the functions of code switching. the types and functions of code switching used by the instructor can be seen in the following analysis section. research on instructors teaching children's classes at universal english palopo, described in accordance with the research objectives, namely to identify and describe the types of code switching and explain the functions of code switching. the types and functions of code switching used by the instructor can be seen in the following analysis section. according to experts, there are several types of code switching that appear in code switching research. according to suwito (1983) there are 2 types of code switching, namely internal and external code switching; and according to wardhaugh (1986) there are also 2 types of code switching, namely metaphorical and situational code switching. based on the research results, external code switching is more common than internal code switching and situational code switching is more common than metaphorical code switching. the following will explain the types of codes switching: a. external code transfer wardhaugh (1986) states that external code switching is code switching that occurs between languages that exist in the environment of speakers of that language with foreign languages. melia, et al (2012) in their research also found code switching in the conversational situations of the minang people in bandar lampung. related to this research, external code switching is also found in the teaching and learning process of english. in this study, the external code switching that occurred was code switching from english (eng) to indonesian (ind), from english (eng) to palopo indonesian (pind), and from palopo indonesia (pind) to english (eng). jamiluddin a sociolinguistic analysis on the types of english course instructor code switching in the english teaching and learning process 112 instructor i 1) you are the third student. tahu apa artinya? the cs above is a type of external ak because at first the instructor told his students that he was the first student in the class using eng as in the speech "you are the third student" which then the instructor did code switching into ind to ask if his students understood what what the instructor says as in the following example "tahu apa artinya?". 2) third student siswa ketiga the cs above includes the type of external code switching. code switching previously showed the instructor telling his students that he was the first student by using english as in the following instructor's speech "third student" which was then code-switched in indonesia language as in the following example "siswa ketiga". instructor 2 1) page nineteen. nineteen itu brapa? the utterance includes the type of external code switching. initially the instructor greeted his students and asked if his students still remembered yesterday's lesson in bing then did code switching in bmm when asking english from the number sixteen as in the following example "page nineteen. nineteen itu berapa?”. 2) listen, point and repeat. is your card on the toys box? is your card under the table? is your card next to the door? ok. toys box itu artinya kotak permainan seperti ini this code switching includes the type of external code switching. initially the instructor gave instructions to students what to do and asked several questions in english such as the following “listen, point and repeat. is your ball on the toys box? is your ball under the table? is your ball next to the door?”. the instructor then switches the code to indonesia language when explaining the meaning of the toys box as in the following speech " toys box itu artinya kotak permainan seperti ini ". b. internal code transfer the following is a discussion of the internal code switching carried out by the instructor teach. internal code switching according to suwito (1983) is a type of code switching that takes place between languages used in a country that are controlled by individuals or those used by the language users themselves. code switching that occurred in this study was code switching from indonesian (bi) to manado malay (bmm) and from palopo ind (pind) to indonesian (ind). internal code switching is not only found in formal situations such as in the process of teaching and learning foreign languages, but also found in informal situations such as in everyday speech in a community of language users. just like research conducted by melia, et al (2012: 77). their research shows that internal code switching is caused by changing topics, third person, changing moods, showing their first language, talking to people from the same village, and when talking about other people. associated with internal code switching, in this study internal code switching was also found in the teaching and learning process, although not as much as external code switching. based on the explanation above, it can be seen that code switching is mostly done in any situation. instructor 1 1) besok kita ndak kursus nah. kelasnya minggu depan the ak above is an internal code switching type because at first the instructor spoke in palopo indonesia as in the instructor's speech "tomorrow is a holiday so ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 113 there are no lessons" then transferred it to indonesia as in the instructor's speech " kelasnya minggu depan " . instructor 4 i4 : so, let me check your homework s1 : salah satu bah i4 : ah namanya belajar s1 : saya tak tau baca bah i4 : makanya toh, belajarki baek baek nah? code switching (cs) above includes the type of internal code switching. code switching occurs in english to palopo indonesia. the instructor initially used english when explaining to his students not to be afraid of making mistakes because they were still learning, as in the following utterance "ah, namanya belajar ". code switching is carried out when the student responds that he does not really know how to read in english which then the instructor responds by doing code switching in palopo indonesia as in the following utterance " makanya toh, belajarki baek baek nah?". 2) kita bawaji bukuta semua kah? buku apa yang dibawa? code switching above includes the type of internal code switching. the instructor initially used palopo indonesian when asking do the student brought the their book, as in the following statement " kita bawaji bukuta semua kah?". the instructor performs code switching in indonesia when asking what books the student brought as in the following utterance " buku apa yang dibawa?". in this study, internal codeswitching was rarely used when viewed from the large number of instructors who used it. this research is also supported by the research of sumakul (2013) who also found 9 times the use of external codeswitching. c. metaphorical code switching the following is a discussion of the metaphorical code-switching that the instructor does when teach. according to wardhaugh (1986) metaphorical code switching is code switching that occurs when there is a change in topic of conversation. in this study, the code switching that occurred experienced a change in topic of conversation, both caused by the instructor and the students. metaphorical cs is not only found in foreign language learning but also found in other situations. however, in this study, metaphorical ak was found less than situational cs. instructor 1 1) i1 : hallo katlea s1 : hallo ma’am i1 : how are you? s1 : i’m fine thank you i1 : do you bring your book? kid’s box and the note book ss1 : yes i1 : you are the first student. tau apa artinya? first student siswa pertama jamiluddin a sociolinguistic analysis on the types of english course instructor code switching in the english teaching and learning process 114 d. situational code switching the following is a discussion of situational code switching by the instructor while teaching. according to wardhaugh (1986) situational code switching is code switching that occurs without changing the topic of conversation. in this study, situational cs is found more than metaphorical cs : do you have sibilings? : no : no? only you in your family? cuma anak sendiri? : ada adiku. adik kandung : adik kandung? what is your brother or sister? adik laki-laki ato perempuan? : emm sister : what’s your sister’s name? namanya? : my sister is amel : my sister name is amel. how old is she? sudah berapa tahun umurnya? : my sister is old is 10 months : my sister is 10 months. 10 months? 10 bulan? : iya : is she beautiful? yes or no? dia cantik nda? : yes : yes, she is. are you beautiful ani? : yes : yes, i am judging from the whole conversation above, the conversation is a type of situational cs because during the learning process there is no change in the topic of conversation. the teaching and learning process that takes place is the instructor and student interaction in the form of conversation exercises where the instructor asks about the student's younger sibling. this can be seen from the instructor's questions such as: ”namanya?,sudah berapa umurnya?, dia cantik kah?”. 1) i1 : do you know what day is tomorrow? besok hari apa? s1 : saturday i1 : tomorrow is holiday. besok hari libur jadi nda ada les. lesnya nanti minggu depan judging from the whole conversation, codeswitching is also a type of situational codeswitching because in the conversation above there was no change in topic of conversation. the discussion only concerned information from the instructor that tomorrow was a holiday and there were no courses. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 115 conclusion instructors do more external code switching (code switching from language foreign language (english) to indonesian (ind) and palopo indonesia (pind)) instead of using internal code switching (code switching from indonesian (bi) to palopo indonesian (pind) or vice versa) when explaining learning material to students students and when they see these students do not understand what they are teaching or conveying. situational code switching (code switching that occurs without changing the topic of conversation) is more common than metaphorical code switching (code switching that occurs due to a change in topic of conversation). all types of code switching that exist in wardhaugh and suwito's concept are found in this study. references bloomfield, l. 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(2004). functions of code-switching in schoolchildren’s conversation. . bilingual research journal, 28(1), 77-98. saville-troike, m. (2003). the ethnography of communication: an introduction. malden, ma: blackwell publising. sert, o. (2005). the functions of code-switching in elt classrooms. the internet tesl journal, xi (8). retrieved june 23rd, 2012, from http://iteslj.org/articles/sert codeswitching.html tesol. (2008). position statement on english as a global language. retrieved february 12th, 2015, from http://www.tesol.org wardhaugh, r. (2006). an introduction to sociolinguistics (5th ed.). new york: blackwell publishing. yusuf, y. q. (2009). a pragmatics analysis of a teacher’s code-switching in a bilingual classroom. the linguistics journal, 4(2), 6-39. http://portal.research.lu.se/ws/files/6233889/624446.pdf http://iteslj.org/articles/serthttp://www.tesol.org/ the particular dialect or language that a person chooses to use on any occasion is called a code 586 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 586 606 the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school *ernawati sihombing1, erika sinambela², sahlan tampubolon ᶾ *corresponding author: ernawati sihombing (ernawati.sihombing@student.uhn.ac.id) 1,2,3 universitas hkbp nommensen, medan, indonesia received: 2022-12-03 accepted: 2023-07-31 doi: 10.24256/ideas.v11i1.3803 abstract this study aimed to determine the perceptions and motivations of efl students at smp st. ignatius medan who apply blended learning in english subjects. he research design used in this study was descriptive qualitative research, with data collected in the form of words and images rather than numbers. the research findings show that efl students have a positive perception of the use of blended learning in learning english and an increase in their learning motivation after using this method. this is because 72.9% of students are more comfortable using technology in the classroom, and 53.1% of students have a more interactive and interesting learning experience, even though student feedback is considered to be of lower quality; namely, from the data obtained, only 24% of students easily get feedback from teachers. the main problem for students is that 57.3% of them feel there is a lack of social interaction with classmates and teachers, and 71.9% have problems with poor internet connectivity, which causes them to not fully understand learning material. student motivation in blended learning is influenced by two factors: the first is the intrinsic factor, where it was found that 57.3% of students felt learning english with blended learning was more interesting and fun. student motivation related to the extrinsic factor; researchers found that 67.7% of students felt motivated to learn english with blended learning because they could access learning materials more flexibly. from these data, it was found that the impact of learning english using blended learning was due to the intrinsic factor: 94.8% of students felt that english was important for their future, and 84.4% of students felt that learning english was a necessity. from the extrinsic impact factor of blended learning with students' motivation to learn english, 86.4% of students feel that they will get a better job in the future. the research findings show that the use of blended learning can be applied more broadly and effectively in increasing the learning motivation and english skills of efl http://u.lipi.go.id/1457703302 mailto:ernawati.sihombing@student.uhn.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 587 students. keywords: efl students, perception, blended learning, motivation, english subject introduction the covid-19 pandemic had a significant impact on the quality of learning because, while teachers and students could initially communicate and interact directly in the classroom, interactions were limited to virtual spaces during the pandemic. with these conditions, the teacher must be able to effectively develop the learning process to maintain the quality of student learning. teachers must create an engaging learning process that makes use of technological advancements to motivate students to learn. motivation is the first stage in learning that is required to encourage someone to be enthusiastic about learning something (manggabarani et al., 2016: 85). in such conditions, teachers must be able to package effective learning while also prioritizing learning quality to arouse students' enthusiasm for learning and achieve learning objectives. according to akkoyunlu and aoylu (2008:184), teachers can use blended learning, which is a combination of face-to-face and online learning, to achieve optimal learning objectives. students are facilitated in this learning model to be able to learn and repeat material independently for one part of the session using online learning materials and resources and for one part of the session face-to-face in the classroom (staker & horn, 2012:3). this learning model has the advantage of allowing students to get direct explanations from the teacher and interact with their classmates during face-to-face learning activities in class. meanwhile, because the time and place are more flexible when learning online, they can learn anywhere and at any time. blended learning cannot be directly accepted by students in learning, particularly in english learning. teachers should understand how to integrate online learning with face-toface learning when designing blended learning models. several skills must be mastered in the process of integrating these two learnings, according to graham et al. (2019:173), including the ability to use data on student characteristics, teaching techniques, and techniques to facilitate individual and group learning, the ability to develop online interactions, and the ability to apply combinations of these three abilities to the practice of learning the blended learning model. based on an initial interview with the deputy principal of smp st. ignasius medan on november 12, 2022, smp st. ignasius medan implements blended learning using the learning management system from scola bandung in the academic year 2021–2022. there are many limitations in the process of teaching and learning activities during online learning, such as not meeting teachers with students, limited internet packages, network limitations, and limitations of electronic devices owned by students, such as gadgets, because students must take turns using cellular phones with other family members. based on initial interviews with english teachers at smp st. ignasius medan on november 12, 2022, it was discovered that the average english learning outcomes of smp st. ignasius students in grade vii in the even semester exams for the 2021/2022 academic year were 55.30, the average english learning outcomes of smp st. ignasius medan class viii ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 588 in the even semester exams for the 2021/2022 academic year were 55.42, and the average english learning outcomes of smp st. ignasius medan class ix in the same semester exams for the 2021/2022 academic year were 57.84. even when students are learning english online, the teacher must observe their behavior while collecting assignments. all subject teachers believe that students' behavior in collecting assignments is inefficient because they are sometimes late and do not even submit assignments by the deadline. students also have different perceptions regarding the collection of assignments; therefore, an in-depth study of students' perceptions of conducting online learning is required, ranging from the condition of students while studying to the results obtained by students. perception is a fundamental communication process in which a person creates meaning when communicating with himself and with others (wood, 2011:70). perception is at the core of communication; if perception is incorrect, it will be difficult to communicate effectively. sensing (sensation) through sensory organs (touch, sight, smell, taste, and hearing), attention, and interpretation are all components of perception (mulyana, 2020:168). to determine the extent to which indicators of learning activity (sudjana, 2016:61) can be used to assess students' learning motivation, consider the following: (1). students participate in carrying out their learning assignments during teaching and learning activities (2). students want to participate in problem-solving activities as part of their learning (3). if students do not understand the material or encounter difficulties, they may want to consult with friends or the teacher (4). students want to try to find information that will help them solve the problems they are experiencing. (5) students conduct group discussions as directed by the teacher. (6) students can evaluate their abilities and the outcomes they achieve. (7). students practice problem-solving skills and (8). students have the opportunity to use or apply what they have learned to complete tasks or solve problems. learning motivation exists based on the ability or attempt of someone to obtain the expected results, and the existence of motivation is marked by certain indicators, according to the understanding and indicators presented above. based on the background described above, the authors are interested in conducting research with the title: "the efl students' perception of blended learning toward student motivation in english subject at smp st. ignasius medan." based on the background above, the researcher wish to carry out a research and to deeply investigate in this study, the problems are defined as follows: what is the perception of students at smp st. ignasius medan about blended learning in english? what are the students' perceptions of the factors that limit and support blended learning in the english subject at smp st. ignasius medan? and how is student motivation impacted by blended learning when learning english? method the research design used in this study was descriptive qualitative research, with data collected in the form of words and images rather than numbers. according to bogdan and taylor in lexy j. moleong (2000:4), qualitative research is a research procedure that generates descriptive data from people and observed behavior in the form of written or ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 589 spoken words. this type of descriptive qualitative research that was used in this study was intended to obtain information about the perceptions and motivations of grade viii students in blended learning at smp st. ignasius medan. this research was conducted at smp st. ignasius medan jl. karya wisata number 6 medan johor. the subject of this research was the students of smp st. ignasius medan, and the researcher chose to use a sample of students in grade viii. the data collection instrument was an e-questionnaire created with google forms. the questionnaire takes the form of a statement question, with 70 questions implicitly grouped into three sub-topics. the first was about student perceptions of blended learning, the second was about student supporting and inhibiting factors in using blended learning in english subjects, and the third was about student motivation in english subjects using blended learning. a data collection method is a technique used by researchers to collect data. this research data was gathered by distributing or filling out questionnaires on a google form. the researcher distributed a web-based questionnaire to 96 students. after students complete the e-questionnaire, their responses are automatically sent to the researcher's email address. finally, the researcher checked the students' answers. the data analysis used is a descriptive-analytic method, which describes the collected data in words, pictures, and not numbers. the data that comes from the questionnaire is then described so that it can provide clarity on reality (sudarto, 1997:66). the analysis started with formulating and explaining the problem before going into the field and continued until the writing of the research results. findings and discussion findings the questionnaire results suggest that respondents have a positive view of the application of the bl technique to efl students at smp st. ignatius medan, as explained in the findings. the results of the questionnaire explain this. detailed responses to the research questions are provided below. questionnaire results of student perceptions of blended learning the results of the student perception questionnaire on blended learning are shown in the data summarized in table 1 below ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 590 table 1. summary of the results of the student perception questionnaire on blended learning aspect indicators percentage (%) strongly disagree disagree neither agree nor disagree agree strongly agree blended learning conditions comfortable with using technology to learn. 0 2,1 25 42,7 30,2 get a more interactive and interesting learning experience through blended learning. 1 14,6 31,3 39,6 13,5 easy-tounderstand learning material is available through blended learning. 3,2 15,6 34,4 33,3 13,5 the use of technology in learning makes students more motivated to learn. 4,1 18,8 44,8 24 8,3 it is difficult to be actively involved in learning because of limited technology or 4,2 17,7 26 29,2 22,9 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 591 a poor internet connection. physical presence in class is still important for getting the maximum learning experience. 3,1 2,1 9,4 32,3 53,1 it's easier to get help and feedback from teachers or classmates through blended learning. 8,2 36,5 31,3 17,7 6,3 it's hard to stay focused during a blended learning session because of the many distractions around. 5,2 2 18,8 39,6 34,4 lack of social interaction with classmates during blended learning. 3,2 13,5 26 27,1 30,2 the time spent learning through blended learning is more effective 6,2 18,8 45,8 22,9 6,3 ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 592 and efficient. learning materials feel confident in your english skills. 10,4 20,8 35,4 24 9,4 feel motivated to learn english. 2 6,3 31,3 43,7 16,7 comfortable when speaking or writing in english. 5,2 18,8 37,5 26 12,5 easily understand english grammar and vocabulary. 5,1 19,8 36,5 31,3 7,3 feel confident in using english vocabulary in different situations. 10 30,2 25,4 25 9,4 motivated to keep learning new english vocabulary and grammar. 0,1 7,3 33,3 38,5 20,8 i feel helped by the blended learning model that i use to learn english. 3,2 20,8 42,7 20,8 12,5 difficult to understand english vocabulary or grammar. 7,3 22,9 35,4 25 9,4 it's hard to express 4,2 19,8 38,5 30,2 7,3 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 593 yourself in english. find it helpful to speak or write english in everyday life. 1 20,8 36,5 30,2 11,5 student participation actively engage in learning through a blended learning platform. 3,1 16,7 47,9 25 7,3 do regular assignments and quizzes on the blended learning platform. 1,1 3,1 32,3 47,9 15,6 participate in online discussions on blended learning platforms. 4,1 18,8 35,4 37,5 4,2 using the online resources provided on the blended learning platform to deepen my understandin g of the learning material 2,1 12,5 35,4 42,7 7,3 find it easy to communicate with teachers 6,3 17,7 38,5 33,3 4,2 ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 594 and classmates through the blended learning platform. make good use of discussion time in physical classes to discuss material that has been studied online through a blended learning platform. 3,1 22,9 40,6 27,1 6,3 feel that they have obtained the maximum benefit from using the blended learning platform for learning. 3,1 14,6 47,9 27,1 7,3 feeling involved in learning in the same or better way than when learning is done physically in class. 10,4 36,5 36,5 13,5 3,1 feeling that active participation in blended 5,2 8,3 38,5 34,5 13,5 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 595 learning has a positive impact on learning outcomes. feel helped to develop independent abilities and confidence in learning through blended learning experiences. 5,2 5,2 36,4 43,8 9,4 student perception questionnaire results regarding supporting and inhibiting factors in blended learning in english subjects the results of the student perception questionnaire regarding supporting and inhibiting factors in blended learning in english subjects are shown in the data summarized in table 2 below this. table 2. summary of the results of the student perception questionnaire regarding supporting and inhibiting factors in blended learning in english subjects aspects indicators percentage (%) strongly disagree disagree neither agree nor disagree agree strongly agree factors that influence feel that english blended learning material is easy to understand. 4,1 19,8 44,8 24 7,3 blended learning helps improve english skills effectively. 3,1 16,7 39,6 37,5 3,1 feeling higher learning 4,2 26 45,8 21,9 2,1 ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 596 motivation with blended learning. blended learning allows for more flexible learning. 6,3 19,8 33,3 35,4 5,2 feel helped by the support of technology in learning english. 1 2,1 17,7 52,1 27,1 online learning provided in blended learning can be accessed and used. 0 4,1 32,3 52,1 11,5 interaction with the teacher in blended learning helps to understand the material better. 4,1 16,7 45,8 27,1 6,3 interaction with friends in blended learning helps improve english skills collaboratively. 5,2 26 40,6 21,9 6,3 blended learning provides opportunities for discussion and questionand-answer activities. 3 12,5 41,7 36,5 6,3 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 597 the use of multimedia in blended learning helps students understand the material more visually. 1,1 5,2 47,9 33,3 12,5 inhibiting factors find it difficult to understand english blended learning material. 7,3 20,8 36,5 28,1 7,3 having difficulty maintaining my learning motivation in blended learning. 4,1 11,5 42,7 34,4 7,3 difficulties adapting to blended learning. 2 19,8 46,9 25 6,3 poor internet network quality often interferes with blended learning. 4,2 6,2 17,7 39,6 32,3 experiencing difficulties in interacting with teachers in blended learning 5,2 13,6 40,6 30,3 9,4 feeling less helped by the online learning materials provided in blended 5,2 22,9 43,6 19,8 8,3 ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 598 learning. blended learning often creates technical problems that interfere with the learning process. 1,1 13,5 25 46,9 13,5 lack of social interaction with friends in blended learning makes you feel less motivated. 6,2 9,4 42,7 34,4 7,3 find it difficult to organize time and schedules in blended learning. 5,2 10,4 30,3 33,3 20,8 find it difficult to strike a balance between online and offline learning in blended learning. 2,1 11,5 39,6 33,3 13,5 questionnaire results of student learning motivation with blended learning in english subjects the results of the student learning motivation questionnaire with blended learning in english subjects are shown in the summary of the data in table 3 below this. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 599 table 3. summary of the results of the student learning motivation questionnaire with blended learning in english subjects aspect indicators percentage (%) strongly disagree disagree neither agree nor disagree agree strongly agree intrinsic factors feel that learning english is something interesting and fun. 1,1 13,5 28,1 39,6 17,7 feeling that the material learned in english lessons is important for the future. 0 0 5,2 34,4 60,4 feeling that learning english is a necessity to improve language skills. 0 2,1 13,5 49 35,4 feel challenged to learn better english grammar. 0 2,1 31,3 45,8 20,8 feel happy when you can understand the meaning of new words in english. 1 3,1 10,4 41,7 43,8 i feel that learning english makes it easier to understand foreign cultures. 0 6,3 22,9 50 20,8 ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 600 i feel that learning english helps me communicate with people from other countries. 1 3,1 7,3 44,8 43,8 feel that learning english enriches life experiences. 0 5,2 24 47,9 22,9 feeling that learning english provides a sense of accomplishmen t and personal satisfaction. 0 3,1 36,5 42,7 17,7 i feel that learning english improves my ability to learn another language. 2,2 3,1 32,1 43,8 18,8 extrinsic factors i feel that my parents, siblings, and family encourage me to learn english. 1 1 18,8 47,9 31,3 i feel that a good teacher or instructor can motivate me to learn english. 2,1 1 18,8 53,1 25 feeling forced to learn through 9,4 24 42,7 13,5 10,4 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 601 blended learning by the demands of assignments or school assignments can access subject matter more easily and flexibly. 0 1 31,3 55,2 12,5 i felt that learning english made it possible to get a better job. 0 3,2 10,4 47,9 38,5 learning english increases the chances of getting a scholarship or participating in a student exchange program abroad. 0 1 24 45,8 29,2 learning english can help improve social status in society. 1 2,1 32,3 49 15,6 learning english increases the chance for a future international career. 0 2,1 25 42,7 30,2 learning english provides an advantage 0 1 18,8 55,2 25 ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 602 when accessing information. blended learning makes it possible to obtain a more interactive and enjoyable learning experience. 0 2,1 39,6 42,7 15,6 discussion descriptive research on students' perceptions of blended learning can provide valuable information for teachers and educational institutions looking to improve the quality of learning. this descriptive research aims to collect data on students' perceptions of blended learning in detail and systematically and to analyze the results objectively. the method used in this descriptive study was a questionnaire given to students to measure their perceptions of learning english with blended learning. students' perceptions of blended learning based on the questionnaire on student perceptions of blended learning in terms of learning quality, we can provide an overview of how students perceive the quality of learning they receive through blended learning. on the aspect of blended learning, based on the questionnaire obtained, 72.9% of students were comfortable using technology in learning, and 53.1% had a more interactive and interesting learning experience. however, student feedback is considered to be of lower quality; only 24% of students feel it is easier to get feedback, so efforts can be made to improve the evaluation and feedback provided. interaction is considered to be of poor quality; 57.3% of students feel they lack social interaction with classmates, so efforts can be made to improve interactions with teachers and classmates. the aspects of blended learning material based on the questionnaire found that 60.4% of students were motivated to learn english, and 59.3% of students were motivated to continue learning new vocabulary and english grammar. blended learning attracts students' interest in learning english. however, student involvement in blended learning needs to be improved (only 38.5% of students are comfortable speaking or writing in english). blended learning is learning that combines online learning and face-to-face (offline) learning. this learning has been widely used by educational institutions and has provided benefits for students and teachers. several factors influence students' perceptions of blended learning, namely that students need direct interaction (physical presence at school) to obtain the maximum learning experience. the trigger for external distraction in online learning makes students less focused on learning. interaction between students and teachers and between ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 603 classmates directly helps in gaining a better understanding of the learning material. in overcoming this problem, several steps can be taken, including (1) providing direct interaction with teachers through discussion forums or online consultations; (2) ensuring that the material presented is appropriate for the level of understanding of students; and (3) assisting in understanding the material, if necessary. student perceptions regarding supporting and inhibiting factors in blended learning in english subjects blended learning combines online and face-to-face learning. based on the questionnaire, 71.9% of students have poor internet quality. in blended learning, students feel a lack of direct interaction with the teacher because most of the learning is done online. this condition shows that students have difficulty being constrained by the unstable quality of the internet connection, causing them difficulties in understanding the material presented. in overcoming this problem, several steps can be taken, namely improving the quality of the internet connection used. blended learning requires supporting technology, such as easy-to-use software or applications, a stable internet connection, and adequate technical support. good technology will help students have a smooth learning experience and not be distracted by technical problems. student learning motivation with blended learning in english subjects questionnaires on student learning motivation related to blended learning in english subjects can provide a useful understanding of the factors that influence student motivation when learning online and offline. based on the questionnaire, the aspects of intrinsic factors are as follows: (1) 57.3% of students find learning english interesting and fun; (2) 94.8% of students feel that english is important for the future; (3) 84.4% of students feel learning english is a necessity; (4) 66.6% of students feel happy understanding new words in english; (5) 70.8% of students feel that learning english makes it easier to understand foreign cultures; and (6) 88.6% of students feel learning english enriches life experiences. intrinsic factors such as interests, needs, ability improvement, and life experience are very important in motivating students to learn english. therefore, teachers and educational institutions need to pay attention to creating a learning environment that supports and motivates students to study english more actively and effectively. in the aspect of extrinsic factors, as follows: (1) 67.7% of students can access subject matter more flexibly, and (2) 86.4% of students feel that learning english makes it possible to get a better job. (3) 72.9% of students feel that learning english makes it possible to get a better job. based on the results of the questionnaire, it was found that: (1the first study question is answered by the students' perceptions about the use of the blended learning method in the english subject at smp st. ignasius medan, which is optimistic. positive reactions came from students' perceptions of their feelings after being taught english using the blended learning technique. according to the questionnaire, the majority of the students were motivated to study english using the bl approach, particularly in terms of vocabulary and grammar in english courses. furthermore, individuals gain new learning experiences because it is not only monotonous in face-to-face learning but also in online learning. (2) ernawati sihombing, erika sinambela, sahlan tampubolon the efl students’ perception of blended learning towards students’ motivation in english subject at junior high school 604 the next section discusses students' perspectives on supportive and limiting factors for the use of blended learning in english. students feel helped by the support of technology in learning english, which is the most significant supporting element experienced by students in the implementation of blended learning. the next most important point is that online learning in blended learning can be accessed and used more efficiently. a decent internet connection is one factor that helps students with blended learning; however, most students have variable internet connection quality, which makes it difficult for them to absorb the material presented by the teacher. another barrier that students face is the perception that engagement with the teacher is less than optimal when using blended learning. (3) next, based on the student's answers, blended learning can motivate students in english subjects. this can be seen from two factors that can influence student learning motivation: the first is the intrinsic factor. most students feel motivated because learning english with blended learning is interesting and fun. furthermore, students also feel motivated because they feel that english is a necessity and important for their future, so blended learning makes it easier for students to learn foreign cultures and new vocabulary and can enrich their life experiences, especially in english subjects.extrinsic factors that motivate students in english subjects with blended learning are that most students can access subject matter more flexibly, students feel that learning english with blended learning makes it possible to get better jobs because a lot of information can be accessed using technology, and students also feel that learning english with blended learning allows them to get better jobs in the future. conclusion researchers have researched blended learning models, as discussed in the following chapter. the following can be concluded based on the results of data collection that have been analyzed by researchers with the title "the efl students' perception of blended learning toward students' motivation in english subject at smp st. ignasius medan": 1) based on a questionnaire about student perceptions of blended learning, it appears that blended learning increases student involvement in learning even though it is done offline and face-to-face. in blended learning, students also show comfort in using technology in learning, and they also get a more interactive and interesting learning experience. however, student feedback is considered to be of poor quality due to the student's lack of social interaction with teachers and classmates. 2) blended learning shows that students have difficulty being constrained by the unstable quality of the internet connection, causing them difficulties in understanding the material presented. the biggest supporting factor is that students feel helped by the support of technology in learning english. 3) blended learning can increase students' motivation to learn english because: (1) students feel that learning english can improve their ability to understand foreign languages and cultures, which is an additional motivation for learning english using technology; (2) students have a high interest in learning english through blended learning because learning is more interesting and fun. 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(2004). pengantar psikologi umum. jakarta: penerbit andi. winkel. (2004). psikologi pendidikan dan evaluasi belajar. jakarta: gramedia. wood j. t. (2011). communication mosaics an introduction to the field of communication sixth edition. boston: wadsworth cengage learning. the particular dialect or language that a person chooses to use on any occasion is called a code 275 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 275 288 the implementation of cooperative script technique to improve the students’ speaking skill musfirah1, ahmad munawir*2, fajriani3, ridwan4 musfirahramli28@gmail.com1, ahmadmunawir@unsulbar.ac.id*2, fajrianimandar@gmail.com3, ridwan@unsulbar.ac.id4 1,2,3,4faculty of teacher training and education, universitas sulawesi barat, majene, indonesia received: 2023-02-10 accepted: 2023-06-30 doi: 10.24256/ideas.v11i1.3921 abstract the objective of this study was to find out whether the implementation of the cooperative script technique could improve students’ speaking skills at sma negeri 3 majene of second grade students. the method used in this study was quantitative research through a quasiexperimental design. the population was the social second grade students of sma negeri 3 majene. there was xi ips 1 as the experimental class and xi ips 2 as the control class. the sample used for the research consisted of saturated sampling, consisting of two classes: xi ips 1 and xi ips 2. the result of this research shows that the cooperative script technique has a positive result in improving students’ speaking skills. it can be proven by the students’ average scores from pre-test and post-test. it means that the cooperative script technique has a significant effect on students’ speaking skills. it proved by the result of the test ing independent sample t-test with the value of sig. (2-tailed) was 000,0 < 0,05. it can be concluded that ha means cooperative script technique has significance effect to improve students’ speaking skill was accepted and h0 means cooperative script technique has no significance to improves students’ speaking skill was rejected. then, the results of the questionnaire analysis regarding students’ perception of the cooperative script technique, it showed that most students agreed that cooperative script technique makes them more active and easier to express opinions during the learning process, in this case helps students in speaking english. keywords: cooperative script; implementation; speaking skill http://u.lipi.go.id/1457703302 mailto:musfirahramli28@gmail.com1 mailto:ahmadmunawir@unsulbar.ac.id*2 mailto:fajrianimandar@gmail.com3 mailto:ridwan@unsulbar.ac.id4 musfirah, ahmad munawir, fajriani, ridwan the implementation of cooperative script technique to improve the students’ speaking skill 276 introduction speaking is a major skill in communication. human beings talk and listen generally, which is how they have a connection each other. speaking is the ability to inform ideas, opinions, communicate with each other or how to respond back to them. especially for students, speaking skills are most important to students’ progress and achievement as the language learners. according to bahrani and soltani, (2012), “language learners are often too embarrassed or shy to say anything when they do not understand another speaker or when they realize that a conversation partner has not understood them.” that’s why this ability needs improvement because they will have difficulty communicating. if students’ speaking ability is still lacking, it will have a negative impact on students’ development. in this case, the researchers discovered the same issues discussed above on second grade students at sma negeri 3 majene. as mr. muhammad subhan said as the english teacher, in the learning process, students do not have the courage to speak english due to several factors that include the aspects of speaking skills. after the researchers conducted several searches regarding the methods that are suitable for students’ speaking ability problems, the researchers decided to try to implement the cooperative script technique. cooperative script is one of the cooperative learning models. based on the research journal, nurfia r. et al. (2020), explained based on the expert robert e. slavin, said that “cooperative learning is an old idea in education which has experienced a substantial revival in educational research and practice in the past few years.” they concluded that it means cooperative learning is prioritized in solving problems and applying knowledge and skills in order to achieve common goals. according to abdullah (2016), “cooperative script is kind of method that requires cooperation among students as its name, cooperative is cooperation; help each other, or mutual assistance, while the script is writing someone, or a paper document.” while hasibuan (2011) states that, “cooperative script technique is a learning technique that needs cooperation between two people or more, as a speaker and listener.” so, cooperative script was a group learning discussion in which students cooperated with their partners to analyze the content of the script. then one of them would be a speaker and their partner would be a listener. the student who was the listener gives feedback in a way detects and corrects any errors in what they have been listening to. method the research design of this study used quasi-experimental design, which used quantitative methodology. white and sabarwal (2014) said, “quasi-experimental designs identify a comparison group that is as similar as possible to the treatment group in terms of baseline (pre-intervention) characteristic.” the participants of the study were divided into two groups: experimental and control group. a pre-test and post-test were administered to those two groups. the population of this research ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 277 was second-grade (social class) at sma negeri 3 majene in the academic year 2021/2022 which consisted of two classes. the total number of students was 40 students. xi ips 1 as a treatment class and the xi ips 2 as a control class. the researcher took the sample by using saturated sampling which is all the population numbers as the sample. according to sugiyono (2001:6) saturated sampling is a sampling technique when all number of the population used as a sample, as defined by susilana (2015). the data was collected from the instrument of this research. there were test, treatment and questionnaire. a pre-test was used to measure the student before giving a treatment. the researcher measured the students’ speaking ability by test. after giving a pre-test, the researchers gave a treatment cooperative script technique. in the end, it was a post-test. then in this research, the researcher was give oral test to each of students based on the topic, to measure students’ capability in speaking. in this research, the teaching experiment ran for four meetings. it consisted of one meeting for the pre-test, two meetings for treatment, and the last meeting for the post-test. each meeting lasted about 90 minutes. gratton and jones (2010) defined simply, “a questionnaire is a standardized set of questions to gain information from a subject”. the researchers saw the students’ perception about cooperative script technique, which was used in forming the questionnaire of the study. research instruments used in this research were speaking test and questionnaire. in this speaking test, the researchers gave scores based on the four english speaking ability classification. the four english speaking ability scoring classification can be seen below: (a) fluency, (b) grammar (b) vocabulary (c) pronunciation. in analyzing the data from the questionnaire used likert scale to see the cooperative script technique to improve students’ speaking skill. the likert scale used in the following table: positive statement negative statement category score category score strongly agree 5 strongly agree 1 agree 4 agree 2 undecided 3 undecided 3 disagree 2 disagree 4 strongly disagree 1 strongly disagree 5 to analyze the data and to find if there was any influence of the implementation of the cooperative script technique to improve students’ speaking musfirah, ahmad munawir, fajriani, ridwan the implementation of cooperative script technique to improve the students’ speaking skill 278 skills. the researchers used the statistical package for social science (spss). the researchers used an independent t-test with n-gain in spss to see if there were any differences between mean scores of the experimental and control groups. to analyze the questionnaire, the researchers used the formula as follows: p= 𝐹 𝑁 x 100 explanation: p = percentage f = the frequency of items n = total respondent jannah, (2019) results students’ speaking skill 1. experiment class the researchers used the statistical calculation to analyze the tests given for this research. there were two types of the test, pre-test and post-test. the result of the pre-test and post-test can be seen from the following the table. table 1. the scores of pre-test and post-test from experimental class pre-test post-test the total students score category the total students score category 5 70 good 5 80 good 10 65 fair 11 75 good 4 60 poor 4 70 good 1 55 poor after knowing the result of the pre-test and post-test of experimental class, the researchers also reserved the bar chart below: ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 279 figure 1. the frequency of students’ score in pre-test of experiment class. figure 2. the frequency of students’ score in post-test of experiment class. the figure 1 and figure 2 showed the scores from 20 students in the experimental class. it could be seen the highest score in the post-test was 70, while the highest score in the pre-test was 80. whereas the lowest score in the pre-test was 55 and the highest score in the pre-test was 70. according to figure 4.1, in the experimental class, the student’s score got increasing from pre-test to post-test score. musfirah, ahmad munawir, fajriani, ridwan the implementation of cooperative script technique to improve the students’ speaking skill 280 table 2. the descriptive statistic of experiment class. descriptive statistics n range minimu m max imu m sum mean std. deviation variance statist ic statist ic statistic stati stic stati stic statistic statistic statistic 20 15 55 70 129 5 64,75 4,128 17,039 20 10 70 80 150 5 75,25 3,432 11,776 20 table 2. showed the score of range pre-test was 15, the minimum score was 55, the maximum score was 70, the summarize was 1295, the mean score was 64,75, the standard deviation score was 4,128, the varian score 17,039. the post-test range score was 10, the minimum score was 70, the maximum score was 80, the summarize score was 1505, the mean score was 75,25, the standard deviation score was 3,432, the variance score was 11,776. 2. control class from control class also categorized into two types, such as pre-test and post-test. the researcher analyzed the students’ score by using statistical calculation. the result arranged into the table 3. below: table 3. the scores of pre-test and post-test from control class pre-test post-test the total students score category the total students score category 11 65 fair 2 70 fair 5 60 poor 8 65 fair 4 55 poor 10 60 poor after knew the result of the pre-test and post-test from control class, the researcher also reserved the figure 3 below: ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 281 figure 3. the frequency of pre-test from control class. figure 4.the frequency of post-test from control class. the comparison of figure 3. and figure 4. showed the highest score of pretest and post-test and the lowest score of pre-test and post-test from 20 students in the control classes. the highest score in pre-test was 65 and the highest score in post-test was 70. whereas, the lowest score in pretest was 55 and the lowest score in post-test was 60. table 4. the descriptive statistic from control class descriptive statistics n ran ge mini mu m max imu m sum mean std. deviat ion varian ce musfirah, ahmad munawir, fajriani, ridwan the implementation of cooperative script technique to improve the students’ speaking skill 282 stati stic stati stic stati stic stati stic stati stic statist ic statist ic statist ic precont 20 10 55 65 123 5 61,75 4,064 16,51 3 postcont 20 10 60 70 126 0 63,00 3,403 11,57 9 valid n (listwise) 20 it could be seen the scores from the table 4. above, the scores from pretest categorized into range was 10, minimum was 55, maximum was 65, summarize was 1235, mean was 61,75, standard deviation was 4,064, variance was 16,513, skewness was -0,766 and standard error was 0,512, the last kurtosis with -1,002 score while the standard error was 0,992. whereas from the post-test scores categorized into, range was 10, minimum was 60, maximum was 70, summarize was 1260, mean was 63,00, standard deviation was 3,403, variance was 11,579. the value of normality tests below, the researchers used social package for social science (spss) 20. table 5. the tests of normality from experiment class and control class tests of normality kelas kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. hasil pre-test experiment ,274 20 ,061 ,856 20 ,057 post test experiment ,279 20 ,052 ,807 20 ,062 pre test control ,338 20 ,063 ,734 20 ,053 post test control ,296 19 ,055 ,770 19 ,056 on the table 5. above showed the value of sig from pre-test experiment class was 0,056 while from the post-test of experiment class was 0,062. it means that 0,056 > 0,05 and 0,062 > 0,05. then, from the control class, the value of sig from the pre-test was 0,053 while the value of sig from post-test was 0,056. it means that 0,053 > 0,05 and 0,056 >0,05. so that, the researcher concluded that from the experimental class nor the control class have values of sig were higher than 0,05. after knowing the final result, the data of experimental class and control class were included normally distributed. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 283 table 6. test of homogeneity of pre-test experiment and control class test of homogeneity of variances hasil belajar siswa levene statistic df1 df2 sig. ,860 1 38 ,360 if the value of sig > 0,05, it is mean the data distribution have same variance or homogeneity. therefore, based on the table 4.6, could be seen the value of pre-test from experimental and control class on the sig. value was 0,360 which means that the value was higher than 0,05. table 7. test of homogeneity of post-test experiment and control classes test of homogeneity of variances hasil belajar siswa levene statistic df1 df2 sig. ,860 1 38 ,360 based on the table 7. showed the value of sig. was 0,360. as the description above that if sig. value > 0,05 which means the variance of data was same or homogeneous. meanwhile the value of sig. of pre-test experiment and control classes was higher than 0,05, which means the data distribution was same or homogeneous. hypothesis testing result 1. independent sample t-test table 8. independent samples test independent samples test levene's test for equality of variances t-test for equality of means f sig. t df sig. (2tailed) mean differenc e std. error differen ce 95% confidence interval of the difference lower upper musfirah, ahmad munawir, fajriani, ridwan the implementation of cooperative script technique to improve the students’ speaking skill 284 ngain_ percent equal variances assumed 2,408 ,129 9,780 38 ,000 26,94444 2,7550 4 21,3671 6 32,52173 equal variances not assumed 9,780 34,57 1 ,000 26,94444 2,7550 4 21,3489 4 32,53995 after getting the value sig.(2-tailed) as the determinant whether the difference has no significant effect or not in the experimental class and control class. we could see the formula below: h0: cooperative script technique has no significant effect toward students’ speaking skill. ha: cooperative script technique has significant effect toward students speaking skill. with decision criteria as follows: 1) if value of sig. (2-tailed) < 0,05 it means that cooperative script technique has significant effect towards students’ speaking skill. 2) if value of sig. (2-tailed) > 0,05 it means that cooperative script technique has no significant effect towards students’ speaking skill. on the table 4.8 it is known that the t-value of students’ improvement was 9,780 with value of sig. (2-tailed) was 0,000. as the criterias above, if the value of sig. (2-tailed) < 0,05, the ha accepted and h0 rejected. furthermore, the value of sig. (2-tailed) was 0,000 which means < 0,05. it can be concluded that the ha accepted and h0 rejected. as of the result, the hyphothesis of this study which says “ the implementation of cooperative script technique to improve students’ speaking skill of sma negeri 3 majene of second grade students ” was accepted. 2. students’ perception in this section was answering the second research question about students’ perception after learning by using cooperative script technique. relating to the data analysis in the questionnaire, the researcher can conclude that the students’ interest in teaching english by using cooperative script technique and the students gave good response towards the questionnaire. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 285 discussion hypotheses analysis the description of the data collected through the test as explained in the previous section shows that the students’ speaking skill was improved. the researchers successfully collected and processed data. in terms of implementing cooperative learning in improving students’ speaking skills, the cooperative script technique has proved in this research. based on the data from the test, the cooperative script technique was effective in improving students’ speaking skills. it was supported by the findings of the research that dealt with students’ scores before and after the implementation of the cooperative script technique in the learning process has increased scores. it can be seen that the mean score on the pre-test was 64.75 and become 75.25 on post-test. the result showed that there was a significant difference between pre-test and post-test. the previous researcher, afriani (2019), said that the students’ speaking skills built up after they were taught with the cooperative script technique. the independent sample t-test result using by spss 20 version found that the significant value or sig. (2-tailed) was 0,000 < 0,05. it means that there was a significance effect of the implementation of the cooperative script technique to improve students’ speaking skills. to ensure the result, it can be analyzed by the mean score gap of the post-test between the experimental class and control class. it was found the mean score of the post-test was 75,25 from the experimental class while the control class was 63,00. it can be seen that the gap in students’ scores between two classes was 12,25. related to the result, the previous researcher, hamdan, (2021) said that more importantly in conducting the treatment through cooperative script, the students had high motivation for learning english. the researchers also explained that students were very interested, enthusiastic, and challenged in learning. the researchers concluded that the cooperative script technique can be one of the recommended methods in terms of improving students’ speaking skills. in order to complete the task, the teacher and students must interact by providing information, summarizing it together and sharing the task. it was supported by dewi (2019) who concluded the result of the observation from the first meeting until the last meeting, the researchers found the improvement of the speaking skills and the positive character of the students in the learning process. questionnaire analysis the data gathered using a questionnaire was distributed to twenty students as the participants. the questionnaire containing students’ perceptions toward the cooperative script technique has been completed. the data analysis showed the majority of all students were satisfied using the cooperative script technique. students felt more motivated to learn and they were more active during the learning process. it was supported by hamdan (2021) who mentioned that the strengthens of cooperative script method were could made the students more active in speaking and also made them brave to speak english. musfirah, ahmad munawir, fajriani, ridwan the implementation of cooperative script technique to improve the students’ speaking skill 286 in addition, the cooperative script technique put students into pairs where they had to share ideas with others. students felt excited and enjoyed expressing ideas if they were working together to complete the task. also, all students’ answers agreed if the cooperative script technique was applied in english matter. it was supported by astuti (2017), who explained that one of the strengths of the cooperative script is that the students can interact and care with each other, make students friendly and help each student understand new material. through the analysis of the questionnaire, the researchers defined the cooperative script technique as enjoyable for students. most of all students agreed that the cooperative script technique applied in the learning process meant students were more active and motivated to learn english. students also felt it was easier to express their ideas. related to the explanation, the previous researchers also gathered the same result, such as sasmita (2017), that the cooperative script method can make the students develop independent thinking in order to share new ideas from the subject matters they have handled in the classroom and learning experience. nurhayati (2021) said that the cooperative script model needs to be implemented in english learning because it will be able to create a positive situation that arise and provide students to be always practice in improving their speaking skills. however, the process of teaching speaking by using the cooperative script technique ran successfully since it could improve students’ speaking skills. the mistakes that occurred during the research can be fixed by giving students longer treatments; therefore, they have more time to explain their ideas. in conclusion, the cooperative script technique is one of the best learning strategies that can help students improve their speaking achievement. conclusion the researchers drew some conclusions as follows: (1) the implementation of the cooperative script technique can improve the students’ speaking skills of sma negeri 3 majene at second grade students. based on the results of students’ test scores, it showed that post-test scores were higher than pre-test scores in the experimental class. the mean score of the pre-test was 64,75, while the mean score of the post-test was 75,25. furthermore, the calculation of the independent sample t-test showed that the cooperative script technique has a significant effect in improving students’ speaking skills, which means the alternative hypotheses were accepted and the null hypotheses were rejected. the researchers concluded that cooperative script technique can improve students’ speaking skills. (2) through the cooperative script technique, there were some benefits for students. it gave students the opportunity to work together in pairs by sharing their ideas to achieve the group’s goal. also, it gave the opportunity for students to speak one by one to tell their pair’s group, so that there was no student dominating the discussion. in addition, the students had a positive perception of the use of the cooperative script technique to increase their speaking skills. the data was supported by the fact that, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 287 from the result of questionnaire analysis on chapter iv, the majority of all students in the experimental class agreed that the cooperative script technique made students more active in expressing their ideas in the teaching and learning process. references abdullah, a. l. 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(2014). quasi-experimental design and methods. methodological briefs impact evaluation, (8), 1–13. https://doi.org/10.38075/tp.v15i1.145 https://fdokumen.com/document/bbm-6.html 471 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 471 481 an analysis of impoliteness strategies in “can you ever forgive me?” movie kelvin1, gaguk rudianto2 1pb191210086@upbatam.ac.id, 2gaguk@puterabatam.ac.id 1english literature, universitas putera batam, batam, indonesia 2 english literature, universitas putera batam, batam, indonesia received: 2023-05-31 accepted: 2023-07-20 doi: 10.24256/ideas.v11i1.3877 abstract this study applied pragmatics study to analyze impoliteness strategies that based on the movie titled “can you ever forgive me?” directed by marielle heller. the aim of this study was to discover the strategies of impoliteness that occurred from the conversation in the movie. the utterances were found and gathered by applying the theory of culpeper (1996) for the data source. the object of this research was impoliteness strategies. the data source contained the conversation that was uttered by the characters from the movie “can you ever forgive me?”. the descriptive qualitative research design was employed to obtain the research findings. the data were acquired in a non-participatory method, which means that no participants were required during the process of data collection. the results revealed that the movie utilized all impoliteness strategies. it was found that bald-on-record impoliteness had five utterances, positive impoliteness had four, negative impoliteness had three, sarcasm/mock impoliteness contained two, and withhold politeness had only one. keywords: impoliteness; impoliteness strategies; pragmatics. introduction for humans, language is the most important thing. it plays the most important role in human communication. humans use language to share and socialize information and opinions. this process of communication may occur with two kinds of methods, there are politeness and impoliteness. it is possible to detect impoliteness in any form of communication, whether oral or written. the primary reason was that one face was being attacked by another. as a direct consequence of this, the phenomenon of impoliteness is becoming increasingly widespread. the issue was discovered by the researchers of the present study in the film that illustrates expression. "can you ever forgive me?" was a film directed by marielle heller that addressed impoliteness strategies. this movie contained conversations that occurred about impoliteness strategies. one of them was negative impoliteness which was uttered by the main character named lee israel. the dialogue contained impoliteness expressed below: young woman (speaker) : fucking kill me if i’m doing this at her age. lee (hearer) : i’ll kill you now if you ask nicely. (00.59-01.06) http://u.lipi.go.id/1457703302 mailto:1pb191210086@upbatam.ac.id mailto:2gaguk@puterabatam.ac.id kelvin & gaguk rudianto an analysis of impoliteness strategies in “can you ever forgive me?” movie 472 the hearer’s statement was considered as negative impoliteness. it was because this was a form of responding to the speaker by scaring or threatening the speaker. according to culpeper (1996), negative impoliteness is intended to harm the negative face of the hearer. this action or statement breaks someone's desire to be free from pressure. it is the technique of attacking a person's self-public image in order to continue compelling him or her to agree with the speaker. this strategy has the potential to be humiliating, scaring, or underestimating. there were several studies that had the similarity to the present study. the first study was conducted by apriliana (2020). the study had the title “impoliteness strategies and power used by european in this earth of mankind”. the researcher was intrigued about the types, functions, and purposes of impoliteness strategies and power employed by european characters in this earth of mankind. this research made use of four theories. the first theory to identify types of impoliteness is culpeper's (1996). the second theory to identify impoliteness functions is culpeper (2011). in addition, beebe's (1950) and bousfield's (2008) theories are utilized to comprehend the objective of using authority through impolite language. this study employed the descriptive qualitative research method because the data in this study are qualitative data in the form of conversations, which were then analyzed descriptively. using the theory of culpeper (1996), the first result of this study shows that the european characters in the novel contained all kinds of impoliteness. there are five types of impoliteness: (simanjuntak & ambalegin, 2022)1) direct impoliteness (also called "bald on record impoliteness"); 2) positive rudeness; 3) negative impoliteness; 4) sarcasm or mock impoliteness; and 5) witthold politeness. with a total of 17 conversations, negative impoliteness was the number that came up most often in the 40 conversations. this study also discovered two impoliteness functions based on culpeper's (2011) theory: affective, with 22 conversations, and coercive, with 11 conversations. this kind of thing commonly happens in entertainment, like on talk shows that make nasty jokes, thus the entertaining function wasn't found. the second study was conducted by simanjuntak & ambalegin (2022). this study examined easy a's impoliteness strategies. culpeper's theory (2011) supported this study. this descriptive qualitative study examined impoliteness strategies. this study found 16 utterances. the researchers found five types of impoliteness: bald on record, positive, negative, mock, and withhold. easy a mostly used positive and negative impoliteness. previous and current research utilized the same culpeper theory. the researchers classified the categories of impoliteness strategies in the data source using the theory. similarities existed in the topic, as previous research also analyzed impoliteness strategies. the distinctions were in the data source, as this study utilized a movie "can you ever forgive me?". this study sought to determine the impoliteness strategies utilized in the film "can you ever forgive me?" method culpeper's theory (1996) was used to classify data from "can you ever forgive me?". quantitative methodology was utilized to show the total number of the results of impoliteness strategies from the movie. qualitative descriptive research is used in ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) this study. since the researcher was studying impoliteness methods, the data came from "can you ever forgive me?" the researcher collected data using sudaryanto (2015)'s observational approach. he emphasized the observational method for data collection. since the researcher was not involved in film creation, the researcher used a non-participatory strategy to acquire data. the film's producer and researcher were not involved. data were analyzed using sudaryanto (2015). results after conducting the research, researchers discovered 15 utterances that contained impoliteness strategies in “can you ever forgive me?” movie. table 1. the strategies discovered from the utterances by both speaker and hearer from the movie “can you even forgive me?” no strategies frequency 1 bald on record 5 2 positive impoliteness 4 3 negative impoliteness 3 4 sarcasm/mock impoliteness 2 5 witthold politeness 1 total 15 data 1 there was a conversation from the main character, lee (hearer), who responded to her co-worker (speaker). the conversation was about how the co-worker was annoyed by the sound of lee’s movement. lee was drinking alcohol and the sound of the ice annoyed her co-worker. co-worker (s): you know we’re not allowed to eat or drink in here! lee (h) : oh, fuck off. (01.08-01.13) the hearer’s (h) respond contained one of the strategies named bald-on record. it was considered as bald-on record because the hearer’s statement showed clear instructions towards the speaker (s) to leave her alone by not complaining about her movement. data 2 a conversation occurred while lee visited a vet to check on her cat’s condition. the conversation occurred between lee and a doctor, talking about the fact that lee still kelvin & gaguk rudianto an analysis of impoliteness strategies in “can you ever forgive me?” movie 474 had a balance towards the vet on her cat’s medication. rachel (s) : i’m sorry, but the doctor told me that i need to have at least half the balance before i do any tests. lee (h) : didn't you people take a hippocratic oath? rachel (s) : you owe us $82. lee (h) : god. wow. (08.21-08.35) the hearer’s answer was considered as sarcasm/mocking impoliteness. it was because the statement showed the hearer’s intention to try to humiliate the speaker by asking the speaker’s credibility. data 3 a conversation occurred between lee as the speaker and glen as the hearer. the conversation happened when lee visited a bookstore and tried to sell her old books to get some money. suddenly she got offended by glen. lee (s) : you're a rude little ape. glen (h) : okay, get your garbage off my counter. lee (s) : no! (10.14-10.17) the hearer’s statement contained bald-on record strategy. it was because that the hearer made a clear instruction to the speaker to get away from his counter and rudely saying that lee’s books were garbage. data 4 a conversation occurred between jack as the speaker and lee as the hearer. a conversation happened during lee was in the bar, and met her old friend named jack hock. they were talking about how they met at the first time. jack (s) : anyways, who are you to judge? it's four in the afternoon, and you're drunk! lee (h) : i'm hardly drunk! (15.03-15.09) the speaker’s statement contained positive impoliteness strategy. it was because that jack was trying to debate that lee was drunk in the afternoon because she was at the bar. data 5 a conversation occurred between marjorie as the speaker and lee as the hearer. a conversation happened during lee visited her agent, marjorie in her office to talk about the reasons why marjorie did not do the same thing to lee as she did to tom clancy. marjorie (s) : meanwhile, you have destroyed every bridge i have built for you. lee (h) : see, that is beside the point. i am doing good writing! ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) marjorie (s) : number three. nobody wants a book about fanny brice! there is nothing new or sexy about fanny brice. (24.35-24.48) the speaker’s statement contained a positive impoliteness strategy. it was because that marjorie was trying to debate and convince that lee just wasted the chance that marjorie gave to her. data 6 an utterance created when lee was debating with marjorie about her job. marjorie suggested that lee had problems with her attitude and she also suggested that she needs to find a new job for a living. marjorie : you can be an asshole when you're famous, but as an unknown, you can't be such a bitch, lee. nobody is going to pay for the writer lee israel right now. my suggestion to you is you go out there and you find another way to make a living. (26.16-26.35) marjorie’ s last utterance indicated the strategy bald-on record. it was because that she made a clear instruction and suggestion for lee to find a new job if she could not listen to marjorie. data 7 some utterances were created by lee. the utterances happened during lee had a conversation with jack, telling him about her new problematic job. lee (s): i don't know why i told you. it's a waste of a secret. i should have gone out there and gotten a rock and told the rock, 'cause i'd get a better response. (36.25-36.33) the bald sentences indicated the strategy of impoliteness, which is positive impoliteness. it was because the speaker was trying to convince herself by underestimating the hearer. the speaker thought the idea of telling her secret was such a bad idea. data 8 a conversation occurred between jack and lee. it happened while jack visited lee’s apartment and her apartment was not clean. jack (s) : it smells really bad. lee (h) : yeah, do you think i'm deaf ? i heard them. (44.5144.56) lee’s statement contained the strategy that was positive impoliteness. it was kelvin & gaguk rudianto an analysis of impoliteness strategies in “can you ever forgive me?” movie 476 because the hearer responded by debating the speaker that the fact she was also aware of the situation. data 9 an utterance was created by jack. it happened after jack found out that lee’s apartment condition was horrible. jack (s) : i don't mind, lee. come on. let me in. i'll come and help you. (45.09-45.13) this utterance contained withhold politeness. it was because jack offered help to lee, but she did not even respond or say thank you. data 10 a conversation happened between lee and marjorie. the conversation happened while lee was trying to reach marjorie, but she did not return the call. then lee pretended to be someone else named nora. marjorie (s) : nora, hello. lee (h) : is this a good time? marjorie (s) : of course it is. so wonderful to hear from you. lee (h) : you star fucker! is that one word or two?! (47.0447.11) lee’s statement indicated the strategy of impoliteness named negative impoliteness. it was because the hearer humiliated the speaker by saying rude things towards her. data 11 a conversation occurred between jack and lee. it happened when jack visited lee with a horrible look. he was beat up by someone. jack (s) : you really should replace the shower curtain, lee. lee (h) : you wanna discuss decorating with me? (57.1557.20) lee’s statement was considered as sarcasm/mock politeness. it was because that the hearer asked the speaker if he wanted to discuss about decorating, where the speaker was in a horrible situation. data 12 a conversation occurred between alan and lee. it happened while lee visited alan’s bookstore, and they were talking about how alan was going to help lee. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) alan (s) : i'll lie. but you're gonna pay me $5,000. lee (h) : i don't know what you're talking about. alan (s) : well, come on, i'm not gonna rat you out or anything. lee (h) : that's very generous of you. (01.02.59-01.03.16) lee’s utterance contained sarcasm/mock politeness. it was because that the hearer gave a compliment to the speaker, which was not true because the speaker was trying to blackmail her. data 13 a conversation between jack and lee has occurred. it occurred when jack confronted lee about what she was doing. jack (s) : i mean, very well, i'm sure, but come on. nobody is buying lee israel letters. lee (h) : you steal from me again, and i'll fucking kill you. (01.06.06-01.06.20) lee’s statement contained negative impoliteness. it was because the hearer attacked the speaker by scaring him if he was going to do the same thing again. data 14 a conversation occurred by lee and jack. it happened when lee and jack discussed about the situation when jack visited a bookstore and tried to sell the letter. lee (s) : you left it there? god, you idiot. jack (h) : stop calling me an idiot. (01.07.26-01.07.30) jack’s statement indicate bald-on record. it was because the hearer made a clear instruction towards the speaker that he did not like to be called idiot. data 15 a conversation happened between lee and jack. it happened when lee came home and she found that her cat died. lee (s) : oh, for fuck's sake, get the fuck out of my house! jack (h) : darling, i can explain. lee, i'm so sorry. it's not my fault. it must have just happened right now. lee (s) : get out. get out! get out! (01.17.20-01.17.35) jack’s statement indicate bald-on record. it was because the speaker made a clear instruction towards the hearer to leave her house immediately. discussion pragmatics yule (2017) emphasized pragmatics is the study of what individuals truly mean kelvin & gaguk rudianto an analysis of impoliteness strategies in “can you ever forgive me?” movie 478 when they speak; this field of study is also referred to as "speaker meaning." not only is it necessary to be able to determine the meaning of each word included inside a sentence, but it is also necessary to be able to determine what others mean by what they say in the context in which it is uttered in order to fully comprehend what they are trying to communicate. pragmatics is also referred to as the study of "invisible" meaning, which refers to the process by which humans are able to comprehend what is intended even when it is not expressly expressed. in order to achieve this goal, those who are attempting to communicate need to be able to rely on a significant number of assumptions and expectations that are held by the majority of people. investigating these presuppositions and expectations helps offer insight on how we interpret information beyond the exact words that are stated. from the perspective of pragmatics, there is always more to communication than what is being said. impoliteness according to culpeper (2011), impoliteness may be broken down into three categories: (1) the speaker intentionally attacks the receiver's face; (2) the receiver understands or observes the conduct as an attempt to attack the recipient's face; or (3) a combination of (1) and (2). (2). (2). an unfriendly action was carried out in the middle of a conversation, which was disrupted as a result. even if the phrase is taken out of its original context, "rudeness proper" refers to an act of impoliteness that endangers the face of the person being insulted by the speaker. impoliteness strategy according to culpeper (1996) there were five types of impoliteness strategies. there are bald on record strategy, positive impoliteness strategy, negative impoliteness strategy, mock politeness or sarcasm, and the last is withhold politeness strategy. 1. bald on record in circumstances in which the significance of a person's appearance cannot be exaggerated or understated, the fta can be carried out in a way that is straight, plain, unambiguous, and condensed. in certain circumstances, showing one's bald head on record could be considered an act of civility. it is allowed to use threatening language in situations in which the threat to the face of the hearer is minimal or in which the speaker is much stronger than the hearer. as is the case in each of the situations described previously, the speaker does not intend to offend the facial expressions of the listener. 2. positive impoliteness according to culpeper (1996), the implementation of this strategy involves the use of tactics that are designed to undermine the positive face demands of the addressee. that gave the impression that the speaker's behavior during the conversation was done on purpose with the intention of making the other person feel uneasy. there are many different routes that one can use to achieve this goal, including: • to ignore or minimize the significance of another person's existence. • a person should try to avoid engaging in any activity along with the other individual. • do not sit close to the other person, severe all links you have with ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) them, and refuse to acknowledge any commonalities or affinities. • adopt an attitude of apathy, thoughtlessness, and indifference toward everything in your environment. • make use of identifiers that aren't very effective. • speak in a manner that is difficult to decipher, such as slang or jargon. • determine a contentious matter that is currently being debated and focus on that. • strive to annoy or frustrate the other person. • use vulgar language, including cussing and other forms of abusive and disrespectful speech. • referring to the other person in a derogatory manner in one's speech. 3. negative impoliteness the strategy was employed to inflict as much damage as possible on the recipient's desire to have a horrible look. this can be done in a variety of different methods, including the following: • instill terror in the other person, causing them to worry that something terrible will happen to them. • if you want to prove that you are better than other people, treat them with contempt by making fun of them or insulting them. put on an air of scorn. consider the words made by the other person should be taken with a grain of salt. make an effort to travel in the opposite direction (for example, by using diminutives). • the space of the other person may be invaded, either literally or symbolically, in some way. • get closer to the other person than the connection permits (for example, by asking for or discussing information that is too intimate given the nature of the relationship). when describing someone who possesses a bad quality, it is helpful to include the pronouns "i" and "you" in the description. 4. sarcasm/mock politeness the fourth one is acting rudely in a mocking manner. culpeper (1996) explained that when used in the context of mock impoliteness, often known as "banter," the term refers to impolite behavior that is obviously not intended to offend the recipient. it creates the impression in the listeners' minds that the speaker is personable and eager to engage in conversation with them. when using this strategy in a conversation, the speaker will put on an act of friendliness toward the listener in order to gain the listener's trust. 5. withhold politeness this refers to the lack of courtesy work being done at locations where it is expected to be done. bousfield (2008) explores culpeper's ways of impoliteness and expands on them with four different strategies. the following are the four different strategies: kelvin & gaguk rudianto an analysis of impoliteness strategies in “can you ever forgive me?” movie 480 • criticize — humiliate the listener by pointing out any of their behaviors or omissions or any entity in which the listener has invested face • in order to effectively enforce role reversal, it is necessary to both physically (by blocking passage) and communicatively (by refusing turn, halting) obstruct passage. • challenges conclusion during the process of this research, a total of fifteen data containing impoliteness strategies have been gathered. after collecting the data, the researchers utilized culpeper's theory (1996) to analyze each piece of data and categorize it in accordance with the strategies underlying the data being analyzed. culpeper (1996) identified these strategies as bald-on-record impoliteness, positive impoliteness, negative impoliteness, sarcasm or mock impoliteness, and withhold politeness. the movie contained all of the strategies of impoliteness. however. the characters tend to use bald on record impoliteness and positive impoliteness. baldon record impoliteness had 5 utterances and positive impoliteness had 4 utterances. next was followed by negative impoliteness which had 3 utterances. the sarcasm/mock impoliteness contained 2 utterances. and withhold politeness only had 1 utterance. references apriliana, c. (2020). impoliteness strategies and power used by european in this earth of mankind. xx(xx), 251–268. culpeper, j. (1996). towards an anatomy of impoliteness. journal of pragmatics, 25(3), 349–367. https://doi.org/10.1016/0378-2166(95)00014-3 culpeper, j. (2011). impoliteness using language to cause offence. in p. drew, m. h. goodwin, j. j. gumperz, & d. schiffrin (eds.), دمشق جامعة منشورات . cambridge university press. ekasiwi, a., & bram, b. (2022). exploring euphemisms in bridgerton: diamond of the first water. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 240-248. doi:https://doi.org/10.24256/ideas.v10i1.2599 rahma, q. (2022). developing multimodal mindful material for secondary school in indonesia post covid-19 pandemic. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1220-1234. doi:https://doi.org/10.24256/ideas.v10i2.3227 roza, y., & ayumi, a. (2020). pragmatics analysis of presupposition as found in the tagline of horror movie posters. vivid: journal of language and literature, 9(2), 98. https://doi.org/10.25077/vj.9.2.98-104.2020 sari, e., & agustina, m. (2022). thematic development in students’ argumentative essay. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 166-174. https://doi.org/10.24256/ideas.v10i1.2599 https://doi.org/10.24256/ideas.v10i2.3227 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) doi:https://doi.org/10.24256/ideas.v10i1.2563 sidabutar, k. (2022). grice's types of maxims in "willoughbhys" movie. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 326-337. doi:https://doi.org/10.24256/ideas.v10i1.2661 simanjuntak, j. r., & ambalegin, a. (2022). impoliteness strategies used in the movie " easy a ”. 8(2), 289–296. sudaryanto. (2015). metode dan aneka teknik analisis bahasa. yogyakarta: sanata dharma university perss. yule, g. (2017). the study of language. in the psychology of language. cambridge university press. https://doi.org/10.4324/9781315782942-8 https://doi.org/10.24256/ideas.v10i1.2563 https://doi.org/10.24256/ideas.v10i1.2661 572 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 572 585 the comparative study of visual and auditory learning style on jigsaw strategy on students’ reading comprehension at junior high school *heppy naibaho1, sondang manik² *corresponding author: heppy naibaho (heppynaibaho81@gmail.com) 1,2 universitas hkbp nommensen, medan, indonesia received: 2022-12-03 accepted: 2023-07-31 doi: 10.24256/ideas.v11i1.3802 abstract this study aimed to idenify (1) wether there was an effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta. (2) whether there was different effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta. the design of this study was mixed design quantitative comparation with quasi experimental research that aimed to determine whether the relationship between the experimental group and comparison group in reading comprehension, the experimental group is the group that received the treatment. one class from the population was taken as samples by using a purposive-sampling technique. there were 32 students were taken as populations from class ix – 1. the class will be taught by jigsaw strategy to know the reading comprehension achievement then compared between the auditory and visual learning style. the results of this study were (1) there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. the result of the paired sample t-test showed that the values of sig (2-taieled) was 0,000 < 0,050 which means that there was significant different between the pre-test and post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy.(2) based on the ancova test it was found that the value of level of significance of learning style was 0.120 and the value of level of jigsaw strategy significance level was 0,162. it can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual and auditory learning style at smp negeri 3 lintonghihuta. keywords: jigsaw strategy, learning styles, reading comprehension. introduction language is a methodical means of communication based on the utilization of sounds or conventional symbols. this is the language we all use to communicate and http://u.lipi.go.id/1457703302 mailto:heppynaibaho81@gmail.com ideas, vol. 6, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 573 express ourselves. it is also a system that conveys ideas and emotions through sounds, gestures, symbols, or signs. certain people use language, which is a written or spoken method of combining words to create meaning.(hadi et al., 2021). in this age of globalization, english has become the medium of communication in both local and global contexts. as a result, there is a demand for speakers who can use english effectively in every country. english is called the international language and is also the second language of many countries around the world. in indonesia, english is considered a foreign language because it is studied in an environment where it is not the primary means for daily interaction and use (safari & fitriati, 2016) reading is the process of actively comprehending written text, which involves extracting the required information from the text as efficiently as possible. reading has two modes. communicating between readers and writers through written language or symbols, which need interpretation and comprehension. one of the reading comprehensions parts. reading requires imagination to draw symbols or words to make them easier to understand. however, it is not easy for students to acquire reading skills, because it takes reading as the main goal of english or english learning. therefore, reading is not a simple process. it requires cooperation between the eyes and brain, and mastering reading skills requires regular exercise, because acquiring a skill requires more exercise and making it a habit of our daily activities. because reading is a complicated process, we need to concentrate so that it is easier to understand the symbols or words of the text (hadi et al., 2021). every student has different ways to get information from the learning process. the selections made by students during the learning process define their learning style. according to (saadi, 2012), "if students understand their own learning style, their academic performance will improve," the learning style begins with the student's learning process. it plays a significant role and influences students’ reading performance because their learning style is related to the way they acquire and understand information. students will learn easily due to their individual learning styles. according to (gholami & bagheri, 2013) "learning style is the easiest way for students to accumulate, assemble, and process the knowledge they obtain in their studies”. students' learning styles can be divided into visual, auditory, and kinesthetic (vak) three categories according to the brain's ability to absorb, transmit, and communicate information. these categories do not assign each student only one particular learning style; rather, these categories serve as a guide to understanding which learning style a student utilizes most frequently. in the learning process, the teacher is still difficult to identify the learning styles possessed by students. because not all students are easy to show their learning style, even many students are confused to identify their own learning style. learning styles have an important role in the learning process. when the teacher understands the student's learning style, it is easier for the teacher to carry out the learning process. besides, teachers must use various methods to provide opportunities for students so that they can more easily understand the subject matter using their learning styles and help them improve their reading abilities. in this case, the researcher just focused on two of learning styles to be researched, those are visual and auditory learning styles. visual learning style is a learning style where the learners are more likely get information from what they read than what they heard. visual learners learn best by seeing illustration. they are likely to get it something best when it is clarified employing a graph, film or picture. students learn well by looking at values and the importance of information or material presented by the teacher in class. they will learn it if they feel interested. on the contrary, they will not learn it if the material is not interesting. auditory learners on the other hand learn best through oral language format. they are mostly using audios and lectures as auditory input because they understand information through speed, emphasis, and pitch. reading out loud in the heppy naibaho, sondang manik the comparative study of visual and auditory learning style on jigsaw strategy on students’ reading comprehension at junior high school 574 classroom also helps them to gain information. they also learn better from interviews, discussions, and storytelling. jigsaw strategy is a type of cooperative learning and actively encourages students to help each other in the mastery subject matter to get maximum achievement. this is a cooperative learning strategy that reduces racial conflict among school children, promotes better learning, improves student motivation, and increases enjoyment of the learning experience.(nurbianta & dahlia, 2018). in this learning method there are stages in its implementation. teacher act as facilitator who direct and motivate students to learn independently and foster a sense of responsibility and students will be pleased to discuss about english in the group. they can interact with peers and teachers as well as mentors. in the method regular or traditional learning teacher become center of all activity in the class. otherwise, in jigsaw method, although teachers still control rules, they are no longer the center of classroom activity. motivation peers can be used effectively in class to improve both students’ cognitive learning and affective growth of students. one of the biggest challenges facing teachers is to motivate students. teachers tend to use competencies to motivate students and often ignore their strategy in which there is cooperation and motivation of peers that can be used to help students focus to academic achievement. according to the author's observations while she was working as a teacher at smp negeri 3 lintongnihuta, some students have low ability to master english, particularly in terms of their capacity for reading comprehension. this circumstance arises as a result of the fact that the students have a lower level of mastery over vocabulary, grammar, and particularly tenses. as a result, it is difficult for them to understand the kind of text being read and to understand the primary idea of the text. in addition to this, the students exhibit a lackluster interest in learning english as a subject. the kids' perception that learning english is challenging was the root cause of this problem. and the most major problem was that the teacher did not use a range of instructional methods, which caused the students to lose interest in reading and difficulty understanding the material. to make the teaching process exciting and to achieve the goal of the teaching-learning process, the instructor must employ a unique strategy, strategy, and method. the objective of its use is to facilitate the students' learning and comprehension of the lesson. in this instance, the researcher wishes to employ the strategy. in jigsaw method, the classes are divided into small groups, many members of the group coinciding with the number of problems has to offer teachers, these groups are called to a home group. each member of the home group was given a different problem, but each home group were given the same question in accordance with the indicators. with a certain time limit of each member of the discussion group completed the problem individually. a home group will split and form a new group that brings the same issues, the group is called expert group. in this group they are talking to the same perception of their answers. after finished, they returned to the home group and its members must socialize the results/answers from the experts through presentations per group. discussion with jigsaw method is a development of innovative and cooperative learning in which students are very big role. based on the background of the problem the researcher tries to conduct a study entitled “the comparative study of visual and auditory learning style on jigsaw strategy on students’ reading comprehension at smp negeri 3 lintongnihuta” based on the phenomena above, the researcher deals with one research problems: is there any effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta?. is the any different effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta? method ideas, vol. 6, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 575 the research technique was the research method. the design of this study was mixed design quantitative comparation with quasi experimental research that aims to determine whether the relationship between the experimental group and comparison group in reading comprehension, the experimental group was the group that receives the treatment. this research was conducted at smp negeri 3 lintongnihuta which was located at jln. jalan gereja-nagasaribu v, kecamatan lintongnihuta kabupaten humbang hasundutan provinsi sumatera utara. this research was conducted from january to march 2023. the populations of this research were the ninth graders of smp negeri 3 lintongnihuta. there were 7 classes in the ninth graders of smp negeri 3 lintongnihuta. so the researcher used 7 classes as a population. one class from the population was taken as samples of the research by using a purposive-sampling technique. there were 32 students were taken as populations from class ix – 1. the class was taught by jigsaw strategy to know the reading comprehension achievement then compared between the auditory and visual learning style. in research instrument researcher using questionnaire and test (pre-test, post-test, validity and reliability). in collecting the data, the researcher used tests for the-both classes (auditory and visual group classes.) the objective of the test that was given as the research instrument to collect data about the students’ reading comprehension taught by jigsaw strategy. in analysis of the data in this study, the researcher analyzed the data by using an independent t-test by using spss 25.0. independent sample t-test was used in this study to know whether there are significant differences between the auditory learning style and visual learning style group after given treatment. findings the data of this study were gathered during the research process. the results were obtained through the questionnaire of students’ learning style, which examined the students' learning styles namely visual and auditory learning style. using a multiple-choice reading comprehension test, the reading comprehension achievement of the students of both learning style was measured. there were 20 questions of multiple choice used to determine the students' level of reading comprehension. there were 32 students of grade ix-1 of smp negeri 3 lintongnihuta were given the pre-test and post-test. validity test result the research's validity was determined by measuring the correlation between the value of r from each participant's response and the value of r table. the value of r table for n = 32 2 = 30 at the 5% significance level was 0.349. each item was deemed legitimate if the r value was greater than the r table at the 5% significance level. the students’ learning style questionnaire's validity was evaluated as indicated below: table 1. validity test of auditory questionnaire statements r value r table criteria 1 0.687 0,349 valid 2 0.560 0,349 valid 3 0.540 0,349 valid 4 0.342 0,349 not valid 5 0.581 0,349 valid 6 0.715 0,349 valid 7 0.344 0,349 valid 8 0.604 0,349 valid heppy naibaho, sondang manik the comparative study of visual and auditory learning style on jigsaw strategy on students’ reading comprehension at junior high school 576 9 0.530 0,349 valid 10 0.682 0,349 valid 11 0.576 0,349 valid 12 0.636 0,349 valid from the table 4.1 above it can be seen that the validity test which was done by using spss 25,00 software, it showed that from the 12 items of auditory learning style questionnaire 11 items were valid because the value of r value of the items was bigger than 0,05 or 5%. item number 4 was not valid so it did not use as the item of the questionnaire. description of the learning style test the findings described below were the results of students’ learning style which were gained from the questionnaire. this study tried to find out the students’ learning style as mentioned in the research question before. to collect the data, researcher used questionnaire given to the respondents which were from grade ix-1 of smp negeri 3 lintongnihuta. after distributing the questionnaire to the respondents, researcher acquired data listed below. to make easy in scoring in questionnaire, the all alternative options of frequency had rank as follows: table 2. category of students’ learning style no. score frequency category % 1 3,00 – 5,00 20 auditory 62,50 2 0,00 – 2,99 12 vusual 37,50 total 32 100 the table above indicated there were 20 or 62,50% students acquired the score of 3,00 – 5,00 which means that 20 students were categorized in to auditory learning style and 12 students or 37,50% students were categorized in to visual with the score 0f 0,00 – 2,99. the following were the group of auditory and visual learning style based on the personality test. table 3. group of auditory and visual learning style no code score category 1 s1 3.42 auditory 2 s2 2.67 visual 3 s3 2.75 visual 4 s4 3.08 auditory 5 s5 3.00 auditory 6 s6 2.08 visual 7 s7 3.58 auditory 8 s8 3.75 auditory 9 s9 2.25 visual 10 s10 2.92 visual 11 s11 2.58 visual 12 s12 3.00 auditory 13 s13 3.92 auditory ideas, vol. 6, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 577 14 s14 3.17 auditory 15 s15 3.58 auditory 16 s16 2.33 visual 17 s17 2.42 visual 18 s18 3.58 auditory 19 s19 3.67 auditory 20 s20 3.67 auditory 21 s21 2.58 visual 22 s22 2.17 visual 23 s23 2.25 visual 24 s24 3.42 auditory 25 s25 3.50 auditory 26 s26 3.58 auditory 27 s27 4.08 auditory 28 s28 2.67 visual 29 s29 3.50 auditory 30 s30 3.25 auditory 31 s31 3.83 auditory 32 s32 3.42 auditory from the table above, it indicated that the auditory learning style were dominant where there were 20 students or 62,50% from the total students. the reading comprehension achievement of students’ learning style (auditory and visual) taught by jigsaw strategy. the next variable was students’ achievement in reading comprehension taught by jigsaw strategy. these data were acquired by holding a written test of reading comprehension. the instrument of the test was taken from the final test. there were 20 questions of multiple choice. the data that were collected as follow: table 4. the reading comprehension score of auditory no. student. no learning style score pre-test post-test 1 s1 auditory 60 65 2 s4 auditory 55 75 3 s5 auditory 20 65 4 s7 auditory 65 50 5 s8 auditory 70 75 6 s12 auditory 50 55 7 s13 auditory 75 75 8 s14 auditory 60 70 9 s15 auditory 45 55 10 s18 auditory 45 55 11 s19 auditory 60 65 12 s20 auditory 75 85 heppy naibaho, sondang manik the comparative study of visual and auditory learning style on jigsaw strategy on students’ reading comprehension at junior high school 578 13 s24 auditory 60 70 14 s25 auditory 80 90 15 s26 auditory 45 45 16 s27 auditory 45 75 17 s29 auditory 65 75 18 s30 auditory 60 60 19 s31 auditory 70 75 20 s32 auditory 25 60 total 1130 1340 mean 56.50 67.00 the data above are the pre-test and post-test scores of reading comprehension achievement of auditory group. the post-test was given in the last meeting after the treatment. in the pre-test the lowest score was 25 and 55 in the post-test and the highest score of the pre-test was 80 and the post-test was 85. meanwhile, the mean score of the pretest was 56,50 and the post-test mean score was 67,00. therefore, it can be seen that there was improvement score after the given the treatment or taught by jigsaw strategy for the auditory students. to know whether there was different between the pre-test and post-test score of the auditory class the t-test was conducted. table 5. the reading comprehension score of visual no. student. no learning style score pre-test post-test 1 s2 visual 60 60 2 s3 visual 55 60 3 s6 visual 75 80 4 s9 visual 45 65 5 s10 visual 50 75 6 s11 visual 70 70 7 s16 visual 60 80 8 s17 visual 55 80 9 s21 visual 65 70 10 s22 visual 55 70 11 s23 visual 60 60 12 s28 visual 70 85 total 720 855 mean 60 71.25 from the data above, it can be said that the result of visual students’ reading comprehension achievement were improved after taught by jigsaw strategy. it can be seen from the different score of pre-test and post-test where the mean score of pre-test was 60,00 while the mean score of the post-test was 71,25. in the pre-test the lowest score was 45 and 60 in the post-test and the highest score of the pre-test was 75 and the post-test was 85. table 6. the post-test score of reading achievement of ideas, vol. 6, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 579 auditory and visual class variables pre-test score post-test score score difference auditory 56.50 67.00 10,50 visual 60,00 71.25 11,25 from the table above, it can be seen that there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. in other words, it can be said that visual learning style students had better achievement in reading comprehension than the auditory ones when they were taught by using jigsaw strategy. to know whether there was different between the pre-test and post-test score of the auditory class the t-test was conducted. test of normality the test of normality is aimed to find out whether the distribution requirement is normal or not. in this research, the data was calculated by using the kolmogorov-smirnov test and was carried out by using the spss program version 25.00 for windows. theoretically, the data distribution is said to be normal if the p-value is higher than 0.05. if it is below 0.05, the data is significantly deviated from a normal distribution. table 7. the results of the normality test of students’ pre-test and post-test of auditory class tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pre-test auditory .188 20 .062 .930 20 .151 post-test auditory .154 20 .200* .962 20 .595 *. this is a lower bound of the true significance. a. lilliefors significance correction based on the table above, it can be seen that the significance value obtained for the pre-test of auditory class was 0.062 and the value of obtained for the post-test was 0,200. both of those significance values were higher than the significance level of 0.05. the result showed that the data of the pre-test and post-test of the auditory group were normally distributed. table 8. the results of the normality test of students’ pre-test and post-test of visual class tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pre-test visual .167 12 .200* .965 12 .855 post-test visual .173 12 .200* .907 12 .197 *. this is a lower bound of the true significance. a. lilliefors significance correction heppy naibaho, sondang manik the comparative study of visual and auditory learning style on jigsaw strategy on students’ reading comprehension at junior high school 580 based on the table above, it can be seen that the significance value obtained for the pre-test of visual class was 0.200 and the value of obtained for the post-test was 0,200. both of those significance values were higher than the significance level of 0.05. the result showed that the data of the pre-test and post-test of the visual class were normal distributed. test of homogeneity the homogeneity test is applied to know whether the sample have the homogenous variances or not. the test was done before and after the treatment. the analysis technique which was employed in this study was the levene test. this test was carried out by using the spss program version 25.00 for windows. theoretically, the sample of variances can be considered homogenous if the significance value is more than 0.05. table 9. the results of the homogeneity test of students’ pre-test and post-test of auditory and visual class variables levene statistic df1 df2 sig. interpretation pre-test auditory and visual class 3.705 1 32 .063 homogeneous post-test audiory and visual class 1.116 1 30 .299 homogeneous based on the table above it showed that the values of p of the pre-test of auditory and visual classes was 0,063 higher than 0,05, moreover the values of p of post-test of auditory and visual class was 0,299 higher than 0.05. it can be said that the data distributions of both the pre-test and post-test are homogenous. the print out of the computation is in appendix 3. the hypothesis testing the hypothesis testing was aimed to find out whether or not (1) there was any effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintongnihuta and (2) there was significant different effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta to answer the first problem, question the paired sample t-test was conducted to determine whether there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy. the following was the result of the paired sample t-test: table 10. the results of paired samples test paired differences t df sig. (2tailed) mean std. deviatio n std. error mean 95% confidence interval of the difference lower upper ideas, vol. 6, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 581 pair 1 pre-test post-test -9.84375 11.6732 7 2.06356 14.052 41 5.6350 9 4.77 0 31 .000 based on the table above it showed that the values of sig (2-taieled) was 0,000 < 0,050 which means that there was significant different between the pre-tset and post-test and it can be concluded that there was mean difference between the pre-test and the posttest of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy. to answer the second problem, question the ancova test was applied. because the scores of both the pre-test and the post-test were different. in this case, the pre-test was used as the covariate. theoretically, the hypothesis was accepted if the value level of significance was lower than 0.05. the result of the ancova was presented below. the printout of the computation is in appendix 3. table 11. the result of ancova testing tests of between-subjects effects dependent variable: reading comprehension source type iii sum of squares df mean square f sig. corrected model 459.652a 2 229.826 1.285 .292 intercept 118.066 1 118.066 .660 .423 jigsaw strategy 367.777 1 367.777 2.056 .162 learning style 458.994 1 458.994 2.566 .120 error 5187.223 29 178.870 total 112600.000 32 corrected total 5646.875 31 a. r squared = .081 (adjusted r squared = .018) based on the table, the value of level of significance of learning style was 0.120 and the value of level of jigsaw strategy significance level was 0,162. from the data it can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual, then the hypothesis can be stated that the alternative hypothesis (ha) was rejected and the null hypothesis (ho) was accepted. in other words, there was no different effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta. this findings had answered the problem questions in chapter one. discussion the aim of this study was to find out whether there was different effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta. based on the findings of the research it can be said that there was no different effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta the conclusions of the result of research can be discussed as follow. first, from the pre-test and post-test result of the auditory group can be gathered heppy naibaho, sondang manik the comparative study of visual and auditory learning style on jigsaw strategy on students’ reading comprehension at junior high school 582 two findings. in the pre-test the lowest score was 25 and 55 in the post-test and the highest score of the pre-test was 80 and the post-test was 85. meanwhile, the mean score of the pretest was 56,50 and the post-test mean score was 67,00. therefore, it can be seen that there was improvement score after the given the treatment or taught by jigsaw strategy for the auditory students. the mean of auditory group and the mean score of the visual group. second, based on the result of the pre-test and the post-test of visual group it can be seen that there was different score of pre-test and post-test where the mean score of pretest was 60,00 while the mean score of the post-test was 71,25. in the pre-test the lowest score was 45 and 60 in the post-test and the highest score of the pre-test was 75 and the post-test was 85. from the result of the paired sample t-test it was also found that the values of sig (2taieled) was 0,000 < 0,050 which means that there was significant different between the pre-test and post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy. third, based on the results of reading comprehension achievement of auditory and visual groups it can be seen that there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. in other words, it can be said that visual learning style students had better achievement in reading comprehension than the auditory ones when they were taught by using jigsaw strategy. this findings supported by (fithrotunnisa, 2015) which was said in her findings research that visual learning style was the best way to gets easier comprehension reading material. the last finding was that the value of level of significance of learning style was 0.120 and the value of level of jigsaw strategy significance level was 0,162. from the data it can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual and it can be said that there was no different effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta this findings was supported by (putri wulung, 2023) which was said that there was no significant effect of visual and auditory learning style on student’s reading comprehension. according to the result of research, it can be concluded that each student has a dominant learning style. it is based on the best way of themselves easier to comprehend or accepting the information. then, the dominant students’ learning style might different in the world. analyzing the influence of students’ learning style towards their reading comprehension achievement, the result was there were no influence of students’ auditory and visual learning style towards their reading comprehension achievement, however, the students’ visual learning style on their english achievement in reading skill had higher score than the auditory ones. conclusion based on the results and discussion described in the previous chapter, it can be concluded that: 1) from the data analysis it was found that there was different post-test score between auditory and visual class where the visual class had higher score (71,25) than the auditory class (67,00) after being taught using jigsaw strategy. in other words, it can be said that visual learning style students had better achievement in reading comprehension than the auditory ones when they were taught by using jigsaw strategy. based on the result of the paired sample t-test it showed that the values of sig (2-taieled) was 0,000 < 0,050 ideas, vol. 6, no. 1, june 2020 issn 2338-4778 (print) issn 2548-4192 (online) 583 which means that there was significant different between the pre-test and post-test and it can be concluded that there was mean difference between the pre-test and the post-test of reading comprehension score of visual and auditory learning style after taught using jigsaw strategy. 2) based on the ancova test it was found that the value of level of significance of learning style was 0.120 and the value of level of jigsaw strategy significance level was 0,162. from the data it can be said that there was no significance effect of jigsaw strategy on students’ reading comprehension of auditory and visual, then the hypothesis can be stated that the alternative hypothesis (ha) was rejected and the null hypothesis (ho) was accepted. in other words, there was no different effect of using jigsaw strategy on students' reading comprehension of visual and auditory learning style at smp negeri 3 lintonghihuta. references abbas, k.-d. a. 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(2021). an analysis of factors affecting the english reading comprehension of mattayomsuksa 5 students in amphur mueang, lampang province. https://doi.org/10.31004/jpdk.v4i5.7180 891 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 891 901 the impact of using audio visual as a vocabulary learning tool toward uncp students’ proficiency juwita crestiani m1, opik dwi indah2, hermini hermini3 juwitacrestiani@uncp.ac.id dwiindahopik@gmail.com miniparjas@gmail.com palopo cokroaminoto university, indonesia received: 2023-07-09 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.3844 abstract this research deals with analysis of the impact of using audio visual as a vocabulary learning tool toward uncp students proficiency. the population of this research was the sixth semester students of primary school teacher education study program of palopo cokroaminoto university in academic year 2022/2023. the total number of population was 200 students. the researcher applied the purposive sampling technique because the sample still very poor in vocabulary. vocabulary test is the instrument of this research. based on the findings and discussion in the previous chapter, the researcher concludes using audio visual as a vocabulary learning tool toward uncp students’ proficiency has impact. it can be proven by the students’ mean score in post test 85.2 was higher (good) than the students’ mean score in pre test 43 (very poor). key words: audio visual, students proficiency vocabulary. introduction english becomes important medium of interaction used among people around the world not only in academic field but also in the career, business and technology. therefore, it is important to learn and master english. in addition, english has been used as the medium of knowledge to convey and share information to the others and among people whole over the world. through a language, people will be able to express their thought and feeling. vocabulary is the most important element in learning english and also is the basic and the foundation of the communicative competence. without learning and improve vocabulary, learner will never be able to improve their skills. learner will have difficulty to speak to the others and write by using english. learner also cannot understand what he/she listens and what he/she read if does not enrich english vocabulary. according to alqahtani in aprilia (2015: 25) vocabulary is the total number of words needed to communicate ideas and express the speaker's meaning. a person's vocabulary is defined as the set of all words understood by that person or all words that are likely to be used by that person to compose new sentences. http://u.lipi.go.id/1457703302 mailto:dwiindahopik@gmail.com mailto:miniparjas@gmail.com juwita crestiani m1, opik dwi indah2, hermini hermini3 the impact of using audio visual as a vocabulary learning tool toward uncp students’ proficiency 892 mckeown & curtis in aprilia (2014: 2) stated that vocabulary is knowledge of the meaning of words. according to alizadeh in aprilia (2016: 22) vocabulary is more complex than existing definitions. the wealth of a person's vocabulary is generally considered to be a reflection of his intelligence or level of education. for this reason, many standardized exams, such as the sat, provide questions that test of vocabulary. linda diamond and linda gutlohn states that vocabulary is the knowledge of words and word meaning. the addition of one's vocabulary is generally considered an important part, both in the process of learning a language or developing one's ability in a language that has been mastered. students are often taught new words as part of certain subjects and many adults consider vocabulary formation as an interesting and educational activity. vocabulary mastery is the ability that exists within a person to be able to explore and understand a word contained in english and is the basis for communication that is known to everyone both orally and in writing so that it can give the right meaning. mastery of vocabulary is very necessary at this time because then we can more easily master english. mastering vocabulary makes it easier for us to communicate with other people. it helps us to achieve our target in learning english. therefore, rich in english vocabulary and master it is very important and has a lot of advantages for all people in the world especially for indonesian learner. mastering vocabulary is not easy for the students who are learning english but must get attention from now. there are many ways that have been created to assist the students in learning vocabulary, such as: by using pictures, cards, songs, or internet. those methods can be an effective way if the students apply it not only once. however, the problem is, some students still rely on the lecturer. if the lecturer asks them to do it by themselves, they still hesitate to do the english exercises. those preliminary data taken based on the lecturer’s experience in teaching english at the sixth year students of primary school teacher education study program when she did her practical teaching. the lecturer has an assumption that the teaching and learning process can be running well if the students enjoy the classroom atmosphere. based on this assumption, the lecturer had conducted a strategy in teaching vocabulary e.g. using audio visual. besides that, the vocabulary mastery of the students are affected by teaching style. according to grasha (1996), the teaching style are the pattern of belief, knowledge, performance and behavior of teachers when they are teaching. widoyoko, e. p. (2014) stated that learning tools defined as tools used to educate or teach so that the concepts taught easily understood by students. while arsyad, a. (2015) stated that learning tools are a means of communication and interaction between teachers and students in the learning process. the use of learning tools further recommended by the indonesian ministry of education and culture, which written in the 8th-grade junior high school science teacher's book. it explained that one of the characteristics of learning science is requiring various kinds of tools and materials, especially to assist observation (ministry of education and culture). in addition, prasetyarini stated that learning tools clarify the teaching material given by the teacher so that students more easily understand the material or questions presented by the teacher. nurjulaiha siti stated that audio visual media is a media that can be seen and heard. audio visual is a media intermediary or the use of materials and absorption through sight and hearing do as to establish conditions to enable the pupils to acquire knowledge, skills or attitudes. based on some explanations above, the researcher is interested in conducting a research ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 893 entitled “the impact of using audio visual as a vocabulary learning tool toward uncp students proficiency”. method the method of this research applied experimental method. the design of this research was one group-pretest and posttest design. it is used to compare the pre-test and the post-test score. the population of this research was the sixth semester students of primary school teacher education study program of palopo cokroaminoto university in academic year 2022/2023. the total number of population was 200 students. the researcher applied the purposive sampling technique because the sample still very poor in vocabulary. there are 33 students as sample. vocabulary test is the instrument of this research. results the findings of the research present the description of the result data collection through vocabulary test. a. table 1. the score of test students’ vocabulary in pre test, as follows: sample pre test true false score 001 16 34 32 002 24 26 48 003 26 24 52 004 24 26 48 005 20 30 40 006 19 31 38 007 22 28 44 008 22 28 44 009 27 23 54 010 24 27 46 011 21 29 42 012 16 34 32 013 17 33 34 014 26 24 52 015 20 30 40 016 23 27 46 017 23 27 46 018 16 34 32 019 22 28 44 020 21 29 42 021 19 31 38 022 20 30 40 023 21 29 42 024 23 27 46 025 21 29 42 026 25 25 50 027 26 24 48 juwita crestiani m1, opik dwi indah2, hermini hermini3 the impact of using audio visual as a vocabulary learning tool toward uncp students’ proficiency 894 028 17 33 34 029 26 24 52 030 22 28 44 031 24 26 48 032 27 23 46 033 17 33 34 total 142 table 1 above shows that from 33 students, there was 1 student acquired score 54, there were 3 students acquired score 52, there was 1 students acquired score 5, there were 4 student acquired score 48, there were 5 students acquired score 46, there were 4 students acquired score 44, there were 4 students acquired score 42, there were 3 students acquired score 4, there were 2 students acquired score 38, there were 3 students acquired score 34 and there were 3 students acquired score 32. b. table 2. the score of test students’ vocabulary in post test sample post test true false score 001 42 8 84 002 43 7 86 003 41 9 82 004 43 7 86 005 41 9 82 006 44 6 88 007 43 7 86 008 43 7 86 009 41 9 82 010 42 8 84 011 44 6 88 012 42 8 84 013 43 7 86 014 43 7 86 015 42 8 84 016 42 8 84 017 42 8 84 018 44 6 88 019 42 8 84 020 42 8 84 021 43 7 86 022 43 7 86 023 43 7 86 024 43 7 86 025 46 4 92 026 42 8 84 027 41 9 82 028 43 7 86 029 41 9 82 030 43 7 86 031 43 7 86 032 42 8 84 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 895 033 43 7 86 total 281 table 2 above shows that from 33 students, there was 1 student acquired score 92, there were 3 students acquired score 88, there were 14 students acquired score 86, there were 10 student acquired score 84, and there were 5 students acquired score 82. the result of students’ mean score in pre test and post test after calculating is presented in following table: c. table 3. the students’ mean score in pre test and post test type of test mean score pre test 43 post test 85.2 the table 3 above shows that the mean score in pre test was 43 “very poor” category. it shows that before giving treatment, the students’ vocabulary still low. while the mean score in post test was 85.2 “good” category. based on the explanation above, the writer presented the details of the discussion as follow : a. the result of students’ vocabulary test in pre test 1. the item 1, there were 12 students who could answer the vocabulary test correctly because they answered “pinggang” and there were 21 students who could not answer the vocabulary test correctly because they answered “masa penantian” and “pergelangan”. 2. the item 2, there were 15 students who could answer the vocabulary test correctly because they answered “gorden and tirai” and there were 18 students who could not answer the vocabulary test because they didn’t know. 3. the item 3, there were 9 students who could answer the vocabulary test correctly because they answered “pesawat peluncur” and there were 24 students who could not answer the vocabulary test because they answered “kapal and “pesawat”. 4. the item 4, there were 32 students who could answer the vocabulary test correctly because they answered “kapal selam” and there was 1 student who could not answer the vocabulary test because the student didn’t know. 5. the item 5, there were 9 students who could answer the vocabulary test correctly because they answered “ceret” and there were 24 students who could not answer the vocabulary test correctly because they answered “kacau balau”. 6. the item 6, no one of the students who could answer the vocabulary test because they answered “buffet” and “cupboard”. 7. the item 7, there were 32 students who could answer the vocabulary test correctly because they answered “senjata” and there was 1 student who could not answer the vocabulary test because the student didn’t know . 8. the item 8, there were 29 students who could answer the vocabulary test correctly because they answered “lemari pakaian” and there were 4 students who could not answer the vocabulary test because they didn’t know. 9. the item 9, no one of the students who could answer the vocabulary test because they didn’t know. 10. the item 10, there were 30 students who could answer the vocabulary test correctly because they answered “batu bara” and there were 3 students who could not answer the vocabulary test because they didn’t know . juwita crestiani m1, opik dwi indah2, hermini hermini3 the impact of using audio visual as a vocabulary learning tool toward uncp students’ proficiency 896 11. the item 11, there were 24 students who could answer the vocabulary test correctly because they answered “pusar” and there were 9 students who could not answer the vocabulary test because they didn’t know. 12. the item 12, all the students could answer the vocabulary test correctly because they answered “serigala”. 13. the item 13, no one of the students who could answer the vocabulary test because they didn’t know. 14. the item 14, there were 32 students who could answer the vocabulary test correctly because they answered “kerang” and there was 1 student who could not answer the vocabulary test because the student didn’t know. 15. the item 15, there were 15 students who could answer the vocabulary test correctly because they answered “paha” and there were 23 students who could not answer the vocabulary test correctly because they answered “lutut”. 16. the item 16, there were 11 students who could answer the vocabulary test correctly because they answered “betis” and there were 22 students who could not answer the vocabulary test because they didn’t know. 17. the item 17, all the students could answer the vocabulary test correctly because they answered “kalajengking”. 18. the item 18, there were 4 students who could answer the vocabulary test correctly because they answered “rumput kering” and there were 29 students who could not answer the vocabulary test correctly because they answered “hai”. 19. the item 19, there were 3 students who could answer the vocabulary test correctly because they answered “karang” and there were 30 students who could not answer the vocabulary test because they didn’t know. 20. the item 20, there were 12 students who could answer the vocabulary test correctly because they answered “gurita” and there were 21 students who could not answer the vocabulary test because they didn’t know. 21. the item 21, no one of the students could answer the vocabulary test because they didn’t know. 22. the item 22, no one of the students who could answer the vocabulary test correctly because they answered “pendeta” and “taman”. 23. the item 23, there were 17 students who could answer the vocabulary test correctly because they answered “teropong” and there were 16 students who could not answer the vocabulary test correctly because they answered “bintang” and “keker”. 24. the item 24, no one of the students could answer the vocabulary test because they didn’t know. 25. the item 25, no one of the students could answer the vocabulary test because they didn’t know. 26. the item 26, there were 19 students who could answer the vocabulary test correctly because they answered “udang” and there were 14 students who could not answer the vocabulary test correctly because they answered “muda” and “mudah”. 27. the item 27, there were 10 students who could answer the vocabulary test correctly because they answered “cumi-cumi” and there were 23 students who could not answer the vocabulary test correctly because they answered “ikan” and “gurita”. 28. the item 28, there were 4 students who could answer the vocabulary test correctly because they answered “terigu” and there were 29 students who ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 897 could not answer the vocabulary test correctly because they answered “segar” and “basah”. 29. the item 29, there were 29 students who could answer the vocabulary test correctly because they answered “belut” and there were 4 students who could not answer the vocabulary test because they didn’t know. 30. the item 30, there was 1 student who could answer the vocabulary test correctly because they answered “tembaga” and there were 32 students who could not answer the vocabulary test because they didn’t know. 31. the item 31, no one of the students could answer the vocabulary test because they didn’t know. 32. the item 32, no one of the students could answer the vocabulary test because they didn’t know. 33. the item 33, all the students could answer the vocabulary test correctly because they answered “ubur-ubur”. 34. the item 34, there were 17 students who could answer the vocabulary test correctly because they answered “alat pemanggang” and there were 16 students who could not answer the vocabulary test because they didn’t know. 35. the item 35, there were 29 students who could answer the vocabulary test correctly because they answered “cacing” and there were 4 students who could not answer the vocabulary test because they didn’t know. 36. the item 36, there were 10 students who could answer the vocabulary test correctly because they answered “pesawat pembom” and there were 23 students who could not answer the vocabulary test because they didn’t know. 37. the item 37, no one of the students could answer the vocabulary test because they didn’t know. 38. the item 38, no one of the students could answer the vocabulary test because they didn’t know. 39. the item 39, there were 16 students who could answer the vocabulary test correctly because they answered “gedung kesenian” and there were 17 students who could not answer the vocabulary test correctly because they answered “album” and “studio”. 40. the item 40, all the students could answer the vocabulary test correctly because they answered “kupu-kupu”. 41. the item 41, there were 25 students who could answer the vocabulary test correctly because they answered “pelanggan” and there were 8 students who could not answer the vocabulary test correctly because they answered “pemakai” and “custom”. 42. the item 42, there were 21 students who could answer the vocabulary test correctly because they answered “ubi kayu” and there were 12 students who could not answer the vocabulary test because they didn’t know. 43. the item 43, there were 20 students who could answer the vocabulary test correctly because they answered “tali” and there were 13 students who could not answer the vocabulary test correctly because they answered “tangga”. 44. the item 44, there were 28 students who could answer the vocabulary test correctly because they answered “domba” and there were 5 students who could not answer the vocabulary test correctly because they answered “perahu”. 45. the item 45, no one of the students could answer the vocabulary test correctly because they answered “zat pendingin”. juwita crestiani m1, opik dwi indah2, hermini hermini3 the impact of using audio visual as a vocabulary learning tool toward uncp students’ proficiency 898 46. the item 46, there were 28 students who could answer the vocabulary test correctly because they answered “sapi jantan” and there were 5 students who could not answer the vocabulary test because they didn’t know. 47. the item 47, there were 3 students who could answer the vocabulary test correctly because they answered “bahu” and there were 5 students who could not answer the vocabulary test correctly because they answered “prajurit” and “tentara”. 48. the item 48, there were 20 students who could answer the vocabulary test correctly because they answered “seperai” and there were 13 students who could not answer the vocabulary test because they didn’t know. 49. the item 49, there were 20 students who could answer the vocabulary test correctly because they answered “kasir (bank)” and there were 13 students who could not answer the vocabulary test correctly because they answered “penjahit”. 50. the item 51, there were 2 students who could answer the vocabulary test correctly because they answered “jas” and there were 31 students who could not answer the vocabulary test correctly because they answered “kambing”. based on the conclusion above, the researcher concluded that the students’ vocabulary still very low in pre test (before treatment). b. the result of students’ vocabulary test in post test 1. the item 1, all the students could answer the vocabulary test correctly because they answered “pinggang”. 2. the item 2, there were 32 students who could answer the vocabulary test correctly because they answered “gorden” and there was 1 student who could not answer the vocabulary test correctly because the student answered “tali”. 3. the item 3, there were 5 students who could answer the vocabulary test correctly because they answered “pesawat peluncur” and there were 28 students who could not answer the vocabulary test correctly because the student answered “kapal”. 4. the item 4, all the students could answer the vocabulary test correctly because they answered “kapal selam”. 5. the item 5, there were 32 students who could answer the vocabulary test correctly because they answered “ceret” and there was 1 student who could not answer the vocabulary test correctly because the student answered “tea”. 6. the item 6, there was 1 student who could answer the vocabulary test correctly because the student answered “lemari makanan” and there were 32 students who could not answer the vocabulary test correctly because the student answered “lemari baju”. 7. the item 7, all the students could answer the vocabulary test correctly because they answered “senjata”. 8. the item 8, all the students could answer the vocabulary test correctly because they answered “lemari pakaian”. 9. the item 9, there were 29 students who could answer the vocabulary test correctly because the student answered “borgol” and there was 4 student who could not answer the vocabulary test correctly because the student answered “membelenggu”. 10. the item 10, all the students could answer the vocabulary test correctly because they answered “batu bara”. 11. the item 11, all the students could answer the vocabulary test correctly because they answered “pusar”. 12. the item 12, all the students could answer the vocabulary test correctly ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 899 because they answered “serigala”. 13. the item 13, all the students could answer the vocabulary test correctly because they answered “terumbu karang”. 14. the item 14, no one of the students could answer the vocabulary test correctly because they answered “kerikil”. 15. the item 15, all the students could answer the vocabulary test correctly because they answered “paha”. 16. the item 16, all the students could answer the vocabulary test correctly because they answered “betis”. 17. the item 17, all the students could answer the vocabulary test correctly because they answered “kalajengking”. 18. the item 18, all the students could answer the vocabulary test correctly because they answered “jerami”. 19. the item 19, there were 30 students who could answer the vocabulary test correctly because the student answered “karang” and there were 3 student who could not answer the vocabulary test correctly because the student answered “karangan”. 20. the item 20, all the students could answer the vocabulary test correctly because they answered “gurita”. 21. the item 21, there were 30 students who could answer the vocabulary test correctly because the student answered “perjamuan and pesta makanan” and there were 3 student who could not answer the vocabulary test correctly because the student answered “penjemuran”. 22. the item 22, all the students could answer the vocabulary test correctly because they answered “padang rumput”. 23. the item 23, all the students could answer the vocabulary test correctly because they answered “teropong”. 24. the item 24, there were 2 students who could answer the vocabulary test correctly because the student answered “keran” and there were 31 students who could not answer the vocabulary test correctly because the student answered “ketuk”. 25. the item 25, there were 3 students who could answer the vocabulary test correctly because the student answered “kerete api bawah tanah” and there were 30 students who could not answer the vocabulary test correctly because the student answered “kapal”. 26. the item 26, there were 32 students who could answer the vocabulary test correctly because the student answered “udang” and there was 1 student who could not answer the vocabulary test correctly because the student answered “gudang”. 27. the item 27, all the students could answer the vocabulary test correctly because they answered “cumi-cumi”. 28. the item 28, there were 30 students who could answer the vocabulary test correctly because the student answered “terigu” and there were 3 students who could not answer the vocabulary test correctly because the student answered “segar”. 29. the item 29, all the students could answer the vocabulary test correctly because they answered “belut”. 30. the item 30, all the students could answer the vocabulary test correctly because they answered “tembaga”. 31. the item 31, all the students could answer the vocabulary test correctly juwita crestiani m1, opik dwi indah2, hermini hermini3 the impact of using audio visual as a vocabulary learning tool toward uncp students’ proficiency 900 because they answered “tenggorokan and kerongkongan”. 32. the item 32, all the students could answer the vocabulary test correctly because they answered “tungku and perapian”. 33. the item 33, there were 30 students who could answer the vocabulary test correctly because the student answered “ubur-ubur” and there were 3 students who could not answer the vocabulary test because they didn’t know. 34. the item 34, all the students could answer the vocabulary test correctly because they answered “alat pemanggang”. 35. the item 35, all the students could answer the vocabulary test correctly because they answered “cacing”. 36. the item 36, there were 20 students who could answer the vocabulary test correctly because the student answered “pesawat pembom” and there were 13 students who could not answer the vocabulary test correctly because they answered “bom”. 37. the item 37, all the students could answer the vocabulary test correctly because they answered “pergelangan tangan”. 38. the item 38, all the students could answer the vocabulary test correctly because they answered “batu kerikil”. 39. the item 39, there were 10 students who could answer the vocabulary test correctly because the student answered “gedung kesenian” and there were 23 students who could not answer the vocabulary test correctly because they answered “album” and “studio”. 40. the item 40, all the students could answer the vocabulary test correctly because they answered “kupu-kupu”. 41. the item 41, there were 28 students who could answer the vocabulary test correctly because the student answered “pelanggan” and there were 5 students who could not answer the vocabulary test correctly because they answered “pembeli” and “pemakai”. 42. the item 42, all the students could answer the vocabulary test correctly because they answered “ubi kayu”. 43. the item 43, all the students could answer the vocabulary test correctly because they answered “tali”. 44. the item 44, all the students could answer the vocabulary test correctly because they answered “domba”. 45. the item 44, all the students could answer the vocabulary test correctly because they answered “seng”. 46. the item 46, there were 15 students who could answer the vocabulary test correctly because the student answered “sapi jantan” and there were 18 students who could not answer the vocabulary test correctly because they answered “bintang”. 47. the item 47, all the students could answer the vocabulary test correctly because they answered “bahu”. 48. the item 48, there were 29 students who could answer the vocabulary test correctly because the student answered “seperai” and there were 4 students who could not answer the vocabulary test correctly because they answered “set”. 49. the item 49, there were 22 students who could answer the vocabulary test correctly because the student answered “kasir (bank)” and there were 11 students who could not answer the vocabulary test correctly because they answered “bank”. 50. the item 50, all the students could answer the vocabulary test correctly ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 901 because they answered “jas”. using audio visual as a vocabulary learning tool toward uncp students’ proficiency has impact. it can be proven by the students’ mean score in post test 85.2 was higher (good) than the students’ mean score in pre test 43 (very poor). conclusion based on the findings and discussion in the previous chapter, the researcher concludes using audio visual as a vocabulary learning tool toward uncp students’ proficiency has impact. it can be proven by the students’ mean score in post test 85.2 was higher (good) than the students’ mean score in pre test 43 (very poor). references apprilia in http://digilib.ikippgriptk.ac.id alfatihah, a., ismayanti, d., syam, a., & santaria, r. (2022). teaching speaking skills through project-based learning for the eighth graders of junior high school. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 152-165. doi:https://doi.org/10.24256/ideas.v10i1.2555 arsyad, a. 2015. learning media. jakarta: pt raja grafindo persada aini, n., amalia, f., & ningrum, a. (2022). improving students' speaking skill using hello english application as a medium of learning from home. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 730-745. doi:https://doi.org/10.24256/ideas.v10i1.2533 grasha, a.f. (1996). teaching with style: a practical guide to enhance learning by understanding learning and teaching style. college teaching, 48: 1-12 linda diamond and linda gutlohn in (http://www.readingrockets.org/article/9943 ministry of education and culture. 2014. teacher's book: natural sciences class 8. jakarta: ministry of education and culture. masruddin, m., & nasriandi, n. (2022). lexical and syntactical errors performed by junior high school student in writing descriptive text. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 1094-1100. doi:https://doi.org/10.24256/ideas.v10i1.3024 nurjulaiha siti in http://repo.uinsatu.ac.id prasetyarini, a., fatmaryanti, s. d., & akhdinirwanto, r. w. (2013). utilization of science teaching aids to increase understanding of physics concepts in students at smp negeri i bulus pesantren kebumen in the academic year 2012/2013. radiasi, 2(1), 7–10. widoyoko, e. p. (2014). evaluation of learning programs practical guide for teachers and prospective teachers. yogyakarta: pustaka pelajar. http://digilib.ikippgriptk.ac.id/ https://doi.org/10.24256/ideas.v10i1.2555 https://doi.org/10.24256/ideas.v10i1.2533 http://www.readingrockets.org/article/9943 https://doi.org/10.24256/ideas.v10i1.3024 http://repo.uinsatu.ac.id/ 827 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 827 836 identity (re) construction of international students when learning english raissa husna1, nasrullah2 raissa.husna6@gmail.com 1, nasrullah01@ulm.ac.id 2 english language education study program, lambung mangkurat university. south kalimantan, indonesia received: 2023-07-8 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1. 3868 abstract this qualitative study aims to investigate how english language acquisition and identity building relate from the viewpoint of english language learners. data for this study was gathered via interviews with international students majoring in english education using narrative studies. participant’s use of concepts as varied as personal and social traits, ethnic origin, geographic location, religious affiliation, national customs and rituals, and national values, among others, to define the notion of identity was observed. the respondent also thinks that his experience of displacement has a significant impact on how his identity is rebuilt. from the interview, the subjects interviewed considered the impacts above to have positive and negative impacts on international students. keywords: international student, identity reconstruction, learner identity, learning english introduction identity formation or reorganization is two interpretations of identity reconstruction. reconstructing one's identity involves relocating one's body and identity. this auto ethnography examines the intersection and negotiation of several types of identity, including personal, social, and cultural identity, as a result of reflection on the nature of the study abroad experience. identity creation starts when someone relocates, and language use is the most fundamental factor that can influence identity reconstruction. van lier (cited in deters, 2011) asserts that the study of identity and how it relates to language and agency is still in its infancy. a person's physical, cognitive, and emotional well-being are all affected by learning a new language, making it a whole experience. when it comes to how they "identify," language learners oscillate between perceiving themselves as first-language speakers (l1) and realizing that they are second-language learners (l2). the process of developing one's identity through language usage is therefore seen to be ongoing, continuous, and dynamic (larsen-freeman & cameron, 2007). english, an international language, is currently the most studied language worldwide. globally, 1.27 billion people speak english as of 2020. it surpasses hindi (637 billion speakers) and http://u.lipi.go.id/1457703302 mailto:1910117320029@mhs.ulm.ac.id mailto:nasrullah01@ulm.ac.id raissa husna1, nasrullah2 identity (re) construction of international students when learning english 828 mandarin (1.12 billion speakers) to become the most widely spoken language. english is recognized as an official language in more than 50 nations. since the grammar in english differs significantly from that of our native languages, we must adapt our usage of the language as we learn it. we can take this real phenomenon of identity reconstruction and language learning from international students studying in indonesia. according to qs world university rankings, more than 6,000 students were enrolled in indonesian universities last year, and approximately 10,000 foreign students arrived in indonesia in 2020 when the covid-19 pandemic first appeared. international students are immigrant students in a country. one of the provisions they need to prepare is language, one of the languages they use a lot is english. apart from that, as international students, they need to make adjustments in that country, not only need to adjust teaching methods in that country, but then from the reconstruction of identity, of course, this will happen to international students. language is a way of communication, according to anderson (in tarigan, 2015:21). language, whether it is one's own tongue or a foreign language, is always employed in daily life. a person's entire being is involved when learning a new language, including their physical, cognitive, and emotional selves. during this process, language learners' perspectives of how they 'identify' themselves as speakers of their first language (l1) and students of a second language (l2) change. because of this, it is believed that the process of developing one's identity through language usage is continual and dynamic (larsenfreeman & cameron, 2007). according to edwards (2009), language is essential for human cognition, self-development, and identity creation. language both shapes and is shaped by one's identity, according to norton (1997). the processes of learning a second language and forming a new identity are also known to be interwoven (edwards, 2009; johnson & johnson, 1999; norton, 1995, 1997, 2009). when learning a foreign language, we must start at the very beginning and work our way up since language foreigners pronounce our language differently than we do. we must study tenses, vowels and consonants, and a great deal more because english is renowned to be the simplest language to learn. learning should advance a person's understanding of which they are, their culture, and the culture of their mother tongue. the identity reconstruction process that occurs to international students who choose to learn a language will be quite challenging because many things need to be adjusted, such as the language of instruction used by the destination country, and at the same time they need to adapt to living in a new place. the process of identity reconstruction is a long process that must be experienced by international students. an international student has to establish himself when he wants to study abroad. because many things have to be adjusted, and many expectations do not match reality. learners must focus on receiving learning regardless of the various processes they experience. likewise, what international students experience, there are many problems they have to face, some common challenges that international students may face; starting from living away from their parents, becoming independent, and adjusting to a new environment. and at the same time, they also have to focus on learning which their main goal for entering a new environment is. not to mention they have to learn the language of instruction in the country. because of this, it is normal for many overseas students to feel alienated, which can be caused by a lack of social skills and contribute to their lack of attention to their lectures. additionally, it is common for international students to associate with peers from similar cultural backgrounds and view the outside world as unsupportive or even harmful to their cultural values and way of life as a result of their lack of ties to the local community. this usually occurs naturally. alienation of international students should be a worry as cultural immersion is one of the reasons people choose to study abroad. in contrast, their lack of participation in the larger community prevents them from being included in the overall definition of an off-campus community. due to this separation between "local" an ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 829 d "international," as well as a lack of cross-cultural engagement, which would benefit both foreign students and the host population, is present (ahamad & szpara, 2003; callaway, 2010; ee, 2013; hodge, 2002; sabry & bruna, 2007). in summary, previous studies have shown that international students experience many difficulties from both internal and external factors. studying abroad is a good way to develop yourself besides that it can add insight to students who graduate. these studies have shown that exposure can be used to assist second language learning. in addition, various studies show that learning a language in a country creates new challenges, as well as creates new experiences for students. as a result, this study will analyse the aspects that lead to the reconstruction of the identity of international students learning english. identity and environment every group or person possesses a quality that cannot be isolated from efforts to be recognized by others; this recognition can take many different forms and is what is referred to as the group identity or the individual identity. the component of a person's self-concept that derives from their perception of their social group membership as well as the value and emotional importance of such engagement is consequently their sense of identity. both essentialist and non-essentialist, or constructivist, viewpoints can be used to determine identity. the essentialist perspective, as stated on page 253 of virkkula and nikula (2010), views identity as "something connected with one's self and considers it singular and somewhat stable." more recent research has concentrated on a non-essentialist viewpoint, even while identity is understood to have traits that are dynamic, flexible, and impacted by a number of experiences rather than being permanent and unchanging (barkhuizen, 2016; henry, 2020; henry & thorsen, 2018; norton, 2013). according to norton (2013), the concept of identity is viewed as interdisciplinary and encompasses a variety of academic fields, including sociology, anthropology, language learning and teaching, and cultural studies. according to a constructivist viewpoint, identity shouldn't be viewed in terms of binary oppositions like motivated or unmotivated. as learners position themselves via the opportunities they find to use their language skills, it should be seen as a social construct rather than a preconceived concept (norton & morgan, 2020). to put it more explicitly, the learner needs access to certain language practices and resources that are integrated within a social context in order to form this social identity (darvon, 2018). for instance, english language students studying abroad in a country where english is the official language may have access to symbolic and material resources that they would not have at home. the environment is one of the variables that have the most impact on this identity; however other aspects also have an impact. our environment has an ongoing impact on how we think, act, and interact with the outside world. for instance, when someone relocates to a place where there are social norms, religious observances, and a distinct style of doing business. therefore, we as newcomers must adjust to the new environment, this adjustment affects our identity. identity and language learning identity and language are intricately linked. this is so because language is a tool that humans employ for spoken and written communication in everyday life. language is a crucial aspect of cultural identity. in this way, we pass on our genuine identities from generation to generation. we share and convey our culture and its values via language. language and words have the capacity to define and mold the human experience. because of language, we can describe our experiences. when someone learns the language, a new identity is created for them. language acquisition is a difficult process. identity reveals the person and the factors that shape that person (rovira, 2008). language impacts how we raissa husna1, nasrullah2 identity (re) construction of international students when learning english 830 connect with others and shows many facets of an individual's personality. no of the mother tongue, social and ethnic identity plays a big part in how language affects how we perceive the world. as a result, language has a significant role in determining one's identity as well as their skills and life experiences. method this type of qualitative research places a strong emphasis on the individual experiences and viewpoints of the participants (creswell, 2003). the narrative research approach was used for this investigation. by using this technique, researchers may understand how a person's identity is created by learning about their life experiences (clandinin & connelly, 2000; clandinin & rosiek, 2007; kramp, 2004). the set of participants in this study consisted of one international student. the study technique used to learn about students' impressions of their language acquisition was a questionnaire. this research also focuses on the student's experience learning english while studying abroad, which is related to the student's drive and capacity for adjusting to a new environment. result the interview results showed that the subject began to experience identity reconstruction after moving to indonesia, namely at the age of 19 in 2018. the process of reconstructing the subject's identity started from the differences in language used in everyday life, the subject came from the philippines. "struggling to learn the indonesian language and problematic situations when talking to indonesian people who don't know english." “culture differences make a lot of changes to my life. (traditions, beliefs, and people)” when she first set foot in indonesia, the first thing that the subject realised about herself was the difficulty in interacting, the subject was quite proficient in english as a second language, so the subject tried to use english as his everyday language. however, it turns out that this makes the subject difficult because the majority of the people there are not fluent in english. in addition, the subject experienced culture shock, due to differences in traditions and beliefs of the local community, which is also a factor in the occurrence of identity reconstruction in the subject. “i have expectations about the differences between indonesia and my country, the philippines. (cost of living, the place i am going to stay in, people, food, and tourist attractions)” “i am aware that education in indonesia could be different from what we have in my country, but i didn't expect that it would affect me as a whole being, especially with the language used when teaching and learning.” “honestly, no. before coming here, i tried anticipating the life i would experience. but, when i came here, everything felt unreal. i came here to finish my goal, as an architect graduate, but now, i will go back as a teacher (soon).” this condition shows that the subject has expectations about life in indonesia when he decides to continue his education in indonesia. such expectations are certain about the differences between indonesia and the philippines, both in terms of the cost of living, the place where the subject will live while continuing their education, the local community, and local food originating from indonesia. in contrast to the subject's expectations about the world of education in indonesia, the subject tries to anticipate everything about education by preparing himself and equipping him by learning english, however, it still turns out to be not following what is on the ground. the subject has a dream of becoming an architect, but ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 831 it turns out that going to college in this department cannot be said to be easy, because not many people there speak english, even the introductory lecturer’s use indonesian in explaining lessons. this must have greatly affected the focus of learning the subject, so the subject decided to move to major in english education. “yes, it does affect me because this isn't the life i dreamed about. i thought i would feel the things i used to watch on television, and social media that live in a different country makes it more sensible. to experience something unique and something we don't have in my country, but no. although it doesn't matter now, it still affects my whole being.” from the narration of the subject above, it can be seen that this greatly influences the identity of the reconstruction subject. because this is not a study abroad envisioned by the subject, who, as can be seen on tv or social media, that living in a different country can feel something that has never been felt in their home country it is not, coupled with the transfer of subject majors. "other than adapting to the type of teaching method used in class (mixture of indonesianenglish language), no more. the solution i did was a lot of interaction and gives & takes learnings with my friends on campus. i used to speak with them and try to comprehend what they were saying. if i don't know words, i ask them for the translation and then if they don't understand my english, i would explain it to them. so i learned because i interact and adapt.” "yes i do, besides language, it's hard to commute because people here always use a motorcycle, and then interact with muslims because i am a non-muslim, i don't know if i am doing the right thing so i don't make them feel disrespected. also the food, we got the same ingredients but different types of dishes. it’s hard to eat and get used to the food here." as previously mentioned, the main problem with the subject when moving countries is the language problem. not infrequently even in the english language education department the issue still finds it difficult to understand the language by both the lecturer and other friends. to complete this subject slowly try to interact more often with others, if something is not understood from both sides the subject will ask more about the topic, so that this language problem is slowly resolved. however, besides the language, the issue has other experiences when trying to adapt to a new place, such as using transportation, where the subject does not have a vehicle, so this is quite difficult for the subject if they want to travel. besides that, the majority of the population is muslim, which is enough to make the issue adapt, not because of any incompatibility, but because of the fear of adapting when interacting. and of course, the problem of food is a problem that is quite often faced by international students, in adjusting tastes. “i did, back when i was new here. and yes, it does affect me, especially my mental state and social aloofness. i can only speak english before so when people cannot speak english, they tend to neglect and just ignore talking to me. also, i feel like some think that i am boasting about my ability to speak english, so i rarely speak and just talk when i am asked. but right now, i can understand bahasa indonesia better and have a lot of friends to speak with. i don't feel like being an outsider anymore. from the narrative above, the aspect that quite influences the subject's identity reconstruction is feeling like an "outsider". this is quite often felt by international students; the feeling of being ignored by other people greatly affects the mental state and tends to make the subject feel alone. again, this problem is due to language, many fellow students raissa husna1, nasrullah2 identity (re) construction of international students when learning english 832 think that someone who uses english is just to make fun; it is undeniable that this is due to the lack of people who can speak english and the local people's lack of exposure to it. with time, the subject can adjust and can understand indonesian. "yes, i do. the way i speak, talk to older ones, the dress code, foods is eaten and higher respect for religious differences." "if you were to ask me back before when i was in a different faculty, i would say i wasn't and only happy because i got to attend the course i dreamed of; but now, more likely to feel better than before. i can say i am happy but not 100% but i will miss indonesia when i go back to the philippines for good." it has been almost 5 years since the subject has lived in indonesia, during which the identity reconstruction process will continue to run, during which time the subject can adapt to the new environment. with this, the subject gets new experiences, such as how to talk to older people, how to dress according to where we are, and respecting other religions. and when asked whether he was happy with life in indonesia, the subject said he couldn't say one hundred percent because, this whole was not what the subject had dreamed of, but now things are better than before and the subject is grateful for the life experience gained from this experience. discussion the evidence shows that both internal and external variables can contribute to identity reconstruction. identity reconstruction is the reformation of one's identity because reconstruction signifies reformulation. this is brought on by migrating to a new location, where we must adapt in order to continue living, and it is at this point that the process of reconstructing our identities starts. additionally, language is another motivating issue in the subject's circumstance. the subject is required to study the indonesian language of instruction in addition to english. as a result, the subject ran into numerous problems. according to a growing amount of research from various disciplines, identity (re)construction and language learning are closely related. as an example, have a look at barnawi, 2009; huang, 2011; joseph, 2009; lazzaro-salazar, 2013; nabavi, 2010; norton, 1995, 1997, 2009, 2011; norton & mckinney, 2011; and roth, 2010 for a list of scholars who have extensively researched this subject. even some academics (day, 2002; edwards, 2009; norton, 1997) believe that identity and language acquisition are related. according to norton (2011), there has been an upsurge in interest in identity over the past few years as a result of a move away from the psycholinguistic components of language learning and toward a focus on the social and anthropological dimensions of language acquisition. identities and education writings written since the 1970s are reviewed. if the aforementioned are external reasons, then feeling like an "outsider" is an internal element that starts the identity-rebuilding process. this sense of being an "outsider" has a significant impact on how accepting learning is emphasized. when you have great expectations yet they don't match the current reality, other issues can also develop. identity change of international student a change in identity refers to the role that a person realizes that his old behavior is very different from his new behavior; this can also be seen from the perspective of other people by being aware of other people's reactions to us. this is bound to happen to international students who experience a change of residence. “i did, back when i was new here. and yes, it does affect me, especially my mental state and social aloofness. i can only speak english before so when people cannot speak english, they tend to neglect and just ignore talking to me. also, i feel like some think that i am boasting ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 833 about my ability to speak english, so i rarely speak and just talk when i am asked. but right now, i can understand bahasa indonesia better and have a lot of friends to speak with. i don't feel like being an outsider anymore.” all of us are affected by life's transitions, and each one is often followed by a period of adjustment (miller, 2010). even when transition is advantageous, it can still be detrimental to a person's mental health, especially given the challenges it entails, such as lifestyle changes and emotions of uncertainty (haslam et al., 2008). even though many transitions are the result of unplanned life events (such as injury or illness; haslam et al., 2008), many transitions do occur on purpose, such as the transition from high school to university (iyer, jetten, tsivrikos, postmes, & haslam, 2009), and can have positive outcomes (such as the acquisition of a skill or a qualification, for example). a reality that influences identity a reality very rarely matches expectations. even though we have worked hard to realize our expectations, there are some things that don't match. international students may experience culture shock, which can include feelings of homesickness, loneliness, and anxiety. this is also a reality that must be faced by international students. the subject of this study also faced the same thing, where she had set high expectations; she thought that studying abroad would be as beautiful as what she saw on social media and television. but in fact not, these things that don't match expectations are enough to influence her identity reconstruction. although international students make expectations about the practical situation in indonesia, wrong judgments occur when their prior knowledge is insufficient. keith (female, philippines) has stated that his initial motivation for going to indonesia was to continue his studies at the university level. after coming to indonesia alone, he had anticipated that the education system in indonesia and his foreign country would be different, but he never knew it would actually affect his life completely. he saw that the reality of the education system in indonesia, which explains why this also, affects motivation in receiving appropriate learning as he stated through interviews that: “i have expectations about the differences between indonesia and my country, the philippines. (cost of living, the place i am going to stay in, people, food, and tourist attractions)” “i am aware that education in indonesia could be different from what we have in my country, but i didn't expect that it would affect me as a whole being, especially with the language used when teaching and learning.” adapt and identity changes studying abroad may be an interesting and difficult experience for international students who must deal with a variety of adjustment challenges, notably those related to academic, social, and psychological adjustment (ward & kennedy 1993, 1999). although they may experience feelings of invisibility in their classes, international students frequently struggle to fit into the culture of the host nation (san diego 2017:50). students must culturally adjust to both their new academic environments and their host nation. the degree of international students' adaptability is crucial to reducing their stress and facilitating easier adaption (misra & castillo 2004). according to vershinina and kocheva (2015), adjusting to a new environment for international students involves accepting cultural differences and lowering the psychological barrier that exists between their culture and that of the host nation. additionally, students feel pressured to live independently, which isolates raissa husna1, nasrullah2 identity (re) construction of international students when learning english 834 them from domestic students and leaves them feeling lonely and homesick. due to their lack of focus and low motivation in both their academic and social lives, international students frequently experience depression (lin & yi 1997). identity reconstruction and learning language learning a language is the process of knowing and studying a new language. language learning can be done in various ways, one of which is learning it in higher education. this is one of the right choices, where learning a language in lectures will be greatly helped by the environment that uses the language being studied. as keith (female, filipino) is currently doing, he is studying english in education. currently keith is studying abroad, namely indonesia, which means he is required to learn the language of instruction used in indonesia. this makes the challenges faced by the subject even greater. and this is also what makes the subject experience identity reconstruction right when moving places. as an outsider: the attempts of belongings studying abroad opens you up to new cultures and broadens your perspectives. however, sometimes, in the midst of assimilating and trying to fit in, you may struggle to feel like you belong. some international students with language differences are enough to make keith (female, filipino) feel like an outsider according to the interview: “i did, back when i was new here. and yes, it does affect me, especially my mental state and social aloofness. i can only speak english before so when people cannot speak english, they tend to neglect and just ignore talking to me. also, i feel like some thinks that i am boasting my ability to speak english, so i rarely speak and just talk when i am asked. but right now, i can understand better bahasa indonesia and got a lot of friends to speak with, i don't feel being an outsider anymore.” this makes many international students themselves end up having their own group which is separate from local students, this makes international students rarely interact with local students, making it difficult for them to receive learning. feeling like an educator makes students lose focus in learning; this can be quite a serious thing. again, language problems are a challenge for international students. however, this can be overcome by learning the language of the country so that international students can mingle with others. conclusion the explanation above makes it quite evident that identity may affect one's capacity to learn a language. conversely, learning a language—whether it be a second language, a third language, etc.—can even assist a person in redefining who they are. this is so that students may acquire both the language and the culture that go along with it. this method starts the identity reconstruction process, which continues until the student completes their course of study. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 835 references ahamad, i., & szpara, m.y. 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(2022). developing multimodal mindful material for secondary school in indonesia post covid-19 pandemic. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 1220-1234. doi:https://doi.org/10.24256/ideas.v10i2.3227 sabry, n., & bruna, k. (n.d.). learning from the experience of muslim students in american schools: towards a proactive model of school-community cooperation. multicultural perspectives, 44-50. http://dx.doi.org/10.1080/15210960701443730 virkkula, t., & nikula, t. (2010). identity construction in elf context: a case study of finnish engineering students working in germany. international journal of applied linguistics, 20(2), 251–273. http://dx.doi.org/10.1111/j.1473-4192.2009.00248.x http://dx.doi.org/10.1080/14790718.2017.1411916 http://dx.doi.org/10.1093/cs/24.1.6 http://dx.doi.org/10.30595/lks.v16i2.13513 http://dx.doi.org/10.2989/salals.2009.27.2.9.872 https://www.researchgate.net/publication/274956834_diving_into_the_depths_of_identity_construction_and_motivation_of_a_foreign_language_learner https://www.researchgate.net/publication/274956834_diving_into_the_depths_of_identity_construction_and_motivation_of_a_foreign_language_learner https://doi.org/10.2307/3587803 https://doi.org/10.2307/3587831 https://www.academia.edu/75238777/identity_second_language https://doi.org/10.21832/9781783090563 http://dx.doi.org/10.1002/9781405198431.wbeal0924 https://doi.org/10.24256/ideas.v10i2.3227 http://dx.doi.org/10.1080/15210960701443730 http://dx.doi.org/10.1111/j.1473-4192.2009.00248.x the particular dialect or language that a person chooses to use on any occasion is called a code 242 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 242 252 the use of total physical response (tpr) as teaching strategy at elementary school zefa maulina zulfa1, sugeng purwanto2, agnes widyaningrum3 zefamaulinazulfa@mhs.unisbank.ac.id, sugeng_purwanto@edu.unisbankac.id agneswidyaningrum@edu.unisbankac.id 1sastra inggris, universitas stikubank semarang, semarang, jawa tengah. 2sastra inggris, universitas stikubank semarang, semarang, jawa tengah. 3sastra inggris, universitas stikubank semarang, semarang, jawa tengah. received: 2023-05-22 accepted: 2023-06-27 doi: 10.24256/ideas.v11i1.3851 abstract learning english using vocabulary is very useful for students at sdn 3 bandengan, especially in the teaching and learning process in class. in teaching vocabulary, the teacher uses the total physical response method so that children can understand english by playing. the problems of this study are: why did the english teacher use tpr to teach fourth graders at sdn 3 bandengan?, and how did the english teacher apply tpr in teaching english? the purposes of this study are to analyze the teacher's method of teaching english using total physical response that teacher uses to teach fourth graders at sdn 3 bandengan, and the english teacher applies tpr in teaching english. the researcher used descriptive qualitative methods since the researcher completed a sixmonth internship at a school from august 1st, 2022 – december 2nd, 2022, so the data has been assessed. the researcher conducted interviews with teachers to collect information to support the finding. the finding of this study is that students can understand vocabulary in english lessons using tpr. keywords: teaching vocabulary; teaching strategies; total physical response (tpr) introduction education is the process of teaching and learning, and the role of the teacher is very important in the education system. the teacher can create a good learning atmosphere so that it has a positive impact on the student learning process and ultimately maximizes learning outcomes. in today's era, language is an important lesson, especially in english language. english is included in the school curriculum in indonesia until now and continues to develop according to its level. students need http://u.lipi.go.id/1457703302 mailto:zefamaulinazulfa@mhs.unisbank.ac.id mailto:agneswidyaningrum@edu.unisbankac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 243 to learn and master english which consists of four elements, namely reading, writing, listening, and speaking. speaking is a way of communication between two people to convey something (dialogue). in speaking material there are several parts, one of which is vocabulary. in learning vocabulary, the researcher chose total physical response (tpr) method. total physical response is a method for teaching language in early childhood because its application is related to the coordination of commands, speech, and movements so that it is easier for a child to master something. this study focuses on the strategies of teaching vocabulary by total physical response at sdn 3 bandengan. based on the observations made by the researcher, it became easier for students to learn english. in this study, the researcher wants to discover the strategies that teachers used in teaching english by formulating two research questions as follows (1) why did the english teacher use tpr to teach fourth graders at sdn 3 bandengan? (2) how did english teachers apply tpr in teaching english? a relevant study for this research was discovered by the researcher (fadiana et al., 2020) who conducted research on teaching vocabulary by using total physical response in sd swasta pertiwi, concerns were raised about the students' lack of language proficiency in class iv sd swasta pertiwi. the goal of this study was to improve students' vocabulary mastery by utilizing the total physical response approach, and it was a success. the strategy works well to increase students' vocabulary mastery, as evidenced by the rise in the mean score from the preto posttest. the second study (yanuarita, 2017) is the effect of the total physical response (tpr) method and word list for teaching vocabulary to children. when teaching vocabulary, many teachers mostly use vocabulary words. the most common strategy that educators use is the vocabulary list. these are some of the reasons why teachers choose to utilize vocabulary. a word list is useful in the first part because it can make it simple for students to comprehend the meaning of words. in addition, word lists are simple to create because they don't require any material. the preparation of the media to aid in teaching and learning presents challenges for many teachers. in conclusion, word lists are incredibly useful, which is why most teachers prefer them. however, overusing this technique is not advised because it might cause kids to become easily bored. the growth in the number of eyl programs has been attributed to the rising demand for english as well as parents' perceptions that having english-language proficiency will benefit their children's school and work prospects (enever, j., & moon, j., 2009). "when language learning begins earlier, it can carry on longer and provide more practice and experience, ultimately leading to higher fluency and effectiveness (helena anderson curtain, 2010). nevertheless, time is insufficient. intensity is also important. additionally, several studies have found that young language learners are more likely to achieve native-like pronunciation, greater selfassurance when speaking the language, and better oral proficiency. these studies zefa maulina zulfa, sugeng purwanto, agnes widyaningrum the use of total physical response (tpr) as teaching strategy at elementary school 244 don't rule out the idea that older language students can master pronunciation or competency comparable to native speakers, but they do imply that younger students may be at an advantage. students are learning the language at younger and younger ages, with many countries starting at the primary level (jenkins, 2009) in (hatimah, 2013). to do this, pupils must become proficient in academic english during their primary and secondary education. the teaching of english as an international language differs from the teaching of other foreign languages because of the language's worldwide role. wardani (2015) said that vocabulary is an important aspect in language because it appears in every skill including language skills namely listening, speaking, reading, and writing. it can be concluded from this statement that vocabulary is a major factor in a language because it is needed in speaking, listening, reading, and writing. according to musdalifah (2021) vocabulary is essential to language learning and teaching because it allows us to effectively and efficiently express our thoughts, feelings, and desires. therefore, acquiring new words will make it simpler for students to converse with one another. another scholar, graves (2018) identified four elements of an effective vocabulary program namely: 1. consistently read widely or in-depth on your own to increase your vocabulary. 2. teaching certain terms to improve understanding of writings that use phrases. 3. providing teaching in independent word-learning techniques. 4. word awareness and word-play activities to encourage and increase learning. according to ulya & ichsan (2021) the total physical response method is one way to teach english vocabulary for children, in introducing new vocabulary in a foreign language, an educator must consider that early childhood is still building their first language vocabulary and is still in the process of acquiring and managing concepts, through total physical response children are motivated to have a high response in the introduction of english. a) total physical response in teaching vocabulary in the classroom, the teacher and students take on roles like that of the parent and child respectively. total physical response (tpr) can be used to practice and teach various things. it is well suited for teaching classroom language and other vocabulary connected with actions. it can be used to teach imperatives and various tenses and aspects. it is also useful for storytelling. because of its participatory approach, total physical response (tpr) may also be a useful alternative teaching strategy for students with dyslexia or related learning disabilities, who typically have trouble in learning foreign languages in traditional instruction classrooms. that is, tpr is a language learning method that is built through a combination of verbal and action applied to teach language through motor activity. for the subject in this study, students with low cognitive abilities could understand vocabulary even if it was only spoken, so the researchers did some modifications in the process of learning english speaking skills in sdn 3 bandengan, to suit the conditions and needs of students, namely as following: ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 245 stage 1 : the teacher says the words or sentences of orders three times and then all students follow them. stage 2 : the teacher guides the students one by one to act while the teacher and students recite the sentences they have heard. stage 3 : the teacher pronounces the command sentences, but students are asked to do the action themselves. teaching strategy is a method or plan to achieve an education goal as a result, the term strategy refers to a method, approach, or way of achieving something. teachers must plan and implement effective teaching strategies (pujianti, 2022). method in the world of education there are two research approaches, namely qualitative and quantitative. while the research method according to wirartha (2006) is "a method or procedure to obtain a solution to the current faced problem. so, this research method guides the researcher according to the order of research work from the beginning of research to the end of a study. to conduct this study, descriptive qualitative methodologies were used. according to moleong (2005), a qualitative descriptive method is a research method where the data collected is in the form of words, pictures, and not numbers. this data can be obtained from interviews, field notes, photographs, videotapes, personal documentation, notes, memos, and other documentation. this method will be used in this research because this method is very related to the phenomena that are there. this research focuses on teaching strategies in teaching and learning using the tpr method. qualitative research generates descriptive data in the form of spoken words and observed behavior. the population is the generalization area which consists of objects/subjects that have certain qualities and characteristics set by researchers to be studied and then conclusions are drawn (sugiyono, 2015:117). so, the population can be interpreted as a whole research object/subject that has certain characteristics for analysis and concluded the results. based on this definition, in this study the population used was the 18 students at sdn 3 bandengan. the sample is part of the number and characteristics possessed by the population (sugiyono, 2015:118). thus, the samples taken in this study were 18 students from class iv sdn 3 bandengan. in this study, researcher focused on the students at sdn 3 bandengan. the researcher found that the students at sdn 3 bandengan are students who incidentally are not native to bandengan but they are children of fishermen who have just stopped at bandengan village. they are often called 'newcomers', and some of them are from jepara, demak, and batang. they brought all their family members for quite a long time so that their children could go to school and only bandengan 3 elementary school which care with the conditions in the village. the society are fishermen who worked at the sea and there zefa maulina zulfa, sugeng purwanto, agnes widyaningrum the use of total physical response (tpr) as teaching strategy at elementary school 246 were still a few people who worked in a company because it was far from the village. this research is carried out at jl laut 325 kendal, bandengan, kendal city, central java. sdn 3 bandengan is in kendal regency, not far from kendal square. it only takes about 10 minutes, and this elementary school is in the middle of the fishermen's houses. every day the road leading to this elementary school is always flooded or often called the 'tide sea' that comes, and the water level cannot be predicted. there are several students whose houses are across from this elementary school so if they go to school, they must take a small boat first, with unpredictable flood conditions. the students wear sandals while at school because if the water pressure is high, they can enter their classrooms. it's the same for the teacher, if the water pressure is high, they park their motorbike at a resident's house which is about 1km from the school after that they walk using boots. even though the school and environment are far from being friendly, it does not reduce the teacher’s and student’s enthusiasm for teaching and learning. according to bogdan (2012) in zeithml (2021) data collection traditions (like participant observation, unstructured interviewing, and document analysis). there are three data collection methods, namely (1) observation, (2) interview, and (3) documentation. the analysis of the teacher's strategy at sdn 3 bandengan necessitated the use of data collection techniques, so the researcher employed some techniques to gather data. these techniques and procedures mutually reinforced one another to produce data that was genuinely valid. the data collection techniques and procedures used in this study are as follow: since it frequently requires the researcher to assume various roles and collect data using a range of tools, including her or his five senses, observation is a complex research approach. according to riyanto (2010: 96) in ghazali (2019) observation is a data collection method that uses direct or indirect observation. according to experts, observations are made directly or indirectly by researchers and are carried out in a clearly structured way. the purpose of using observation techniques is to collect information about the situation at sdn 3 bandengan, how about the teaching process at the school, and what efforts are being made to develop and improve english learning. during the observation the researcher made field notes, audio recording and picture to be used in data analysis. in this study, the technique for collecting data was the interview technique. according to sugiyono (2015: 72) in pransetyapri, s. e., salim, i., & supriadi (2021) an interview is a meeting of two people to exchange information and ideas through question and answer, so that meaning can be contributed to a particular topic. this interview technique is very helpful for making research in data collection and can also find out how the teaching and learning process of teachers and students at sdn 3 bandengan. according purwanto (2018) in pransetyapri, s. e., salim, i., & supriadi (2021), research instruments are basically tools used to collect data in research. as a result, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 247 the researcher entered the place to collect data, conducted her observations, conducted interviews, studied the document, and then independently interpreted the results. the subject of this observation is the fourth-grade english teacher. it concentrates on the teacher's strategy when teaching english using the total physical response method. this observation aims to ascertain how teachers apply english teaching using the total physical response method and to obtain the data. this method is used to obtain further information to determine the purpose of this study. this instrument is also a technique for collecting data. the researcher conducted interviews to obtain information about teacher problems and strategies using the total physical response method. miles & huberman (1994) in (pujianti, 2022) argue that there were three different activities of qualitative data, such as data reduction, data display, and conclusion. they were as follow: during data collection, the researcher collected the data by observation and interview the teacher. researcher began to comprehend the facts that will be reduced, displayed, and then concluded. according to sugiyono (2018: 247-249) in (stei indonesia, 2017), data reduction is summarizing, selecting things principal, focusing on important things that are by the research topic, looking for themes and patterns, in the end, giving a clearer picture, and making it easier to carry out further data collection. the reduction stage is known as summarizing the step. displaying data or presenting data in this method is usually used to compose a description of information to conclude. the researcher will display and then describe it, if the data description is complete, then analyse the data. after being analysed, the researcher will present data from interactions between english teachers at sdn 3 bandengan. table 1.1. displaying data no objective problem result 1. english teacher uses tpr to teach fourth graders at sdn 3 bandengan. it is proven that approximately 80% of students understand learning english. 2. the english teacher applies tpr in teaching english. the tpr method is quite effective because students prefer speaking to writing. the conclusion, which the researcher derived from the collected data, is the study's conclusion. making the best judgments and recommendations after conducting an analysis of the data is the final phase. zefa maulina zulfa, sugeng purwanto, agnes widyaningrum the use of total physical response (tpr) as teaching strategy at elementary school 248 findings english teacher uses tpr to teach fourth graders at sdn 3 bandengan the researcher had the opportunity to take part in the 2022 “kampus mengajar” program which is held on august 1st, 2022 – december 2nd, 2022. in this program, the researcher is assigned to sdn 3 bandengan, kendal where the sdn is still b accredited. this school is not like public schools in general because there are several students with disorder who attend inclusive schools. five students are classified disorders in grade 4, the rest of them can follow it well even though they must learn it slowly. the reason is that in that area children with disorder status cannot attend inclusive schools because their homes are far from inclusive schools, secondly, in that area there are no facilities that support education for children with disorder, therefore sdn 3 bandengan will accept students with disorder to get a proper education like other children. moreover, because sdn 3 bandengan is the only school in the area and there are also several children who failing a grade, so at their age they should be in junior high school, but they are enrolled in elementary school. while assigned there the researcher had the opportunity to research or observe and interview english teacher at sdn 3 bandengan. after the researcher made observations, it was found that english lessons at sdn 3 bandengan started in grade 4 because students in grades 1 to grade 3 were deemed unable to learn english because the cognitive abilities of the children there were still relatively low, therefore the researcher was interested in the method applied by the english teacher. the teacher feels that grade 4 students have begun to understand to use their cognitive abilities, which is why learning english begins in grade 4. based on the results of interviews with the english teacher at sdn 3 bandengan, it was found that the teacher used the tpr method. from discussions with the english teacher, 4th-grade students at sdn 3 bandengan approximately 80% of the children understood english learning because in grade 4 because there were 5 students with disorder status. table 1.2. interview researcher berarti dengan metode tpr ini sangat efektif untuk pembelajaran bahasa inggris disini ya bu? informant iya mbak cuma metode ini yang efektif selama saya disini. researcher berapa persen anak paham pembelajaran bahasa inggris dengan metode yang ibu terapkan? informant kalau untuk anak kelas 4 sendiri sekitar 80% anak memahaminya untuk anak kelas 5 dan 6 hampir 90% anak sudah paham kalau pun salah masih sewajarnya. informant kalau dalam pembelajaran bahasa inggris metode saya gunakan yaitu total physical respond sering dikenal dengan nama tpr dimana metode ini lebih ke pembelajaran dengan cara bermain dan ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 249 bernyanyi contohnya seperti ‘simon’s says’ tapi kalua saya jelas pakainya seperti ‘bu tina says atau menggunakan nama siswa says’, dan kadang saya juga bernyanyi seperti ‘head, shoulders, knee, and toes’ sambil memegang apa yang disebutkan bisa juga saya mengganti kata tersebut seperti ‘ head, head, knee, and toes’. the english teacher applies tpr in teaching english the result of students' understanding in learning english using the tpr method is that the teacher applies enjoyable learning so that students can understand english easily. the way the teacher applies the tpr method is by singing together with the children "head and shoulders, knees and toes...". in this way, the teacher can practice directly, and the students will follow so that if it is repeated continuously, they can understand and catch what the body parts are in english. not only singing, but the teacher also uses learning methods by playing. an example is "simon say's" where the teacher says and holds which part of the body the teacher mentions. this method is considered by the teacher to be very helpful for students in concentrating and understanding little by little the body parts in english. in this case, not only is being led or played by the teacher, but the students can become the leader in the game, so they can learn pronunciation also. based on the results of the interviews above, the researcher found a strategy for learning english, namely the teacher used the tpr method. the teacher claims that the tpr method is quite effective because students at sdn 3 bandengan prefer to speak than to write and according to the english teacher, this is the only method students can easily understand the material. table 1.3. list of vocabularies no female/ male age vocabulary applause stand up please open the book eat drink laugh smile cry sweep 1. female 10th 2. female 10th 3. male 11th 4. female 10th 5. female 10th 6. male 10th 7. female 10th 8. female 10th 9. female 13th 10. male 10th 11. male 16th 12. male 15th 13. male 10th 14. female 10th zefa maulina zulfa, sugeng purwanto, agnes widyaningrum the use of total physical response (tpr) as teaching strategy at elementary school 250 15. female 14th 16. female 10th 17. male 12th 18. female 10th after this method was applied in class 4 of sdn 3 bandengan, there were normal student reactions and reactions of students with special needs. for normal students with 2x repetition of the material they already understand the material provided and for students with special needs we must repeat the material several times, there are 18 students in grade 4, including 5 students with special needs. but they did not get special attention so that the teacher in grade 4 repeated several times to help all grade 4 students understand everything. . conclusion in the first formulation of the problem, the researcher found that sdn 3 bandengan is a unique school because this school is not inclusive but accepts some students with disorder and some of them are late for attending school. the school principal agreed to give english lessons started in grade 4th because the students had started to understand reading, counting, and self-confidence. the researcher concludes that the english teachers apply tpr in teaching english so that the students can easily understand it. by looking at the condition of the students whose cognitive competence is low it makes it difficult for students to write, especially for the pronunciation. based on the results of the research above, it is hoped that english teachers can be even more creative in teaching vocabulary using this method. this method is very easy and effective for young learners. for further research, it is suggested to examine the development of english teaching and learning using different methods. further research is encouraged to research in a longer period to obtain more detailed and more realistic data in the application of learning methods. based on the results, the researcher suggests that english can be taught from first grade because it will be very helpful when entering the next level of education, and when children enter grade 4, at least they have studied for a higher level. . references fadiana, d., bahri ys, s., & inayah, n. 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(2021). pengaruh metode total physical response pada perkembangan kosakata bahasa inggris anak usia dini. thufula: jurnal inovasi pendidikan guru raudhatul athfal, 9(2), 235. https://doi.org/10.21043/thufula.v9i2.11002 https://doi.org/10.24256/ideas.v10i1.3024 https://doi.org/10.24256/ideas.v10i2.3208 zefa maulina zulfa, sugeng purwanto, agnes widyaningrum the use of total physical response (tpr) as teaching strategy at elementary school 252 wardani, s. i. (2015). improving student vocabulary mastery using word mapping strategy. okara: jurnal bahasa dan sastra, 9(1), 131. https://doi.org/10.19105/ojbs.v9i1.585 wirartha, i. . (2006). methodology penelitian sosisal ekonomi. yanuarita, f. (2017). the effect of total physical response (tpr) method and word list for teaching vocabulary to children. magister scientiae, 0(23), 56–65. http://journal.wima.ac.id/index.php/magister_scientiae/article/view/1402 883 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 883 890 south korean modern culture in the drama series “just one bite” (semiotics analysis by charles sanders peirce) nurul fikriyyah taqwa1, ikhwan m said2, hamzah machmoed3, dafirah dafirah4, fadhliyah rahmah muin5 taqwanf22f@student.unhas.ac.id ikhwan.said@unhas.ac.id hmzmachmoed@yahoo.com dafirah_unhas@ac.id fadhliyah_rahmah_muin@iainpalopo.ac.id linguistics, hasanuddin university, makassar, south sulawesi english education, state islamic institute of palopo, palopo, south sulawesi received: 2023-04-11 accepted: 2023-08-01 doi: 10.24256/ideas.v11i1.3895 abstract the purpose of this study is to analyze and describe the modern cultural values of south korea which are represented in the drama series "just one bite". this drama series is a south korean drama series that airs on the official playlist global youtube channel and was released in two seasons. the focus of this research is the representation of south korean cultural values in the modern era. the object of this study is the drama series "just one bite" where the writer takes screenshots of various scenes in the drama series. the method used in this study is an inductive qualitative approach with a type of content analysis. content analysis is used to study storage data in the form of symbols, text, images and so on. the theory used is charles sanders peirce's semiotic theory, namely that signs are divided into symbols, objects, and interpretants. based on data analysis using charles sanders peirce's semiotic approach, various data were found that represent south korean cultural values in the modern era in the drama series "just one bite". these cultural values include language in the form of naming food, family culture in the form of sharing food, technological advances in the form of instant food, and preserving culture in the form of serving traditional food with modern food. keywords: c.s peirce; drama series, semiotics, introduction series is several events or things that are similar or related (‘series | english meaning cambridge dictionary’, n.d.). a drama series is a series that is delivered in a dramatic way. its distinctive feature is that the story can continue for several episodes within a period of weeks, months and even years. in general, drama series http://u.lipi.go.id/1457703302 mailto:hmzmachmoed@yahoo.com mailto:dafirah_unhas@ac.id mailto:fadhliyah_rahmah_muin@iainpalopo.ac.id nurul fikriyyah taqwa1, ikhwan m said2, hamzah machmoed3, dafirah dafirah4, fadhliyah rahmah muin5 south korean modern culture in the drama series “just one bite” (semiotics analysis by charles sanders peirce) 884 are aired on television. over time, in the modern era, drama series are not only broadcast on television, but are also broadcast via social media such as youtube. however, drama series broadcast via youtube are usually of short duration and are called web series. usually, the episodes that are broadcast are also not as many as the drama series that are broadcast on television, so the storyline is denser and quite fast. drama series are usually created based on inspiration from true stories. therefore, drama series are quite popular with various groups, ranging from teenagers, adults to the elderly. there are various messages presented in the drama series that can give a distinct impression to the audience. the messages conveyed can also influence and inspire the thoughts and actions of the audience in their daily lives. in addition, the themes that are made into drama series are also diverse and quite related to the daily lives of the audience. for example, telling stories about school students, college students, office employees, family relationships, or friendship. one of the drama series with the theme of friendship is just one bite. just one bite is a drama series that airs on one of the social media, namely youtube. this drama series can also be called a web series because it is broadcast via internet, not through television. the series airs on the playlist global youtube channel. the first season aired on october 4th 2018 to october 27th 2018. the second season aired april 27th 2019 to may 29th 2019. the total episodes in the first season were eight episodes with a duration of 9-13 minutes each. whereas in the second season the total episodes were ten episodes with a duration of each episode of 6-16 minutes. this drama series tells the story of three girls who have been friends since they were in high school until they were in their 20s. even though they have different characteristics and backgrounds, they are still good friends and always find time to meet. through the activities of each character every day and meetings between figures, the audience can witness various customs or culture of south korean society in the modern era. through every scene in the drama series, various messages can be found conveyed through modern south korean culture. according to koentjaraningrat, culture is the ideas and works of humans as a whole which must be made into habits by learning, as well as the whole of the habits and results of these works (puspitasari, 2021). culture according to koentjaraningrat (in puspitasari, 2021 : 11) contains several general elements consisting of seven elements, namely (1) language, (2) social organization, (3) knowledge systems, (4) livelihood systems, (5) living equipment systems, (6) religious systems, and ( 7) art. in living the life of society, a culture is formed. the formation of this culture is a form of work based on the will of the community. through the culture that is formed, various related socio-cultural values can be seen. not only in everyday life, these values can also be seen from various scenes shown in a drama series. therefore, the writer is interested in analyzing these values with a semiotic approach. semiotics is something that represents or describes something else, in this case in the minds of those who think about it (asfar, 2019). according to hjemlev (in asfar, 2019 : 20) signs consist of two ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 885 basic materials, namely expression (which includes words, sounds, symbols and so on) and content (meaning or content). the drama series includes signs in the form of words, sounds, symbols, and contents. the theory of semiotics which is often referred to as the "grand theory" is the semiotic theory of charles sanders peirce. according to indiwan (in sya’dian, 2015 : 52) it is because his views are comprehensive, structural descriptions of all significations, peirce wanted to determine the basic particles of sign and reassemble the parts in a single structural. peirce divides signs based on symbols, objects, and interpretants which are commonly referred to as triadic triangles (puspitasari, 2021). the writer is interested in conducting this research because there has been no previous research that has analyzed the drama series "just one bite" from a semiotic perspective. the next reason is because this drama series has a solid plot but quite a lot of scenes that show modern culture in south korea. in line with that, the writer wants to analyze and describe the values that exist in this drama series, both social values and cultural values. the author hopes that the results of this study can be an additional reference, especially semiotic analysis in drama series and add insight to writers and readers regarding the social values and modern culture of south korea. method this research focuses on the representation of social and cultural values. the writer has done an analysis on the drama series "just one bite", where the writer used several figures taken from the scenes in the drama series. this study used an inductive qualitative approach that developes concepts from existing data. the aim of qualitative research is to understand social phenomena by focusing more on a complete picture of the phenomenon being studied. qualitative research uses data in the form of written or spoken language from the observed sources. this approach was carried out in order to be able to analyze and describe events, attitudes, perceptions and so on. the theory used by the author is charles sanders peirce's semiotic theory. peirce's semiotic theory divides signs based on symbols, objects, and interpretants which are commonly referred to as triadic triangles. the data sources of this research are primary and secondary data sources. the primary data was obtained from the drama series "just one bite" which the author accessed via the playlist global youtube channel. the secondary data sources were obtained from literature such as previous studies, articles and lecture notes. the data collection technique used by the author was documentation. the documentation method is a data collection method that is carried out by recording documents which are the source of research data. in this study, the writer took several figures of the scenes in the drama series related to this research. first, the author observed every scene in the drama series "just one bite" which the author accesses via the playlist global youtube channel. next, the writer analyzed the data collected by using peirce's semiotic theory and then describes it. result and discussion "just one bite" is a south korean drama series directed by director lee dongjun. played by several characters with three girls who are the main characters. these characters are ha eun-seong, im suji, and jeon hui-suk who have been friends since nurul fikriyyah taqwa1, ikhwan m said2, hamzah machmoed3, dafirah dafirah4, fadhliyah rahmah muin5 south korean modern culture in the drama series “just one bite” (semiotics analysis by charles sanders peirce) 886 high school. then the supporting cast are lee chan-hyeok, park gyeong-chan, joo ugyeong, ha tae-seong, and cho hye-ju. tells about the daily life of the main characters with other characters. each scene is shot in various places according to the scene that is currently taking place, for example the setting of the restaurant when they are together, sharing stories and enjoying meals together. various conflicts between characters are also displayed. one of the most influential conflicts in the relationship between the main characters is when the character jeon hui-suk turns out to be in a secret relationship with ha tae-seong who is ha eun-seong's younger sibling. this made ha eun-seong angry because her best friend and sister did not open up to her about their relationship. figure 1 (episode 2 season 1 minute 06:18) figure 1. instant rice bowl 1. sign : instant rice bowl. 2. object : one of the characters is stirring instant rice bowl. 3. interpretant this scene shows that the main characters gather at ha eun-seong's house and eat instant rice bowls together after eating pizza. this scene means that the people of south korea are quite familiar with instant food and have even become one of the modern cultures in south korea. this also shows that south korea's technology in the culinary field has advanced because instant rice is available which is complete with side dishes and is quite practical because it is only heated in a microwave. the dialogue in this scene states that the instant rice is spicy octopus rice. so the meaning is that in general south korean people like spicy food. figure 2 (episode 4 season 1 minute 02:17) figure 2. picnic in the park ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 887 1. sign : picnic in the park. 2. object : the main characters sit together in the garden and eat snacks. 3. interpretant: this scene interprets one of the cultures of the south korean people, namely gathering or having a picnic in the park. not just sitting or gathering, they also bring snacks to eat together. this culture looks simple but meaningful. by having a picnic in the park, we can breathe fresh air while looking at the scenery. in this scene, there are also people who are cycling and just enjoying their time in the park. figure 3 (episode 4 season 1 minute 08:23) figure 3. instant steak 1. sign : instant steak. 2. object : instant steak cooked in the microwave. 3. interpretant : this scene shows a bowl of instant beefsteak which is simply heated in the microwave before eating. even though in this scene the process of heating the beefsteak in the microwave is not shown, there is an index of the sound of the microwave when the food is finished heating. this scene further indicates that eating instant food has become the culture of south korean society in general. figure 4 (episode 1 season 2 min 01:26) figure 4. tteok-bokki 1. sign : tteok-bokki 2. object : ha eun-seong and im suji eat tteok-bokki, a typical south korean rice cake cooked nurul fikriyyah taqwa1, ikhwan m said2, hamzah machmoed3, dafirah dafirah4, fadhliyah rahmah muin5 south korean modern culture in the drama series “just one bite” (semiotics analysis by charles sanders peirce) 888 with sauce. 3. interpretant : this scene interprets one of the typical south korean dishes, namely tteok-bokki. this dish is made from rice cakes and cooked with a special south korean sauce, namely gochujang. it is usually served with accompaniments such as boiled eggs, fish cakes or eomuk, sausages, cheese, a sprinkling of sliced green onions and so on. in this scene, ha eun-seong and im suji only ordered one menu and shared it because the portion of the tteok-bokki provided was quite large. this means that the culture of south korean people likes to share food at one table. figure 5 (episode 2 season 2 minute 00:25) figure 5. comic café 1. sign : comic cafe . 2. object : jeon hui-suk and im suji read at a comic cafe while eating snacks. 3. interpretant : this scene shows that even though technology has advanced, comic cafes are still popular among south korean people. inside the comic cafe, visitors can read comics comfortably because various facilities are provided such as comfortable chairs or sofas. the scene also shows a canteen to order food and drinks. these facilities can make visitors more comfortable reading comics and spending time at comic cafes. figure 6 (episode 4 season 2 minute 00:10) figure 6. kimchi 1. sign : kimchi 2. object : the main characters gather at ha eun-seong's house and eat black soybean paste noodles and kimchi. 3. interpretant: the scene interprets the typical south korean food, namely kimchi. kimchi is pickled vegetables and fermented with spicy seasoning. in south korean ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 889 culture, kimchi is always served as a side dish. in this scene, it can be seen that the food served is black soybean paste noodles served with fried eggs. this shows that in modern culture, south korean people still like kimchi as a side dish for food. figure 7 (episode 7 season 2 min 00.36) figure 7. bibimbap 1. sign : bibimbap. 2. object : the main characters meet at ha eun-seong's house and eat bibimbap, south korean mixed rice. 3. interpretant : this scene shows a bowl filled with white rice, fried eggs, vegetables and red sauce or gochujang sauce. gochujang sauce is a typical south korean sauce that is used as a condiment in various food dishes. gochujang sauce is traditionally fermented. one of the foods seasoned with gochujang is bibimbap, south korean mixed rice with various additional side dishes such as beef, fried eggs, vegetables and so on. after being put together in a bowl, the rice and side dishes are stirred together before being eaten. even though gochujang sauce is a traditional sauce, people in the modern era still use it as a food seasoning. conclusion the semiotic analysis of modern south korean culture shown through the drama series "just one bite" using charles sanders peirce's semiotic theory concludes that: 1) south korean culture in the modern era still maintains traditional culture such as traditional food which is still popular with the people. this can be seen in the side dishes of kimchi and gochujang sauce; 2) the representation of social values is displayed through a culture of sharing food, where one large portion of food is shared by two people; 3) one of the staple foods of the south korean people is rice. this is shown in the scenes where the characters eat instant rice and mixed rice or bibimbap; 4) south koreans like to spend their time picnicking in parks and reading comics while eating snacks at comic cafes. nurul fikriyyah taqwa1, ikhwan m said2, hamzah machmoed3, dafirah dafirah4, fadhliyah rahmah muin5 south korean modern culture in the drama series “just one bite” (semiotics analysis by charles sanders peirce) 890 references asfar, a. m. i. t. (2019). analisis naratif, analisis konten, dan analisis semiotik (penelitian kualitatif), (january). doi:10.13140/rg.2.2.21963.41767 alfatihah, a., ismayanti, d., syam, a., & santaria, r. (2022). teaching speaking skills through project-based learning for the eighth graders of junior high school. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 152-165. doi:https://doi.org/10.24256/ideas.v10i1.2555 puspitasari, d. r. (2021). nilai sosial budaya dalam film tilik (kajian semiotika charles sanders peirce) social-cultural values in tilik film (semiotic study of charles sanders peirce). jurnal semiotika, 15(1), 2579–8146. retrieved from http://journal.ubm.ac.id/ series | english meaning cambridge dictionary. (n.d.). retrieved 2 june 2023, from https://dictionary.cambridge.org/dictionary/english/series sidabutar, k. (2022). grice's types of maxims in "willoughbhys" movie. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 326-337. doi:https://doi.org/10.24256/ideas.v10i1.2661 sari, e., & agustina, m. (2022). thematic development in students’ argumentative essay. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 166-174. doi:https://doi.org/10.24256/ideas.v10i1.2563 sya’dian, t. (2015). analisis semiotika pada film laskar pelangi. proporsi : jurnal desain, multimedia dan industri kreatif, 1(1), 51. doi:10.22303/proporsi.1.1.2015.51-63 https://doi.org/10.24256/ideas.v10i1.2555 https://doi.org/10.24256/ideas.v10i1.2661 https://doi.org/10.24256/ideas.v10i1.2563 670 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 670 685 investigating students’ online learning readiness (solr) in developing students’ soft skills: a survey at english education study program (eesp), faculty of teacher training and education (fkip), jambi university drs. adrefiza, ma, phd (adrefiza@unja.ac.id) bunga ayuwulandary, spd, ma, phd (bunga_ad@yahoo.com) received: 2023-07-26 accepted: 2023-07-26 doi: 10.24256/ideas.v11i1.3824 abstract: studies on student online learning readiness (solr) have been proliferating since the outbreak of the covid-19 pandemic world-widely. the results seem to vary accordingly in terms of students’ levels, complexity, and contexts of its implementation across regions and countries. through an internet survey questionnaire, involving 139eesp students at the faculty of education, at jambi university, this study investigates the levels of solr and how they contribute to the improvement of the students’ soft skills. adapting yu and richardson’s (2015) model, the results show a relatively high solr level with an average score of (3.64) (out of the maximum 5.0) in three aspects (technical, social, and communication). technical competencies were the highest level with an average score of (3.70) and communication appear to be the lowest (3.59) in the evaluation. the study also proves that all aspects of solr contributed significantly to the improvement of the students’ softs kills (self-regulated, critical thinking, problem-solving, and time management) with an average score of (2.8) (out of 4.0). despite the pessimistic claims in its implementation, the findings have displayed a reverse phenomenon, proving the fact that the student’s readiness at eesp along with its contribution to students’ soft skills far outweighs the expectation. online learning, although, with several limitations, should be implemented wisely and thoroughly to obtain maximum results. i. background the implementation of online learning at schools and tertiary education has been tremendously popular in the last two years during the pandemic of covid-19 around the globe. the dramatic shift from a conventional face-to-face towards a virtual platform in serving teaching and learning is apparent in almost all levels of education, starting from the lowest up to the highest ones such as at tertiary or universities. such a move has brought significant impacts on various factors in educational practices. these include http://u.lipi.go.id/1457703302 mailto:adref64@yahoo.co.id mailto:bunga_ad@yahoo.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 671 planning, facilities, teachers, students, government, evaluation, resources, media, technology, pedagogies, and methods of teaching and learning. the impetus of implementing online learning is intended to control the spread of coronavirus (covid-19) at schools or any other workplaces of education around the world. however, the realization of online teaching and learning is not without drawbacks. the effectiveness of its implementation varies from school to school and from university to university, depending on their readiness capacity. in many countries such as in modern and developed countries, the implementation does not seem to face a lot of problems. however, in many countries, especially in indonesia, where supporting facilities are still limited and lacking, the implementation should be given indispensable attention from all parties including the relevant government authorities since the outcomes, results and effectiveness remain controversial and are still far from expectation. one of the most essential factors in the effectiveness of online learning operations is often linked to student readiness. many studies such as (liu, 2019; seaman, allen, & seaman, 2018; and kauffman (2015) suggest that student readiness in online learning plays an important role in accelerating learning achievement and success. this is unsurprisingly true because student readiness determines the level of students’ holistic mental and physical preparations and affects their learning performance. in addition, blankenship and atkinson (2017) claim that students' online learning readiness has affected educational institutions in almost all aspects such as in curriculum development, pedagogies, and academic atmospheres. this paper aims at investigating student online learning readiness (solr) and its contribution to the development of the students’ soft skills at eesp jambi university. this study is critically important and significant for jambi university’s (unja) future online learning platform. as the outbreak of the covid-19 pandemic in the country has not yet completely ended, the implementation of online learning is likely to be continued as an attempt to slowdown and stop the spread of the virus on campus. the study is also considered useful in obtaining information about student readiness concerning the improvement of the students’ soft skills. the results will hopefully be useful for the eesp in its efforts to improve the students’ soft skills which will, in turn, help increase their work readiness later when they complete their study. ii. theoretical framework 2.1 online learning the pandemic of covid-19 has changed the practice of educational implementation around the world. there has been a remarkable shift from face-to-face conventional towards virtual or online learning. apart from its advantages, online learning is also viewed to have some limitations. its effectiveness has been continuously evaluated since its popular practice, especially during the pandemic – all were conducted for better implementations. despite its drawbacks, online learning has also been regarded as a fundamental part of the curriculum and instructional development at both schools and higher education institutions (heis) (liu, 2019:42). this is likely possible due to its pedagogical feasibility and ubiquity of accessing the information and communication, as well as the flexibility of time and space of learning. online learning consortium (olc) (2018) suggests that there has been a stable increase in online education in heis in the last two years. the increase is said to remain steady by 30% as the students were inclined to undertake the courses on an online basis (seaman, allen, & seaman, 2018). kauffman (2015) argues that online learning provides both opportunities and challenges for students. this is attributable, as claimed by kauffman, to its self-regulated drs. adrefiza, ma, phd&bunga ayuwulandary, spd, ma, phd investigating students’ online learning readiness (solr) in developing students’ soft skills: a survey at english education study program (eesp), faculty of teacher training and education (fkip), jambi university 672 nature and the distance between the instructors and the students which enable the students to experience different learning dimensions from the one they usually encounter in conventional learning. however, according to kaymak and horzum (2013), online learning may also present discouraging obstacles because of its limitations such as its dependency on technologies and media for accessing instructional content and instructors; the distance between students and instructors; the distance between students and their classmates; and the needs to adjust online discourse and interaction. therefore, much research has been currently focused on finding effective ways to prepare students to successfully fulfil their learning performance in the online environment (chan, 2017; lieberman, 2017). 2.2 online learning readiness in general, online learning readiness is defined as “cognitive awareness and maturity that a student develops for successful learning in a web-based environment” (liu, 2019). according to (liu & roberts-kaye, 2016, p. 242), solr demonstrates the student’s intentional attempts in performing self-directed spirit, formulating learning strategies, acquiring technology competencies, adapting to digital protocols, and being open to instructional guidance. these intentional efforts are claimed to be an integral part of competency development that is vital to online learning success (horzum, kaymak, & gungoren, 2015; yukselturk & bulut, 2007). online learning readiness is often linked to students’ motivation and academic achievement (liu, 2019). they, even, are said to be interrelated from one another. furthermore, recent studies such as mosa, mahrin, & ibrahim (2016); blankeship & atkinson (2017); and yilmaz (2017) have proven that students’ online learning readiness (solr) has a considerable impact on their academic achievement. this is possible since the success of the online learning implementation depends largely on the readiness of both students and instructors with the support of the institutions. blankenship and atkinson (2017) further claim that solr affects most institutions not only in curricular development and pedagogies but also in the whole academic sector. a study from horzum, kaymak, and gungoren (2015), involving 420 students in online learning from sakarya university, reports that solr could predict motivation and perception of academic achievement. another study by cigdem and ozturk (2016), reported by liu (2019: 44) also proved that there was a strong link between selfdirection online learning with student academic achievement. yilmaz (2017), through a study which involved 236 undergraduate students in a flipped class, furthermore, suggests a similar finding, claiming that online learning readiness significantly influenced student satisfaction. 2.3 online learning readiness criteria the criteria of online learning readiness embody at least four main constructs (yu & richardson, 2015; yu, 2018). these include (a) technical competencies; (b) social competencies with the instructor; (c) social competencies with classmates; and (d) communication competencies. these constructs have been referred to a recent solr model which is developed based on tinto’s (1975) student integration model (sim). in yu and richardson’s (2015) and yu’s (2018) model, the constructs of solr have been expanded into several (20) related items. the detail is shown in the following table. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 673 table 1: yu and richardson’s construct (2015) model of solr construct coding of analysis items technical competencies techcomp 1 techcomp2 tcchcomp3 techcomp4 tcchcomp5 techcomp6 i have a sense of selfconfidence in using computer technologies for specific tasks. 1 am proficient in using a wide variety of computer technologies. 1 feel comfortable using computers. 1 can explain the benefits of using computer technologies in learning. i am competent at integrating computer technologies into my learning activities. i am motivated to get more involved in learning activities when using computer technologies social competencies with instructor socialcompinstructorl socialcompinstructor2 socialcompinstructors3 clearly ask my instructor questions. initiate discussions drs. adrefiza, ma, phd&bunga ayuwulandary, spd, ma, phd investigating students’ online learning readiness (solr) in developing students’ soft skills: a survey at english education study program (eesp), faculty of teacher training and education (fkip), jambi university 674 socialcompinstructor4 socialcompinstructor5 with the instructor. seek help from the instructor when needed. timely inform the instructor when unexpected situations arise. express my opinions to the instructor respectfully. social competencies with classmates socialcomppeersi socialcomppecrs2 socialcomppeers3 socialcomppeers4 sociaicomppeers5 develop friendships with my classmates. pay attention to other students’ social actions. apply different social interaction skills depending on the situation. initiate social interaction with classmates. socially interact with other students with respect. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 675 communication competencies commcompl commcomp2 commcomp3 commcomp4 1 am comfortable expressing my opinion in writing to others. i am comfortable responding to other people’s ideas. i am able to express my opinion in writing so that others understand what i mean. i give constructive and proactive feedback to others even when 1 disagree. solr questionnaire (yu & richardson, 2015; yu, 2018) the above solr instrument, according to liu (2019) lies primarily on its social aspects, especially in identifying students' sense of social belonging in online learning environments. the four constructs with 20 items in the above solr instrument have been further studied by a few researchers such as kim kwon & cho. (2011); lee (2014); and moore & kearsley, (2011). most of the results reveal that “proper scaffolding with supportive courses or programs can build student preparedness and strengthened readiness for online learning” (cigdem & ozturk, 2016; horzum, kaymakgungoren, 2015; kauffman, 2015; liu & adams, 2017), as reported by liu (2019: 45). 2.4 soft-skills many studies such as those (schulz, 2008 and zhang, 2012) have suggested that soft skills are important aspects inherited in students learning especially in tertiary education or heis. soft skills are said to complement hard skills which contribute essentially to the student’s success both in their studies and in careers. the lack of soft skills among university graduates has long become a major complaint among employers across the globe in the last few decades (schultz, 2008). apart from hard skills, these generate components are said to play a vital role in the learner's success. a general concept of soft skill is described on the google website-that is anything that relates to how someone works. these skills include interpersonal, communication, listening, and time management (https://www.google.com/search?client=firefox-b-d&q=soft+skills). it is claimed on this website that such skills determine the quality of someone in the workplace. drs. adrefiza, ma, phd&bunga ayuwulandary, spd, ma, phd investigating students’ online learning readiness (solr) in developing students’ soft skills: a survey at english education study program (eesp), faculty of teacher training and education (fkip), jambi university 676 wikipedia provides a more detailed concept of soft skills. it is stated that these skills represent several essential talents that are pertinent to someone’s capability at work. these include, for instance, social skills, communication skills, personality traits, attitudes, social, and emotional intelligence. with these skills, according to wikipedia, people will be able to better cooperate with others, manage their environment, and perform well to achieve their goals. schulz (2008) provides more elaborate components of soft skills. in his description, soft skills include other aspects such as problem-solving, self-management, responsibility, negotiating skills, conflict management, cultural awareness, empathy, and many more social aspects. for details, see the following table. table 2: soft skills components (shultz, 2008: 147) a study by zhang (2012) reports that both dimensions of hard skills and soft skills are useful to increase the student’s ability to communicate, resolve conflicts, and bring different functions together toward a common goal. it is recommended that professional educators should promote soft skill training in an active learning environment to achieve success in education. this study investigated a peer assessment on the use of both soft and hard skills in it education and training. iii. methods 3.1. research design this study adopts quantitative descriptive methods in the form of survey studies through two main variables: solr and soft skills of eesp students, fkip jambi university. a simple quantitative measure was intended to collect data or information from selected respondents who were studying at the undergraduate level, at eep the faculty of teacher training and education (fkip), jambi university. the survey was intended to gain the students' perception and evaluation of how they scored themselves (using 4 likert scales) in their soft skillslevels and development during the implementation of online learning. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 677 chart 1: variables of the study. as seen in the above chart, the first main variable (solr) is divided into three main sub-variables (technical competencies; social competencies; and communication competencies). the second main variable (soft-skills) is divided into four sub-variables (self-regulated learning; critical thinking; problem-solving; and time management). both main variables are scaled using likert scales, and finally, the respondents’ self-evaluation of their soft skills development was matched with their solr levels to find out if there are improvements intheir soft skills due to their solr levels during the implementation of online teaching and learning practices. 4.2 population and sample the study involved139 eep fkip students selected randomly and purposively based on their grades and semesters. the highest priority was given to students who werein their three-final semesters – gender and age werenot taken into account as the study does not focus on seeking the disperse of the data according to these variables. 4.3 instruments the first part of the instrument of the study was based on yu and richardson’s (2017) solr model with a few modifications. the modifications were intended to make a necessary adjustment according to the local contexts and characteristics of the respondents. this instrument was meant to gain information about the level of solr among respondents. the second part of the instrument was based on the soft-skill performance of the respondents which wascategorized into four areas (self-regulated learning, critical thinking, problemsolving, and time management). the respondents were asked to self-evaluate their options, using likert scales. both parts were designed through several questionnaires which were sent electronically through the internet to 139 selected respondents for data collection. 4.4 data analysis data were analyzed using simple statistics in two main measurements. first, following yu and richardson’s (2017) solr model, the data were identified, grouped, tabulated, and analyzed quantitatively. all data were based on the respondents’ selfevaluation of their solr levels (using 5 likert scales: 1-strongly disagree; 2-disagree; 3neutral; 4-agree; and 5-strongly agree). the second data variable (the students’ soft skills improvement or development) wasalso identified, grouped, tabulated, and analyzed quantitatively through the students’ responses (self-evaluation),using 4 series of likert scale questionnaires (1-very low; 2-low; 3-high; and 4-very high). both data were paired and matched to see if there was a significant improvement or development of the students’ soft drs. adrefiza, ma, phd&bunga ayuwulandary, spd, ma, phd investigating students’ online learning readiness (solr) in developing students’ soft skills: a survey at english education study program (eesp), faculty of teacher training and education (fkip), jambi university 678 skills as a result of their solr levels. v. findings and discussion 5.1solr levels the first critical result of data analysis shows that the solr level is high. with an average score of (3.64) the student’s online learning readiness in three main competencies (technical, social, and communication) reaches an astonishing level which may be previously overlooked and underestimated since it was due to its efforts to control the spread of covid-19 on campus. it was highly presumed that the implementation of online learning at this tertiary institution would face many problems including student and lecturer readiness. the results, surprisingly, show a reverse phenomenon where the students’ readiness was relatively high. the detail can be seen in the following table: table 3: solr score distribution as seen in the above table, students’ readiness in three areas remains stably high (all above (3.5) in rate distribution. the technical aspect which may be previouslyunderestimated due to an assumption that either the students or the institution is normally deemed not to have a strong preparation and readiness for online practice, appears to show a reverse phenomenon. this aspect turns out to be the highest in rate (3.7) out of (5.0) maximum score. conversely, students’ readiness in communication competencies appears to be the lowest rate, whilesocial competencies were rated (3.65) right in the middle position. this is not in line with what kaymak and horzum (2013) claim that online learning could present daunting barriers due to its limitations in it support. detailed data distribution can be seen in table 4 below: 3.7 3.65 3.59 3.64 technical social communication average solr score distribution ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 679 table 4: detailed solr item score distribution solr no items 1 2 3 4 5 total ave technical 1 i have a sense of self-confidence in using computer technologies for specific tasks 1 5 39 77 17 139 3,74 2 1 am proficient in using a wide variety of computer technologies 1 12 65 51 10 139 3,41 3 1 feel comfortable using computers 2 7 21 72 37 139 3,97 4 1 can explain the benefits of using computer technologies in learning 1 5 42 77 14 139 3,7 5 i am competent at integrating computer technologies into my learning activities 1 3 59 65 11 139 3,58 6 i am motivated to get more involved in learning activities when using computer technologies 3 3 38 73 22 139 3,77 average 3,70 social 7 clearly ask my instructor questions 3 8 70 50 8 139 3,37 8 initiate discussions with the instructor 0 13 65 58 3 139 3,36 9 seek help from the instructor when needed 3 3 30 81 22 139 3,83 10 timely inform the instructor when unexpected situations arise 1 1 45 72 20 139 3,78 11 express my opinions to the instructor respectfully 2 3 31 80 23 139 2,99 12 develop friendships with my classmates 3 6 16 77 37 139 4 13 pay attention to other students’ social actions 2 6 36 80 15 139 3,71 14 i am able to express my opinion in writing so that others understand what i mean 1 3 49 72 14 139 3,68 15 initiate discussions with classmates 2 5 36 73 23 139 3,79 16 socially interact with other students with respect 2 4 22 76 35 139 3,99 average 3,65 comm 17 1 am comfortable expressing my opinion in writing to others 2 8 46 68 15 139 3,61 18 i am comfortable responding to other people’s ideas 1 4 56 66 12 139 3,6 19 i am able to express my opinion in writing so that others understand what i mean 2 1 44 72 20 139 3,76 20 i give constructive and proactive feedback to others even when 1 disagree 2 7 74 49 7 139 3,37 average 3,59 total average 3,64 5.1.2.technical competencies using computer technologies in general, the data depicting students’ online learning readiness in technical competencies shows a surprisingly high rate of student evaluation. this competence refers to the student’s awareness of the use of computer technologies during online learning. as shown in table 4 (items 1 – 6), the majority of respondents’ claims fall into strongly agree, agree, and drs. adrefiza, ma, phd&bunga ayuwulandary, spd, ma, phd investigating students’ online learning readiness (solr) in developing students’ soft skills: a survey at english education study program (eesp), faculty of teacher training and education (fkip), jambi university 680 natural options, with only a small proportion lying on negative choices such as disagree and strongly disagree. from data distributions, it can be drawn that the implementation of online learning at the english education program (eep) with the use of computer technology did not seem to be a significant problem for many students.in other words, they are capable enough to cope with such a computer technological matter and development. more significant positive claims can be seen in the students’ self-confidence in using computers (item 1), their comfortable feeling in using computers (item 3), and their motivation to get more involved in learning activities (item 6). the latest phenomena are interesting to observe as this aspect displays a usual trend because online learning has been often regarded to reduce the students’ collaboration and cooperation in learning. the other criteria such as those illustrated in items 2, 4, and 5 are relatively moderate in the distributions, but they still demonstrate positively high rates. such an above phenomenon does not seem to comply with previous claims such as kaymak and horzum (2013), where the efficacy of online learning has been often questioned as its operation frequently depends on technological support. however, the findings of the present study which is seen in the above data have proven something in reverse. it may be realized that the success of online learning can be affected by numerous factors, one of which may refer to student motivation and readiness. 5.1.3.socialcompetencies concerning social competencies, it is evident in table 4 that all items (7-16) are generally rated high by the respondents. the highest rate was addressed to item 12 (developing friendships with classmates) with an average score of (4.0), while the lowest rate (2.99) was given to item 11 (expressing an opinion to the instructor respectfully). students' online learning readiness in social aspects provides a relatively challenging trend. in general, the data depicting students’ online learning readiness in classroom interaction shows a positive trend. as shown in table 4, the majority of respondents’ evaluation falls into agree and natural options, with very small proportions lyingin disagree and strongly disagree categories. this further convinces the fact that the student’s readiness in this aspect was relatively high, and they did not seem to have significant barriers in social interactions during online learning. 5.1.4.communicationcompetencies although students’ readiness in communication competencies was the lowest in the evaluation rates, its trend remains convincing with an average score of (3.59). the distribution in four items looks flat with the ability to express ideas in writing appearing to be the highest rate (3.79), while the ability to give constructive and proactive feedback was rated the lowest one (3.37). there is nothing much that can be elaborated on this phenomenon, but the students might find it a bit hard to develop their communication skills through online learning because they did not get used to a situation where social interaction was done through electronic media. however, its rate still looks convincing, displaying a relatively high readiness level. the above findings have proven the fact that solr and student learning performance are interrelated. as suggested by liu & roberts-kaye (2016), solr reflects the student’s intentional attempts in presenting self-directed courage, formulate learning strategies, develop technology competencies, adapt to digital procedures, and be open to instructional guidance. it is evident in the present study ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 681 that solr was rated relatively high in three main aspects (technology, social, and communication), proving that the unexpected shift of learning from conventional to online platforms did not make students appalled, demotivated, and unprepared. the results have shown a high level of readiness for online learning and this readiness is said to reflect high intentional efforts which are claimed to be an integral part of competency development that is vital to students’ learning success and academic achievement (horzum, kaymak, &gungoren, 2015; yukselturk&bulut, 2007; blankenship & atkinson, 2017; yilmaz, 2017; and liu, 2019). 5.2. soft skills levels students’ self-evaluation of their soft skills levels during online learning shows an interesting trend. with an average score of (2.80) out of (4.0) maximum score, the posture of the evaluation remains high in rate and shows a relatively high and convincing result. as can be seen in table 5 that problem solving was the highest in the evaluation rate with a total score of (2.88), while time management and critical thinking were the lowest with scores of (2.75) each. self-regulated appears in the middle with a score of (2.80). the detailed distribution can be seen in table 5 below: table5: students’ soft skills evaluation the data distribution in the above table displays an interesting trend. during online learning, the students were highly exposed to maintaining their soft skills at maximum levels. this could be done through several challenging tasks and learning activities such as finding digital resources for answering and solving problems or cases provided by lecturers. the students would have to critically search, find, observe, and analyze facts, information, and data from various sources often from the internet to answer and solve the cases and problems in a set period. this certainly makes them creative and maintains their soft skills, especially in the above areas (time management, problem solving, critical thinking, and self-regulated). such exposure might not be as effective as in offline learning where students lie very much on the lecturers. 2.8 2.75 2.88 2.75 2.80 self-regulated critical thinking problem solving time management average soft skills improvement drs. adrefiza, ma, phd&bunga ayuwulandary, spd, ma, phd investigating students’ online learning readiness (solr) in developing students’ soft skills: a survey at english education study program (eesp), faculty of teacher training and education (fkip), jambi university 682 table6: solr and soft skills improvement solr soft skills self-regulated critical thinking problem-solving time management options 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 technicals 0 26 108 5 0 44 88 7 0 20 111 8 2 56 62 19 average 2,84 2,73 2,91 2,7 social 1 38 94 6 1 45 86 7 0 31 99 9 2 46 74 17 average 2,75 2,71 2,91 2,76 comm 0 32 100 7 0 31 103 5 0 33 96 10 2 40 81 16 average 2,82 2,81 2,83 2,79 total average 2,8 2,75 2,88 2,75 it can be seen in table 6 above that solr and students’ soft skills are interconnected in the students’ self-evaluation. a relatively high rate of soft skills evaluation was addressed to the high category and very little proportion in the low and very low categories. the trend signals that the students’ soft skills highly improve during online learning due to their solr levels. although the score distribution of the four soft skills looks flat in proportion, problem solving was the highest in rate with an average score of (2.88), while critical thinking and time management were the lowest ones in rate. there is nothing much that can be pointed out here, but the interconnection between solr and soft skills indicates that students’ readiness in online learning and the development and improvement of their soft skills can be simultaneously enhanced to accelerate the teaching and learning outcomes. despite many claims that student soft skills cannot be effectively maintained through online learning, this present study has shown a reverse trend. such a pessimistic claim does not exist in this study. students’ self-evaluation has proven that their soft skills development was rated high along with their solr levels. this is in line with what benigno and trentin (2000) state that compared with offline learning, online learning has greater flexibility along with a wider range of stimuli and resources that can be offered to the students. this capacity, according tobenigno and trentin, increases the students’ freedom and creativity as well as develops their interest in determining their learning path, using the available learning materials provided by the instructor. such a capability would be attributable to the development of students’ soft skills. they further claim that online learning is largely based on collaborative learning models so that the students’ collaboration can be maintained and developed. in addition, participant interaction is said to be the key element in online learning, and the evaluationentails some of the indicators that are typically adopted for the evaluation of face-to-face courses so that theyarestrictly linked to the sociality of the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 683 learning process. vi. conclusion and recommendation based on data collection and analysis, it is obvious that the students’ selfevaluation of their online learning readiness in three main aspects: (1) technical, (2) social, and (3) communication competencies show positive trends. the student’s readiness in these three aspects remains high with an average score of (3.64) out of a total (of 5.0). this reveals that many students felt that they did not have any significant problems and were prepared in pursuing online learning which was implemented as an effort to stop the spread of covid-19 on campus. despite the claim that online learning is not without limitations in terms of technical support and human resource readiness, its implementation at jambi university, particularly in english education study program (eesp) such a limitation did not exist, and the students did not find it as a serious problem which may hamper their learning readiness. the dramatic shift from a conventional face-to-face to a virtual platformfor serving to teach and learningin the last few semestershas not been a major problem to many students in terms of readiness. even though its implementation was heavily burdened with preparatory actions at the beginning, it has been progressing significantly well and all the pessimistic claims regarding the implementation did not prevail. furthermore, it is evident in the study that the students’ online learning readiness has been regarded to have a high contribution towards their soft-skills improvement. this may contradict the claims that soft skills can only be enhanced optimally and effectively only through offline learning. such a claim, however, was not evident in the present study. the students’ self-claim shows a reverse fact and they believed that they could still enhance and accelerate their soft skills through online learning. as shown in the data, the contribution of all soft skills such as self-regulated learning skills, problemsolving skills, critical thinking skills, and time management skills remained relatively high. again, such a result may contradict the claims that online learning does not effectively support the students’ soft-skill development as it does in offline learning. however, the student’s responses in the present study have proven something on the other side. it is expected that the results of this study provide useful insights for a better implementation of online teaching and learning at jambi university in general, particularly at eesp. to have a higher generalization of the study, it is recommended that the study will be conducted in other study programs to see the variations in results and practices so that a general picture of its realization can be documented for future improvements.it is realized that the realization of online teaching and learning varies from school to school and from university to university, depending on their readiness capacity. it may be worthwhile to look at how the implementation affects the students’ achievement and compare it with the results obtained through offline or blended learning platforms. such a comparative study is deemed useful for making proper decisions in the future when the pandemic of covid-19 still prevails. references drs. adrefiza, ma, phd&bunga ayuwulandary, spd, ma, phd investigating students’ online learning readiness (solr) in developing students’ soft skills: a survey at english education study program (eesp), faculty of teacher training and education (fkip), jambi university 684 beckford, m. m. (2015). the online learning orientation session: an overlooked retention tool. distance learning, 12(4), 43. benigno v., trentin g. (2000). the evaluation of online courses, international journal of computerassisted learning, 16(3), 259-270. blankenship, ray & atkinson, j. kirk. (2017). https://www.researchgate.net/publication/285098577 chan, m. (2017). have you been oriented? an analysis of new student orientation and eorientation programs at us community colleges. college and university, 92(2), 12. cheon, j., lee, s., crooks, s. m., & song, j. (2012). an investigation of mobile learning readiness in higher education based on the theory of planned behavior. computer and education, 59 (3), 1054-1064. cigdem, h., & ozturk, m. (2016). critical components of online learning readiness and their relationship with learner achievement. turkish online journal of distance education. creswell, j. w., & creswell, j. d. (2018). research design: qualitative, quantitative, and mixed methods approaches. thousand oaks, ca: sage publications. farid, a. (2014). student online readiness assessment tools: a systematic review approach. electronic journal of e-learning, 12 (4), 375-382. (https://www.google.com/search?client=firefox-b-d&q=soft+skills) horzum, m. b., kaymak, z. d., &gungoren, o. c. (2015). structural equation modelling toward online learning, academic motivation, and perceived learning. educational sciences: theory and practice, 15 (3), 759-770. kauffman, h. (2015). a review of predictive factors of student success in and satisfaction with online learning. research in learning technology, 23. https://doi.org/10.3402/rlt.v23.26507 kaymak, d. z., &horzum, m. b. (2013). relationship between online learning readiness and structure and interaction of online learning students. educational sciences:theory and practice, 13(3), 1792-1797. kim, j., kwon, y., & cho, d. (2011). investigating factors that influence social presence and learning outcomes in distance higher education. computers and education, 57(2), 1512-1520. lee, s. m., (2014). the relationship between higher order thinking skills, cognitive density, and social presence in online learning. the internet and higher education, 21, 41-52 lieberman, m. (2017, september 13). orientation programs set online learners' success. inside higher ed. retrieved from https://www.insidehighered.com/digitallearning/article/2017/09/13/orientation-programs-set-online-learners-success liu, j. c., & adams, a. (2017). design of online student orientation with conceptual and procedural scaffolding. in f. q. lai & j. d. lehman (eds.), learning and knowledge analytics in open education (pp. 41-68). new york, ny: springer. liu, j. c., & roberts-kaye, e. (2016). preparing online learning readiness with learner-content interaction: design for scaffolding self-regulated learning. in l. kyei-blankson, j. blankson, e. ntuli, and c. agyeman (eds.), handbook of research on strategic management of interaction, presence and participation in online courses (pp. 216-243). hersley, pa: igi global. liu, j. christie. (2019). evaluating online learning orientation design with a readiness scale. online learning journal, 22 (4), 42 – 61. mosa, a. a., mahrin, m. n. bin, & ibrahim, r. (2016). technology aspects of e-learning readiness in higher education: a review of the literature. computer and information science, 9(1), 113-127. shultz, bernd. (2008). the importance of soft-skills: education beyond academic knowledge. nawa journal of language and communication, june, 146-154. https://www.researchgate.net/publication/285098577 https://www.google.com/search?client=firefox-b-d&q=soft+skills https://doi.org/10.3402/rlt.v23.26507 https://www.insidehighered.com/digital-learning/article/2017/09/13/orientation-programs-set-online-learners-success https://www.insidehighered.com/digital-learning/article/2017/09/13/orientation-programs-set-online-learners-success ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 685 tinto, v. (1975). dropout from higher education: a theoretical synthesis of recent research. review of educational research, 45(1), 89-125. yilmaz, r. (2017). exploring the role of e-learning readiness on student satisfaction and motivation in flipped classroom. computers in human behavior, 70, 251-260. yu, t. (2018). examining construct validity of the student online learning readiness (solr) instrument using confirmatory factor analysis. online learning, 22(4), 277-288. yu, t., & richardson, j. c. (2015). an exploratory factor analysis and reliability analysis of the student online learning readiness (solr) instrument. online learning, 19(5), 120-141. yukselturk, e., & bulut, s. (2007). predictors for student success in an online course. journal of educational technology & society, 10(2), 71-83. zhang, aimao. (2012). peer assessment of soft skills and hard skills. journal of information and technology education, vol 11, 155-168 (https://www.google.com/search?client=firefox-b-d&q=soft+skills) the particular dialect or language that a person chooses to use on any occasion is called a code gender equality in teaching materials of arabic at elementary school akmaliyah fakultas adab dan humaniora uin sunan gunung djati bandung mohammad rosyid ridho fakultas adab dan humaniora uin sunan gunung djati bandung syafiq a. mughni fakultas adab dan humaniora uin sunan ampel surabaya email: akmaliyah@uinsgd.ac.id received : 6 april 2019; accepted : 28 may 2019 url : http://ejournal.iainpalopo.ac.id/index.php/ideas abstract to inculcate since the early age concept of gender equality within children is essential and needs to intensify. one way to socialize this concept is through education. arabic language as a subject formally taught among elementary school students, especially in their integrated system schools, can be utilized as a vehicle for this particular agenda. a research conducted to study materials being taught in those schools in connection with gender equality is required. this paper is designed using analytic descriptive method to help accomplish that purpose. keywords: gender equality, children, elementary school, arabic teaching materials 197 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 7, number 1, december 2019 pp. 197 – 200 http://u.lipi.go.id/1457703302 akmaliyah, mohammad rosyid ridho, syafiq a. mughni : gender equality in teaching materials of arabic at elementary school introduction besides being the language of the qur'an, a muslim’s holy book, arabic is also functioning as the language of religious sciences and rituals of every muslim individual and society. studying arabic language is thus considered a necessity for the perfection of muslim’s everyday duties. attempts to achieve ample ability in the arabic language skills are obtained through teaching and learning as a way to gain knowledge. in indonesia, this process of knowledge transferring of arabic has started from a student’s early age. this research uses analytical descriptive method to study the gender equality in materials for elementary school students. in particular, it discusses the inculcation of gender equality value in arabic learning materials for children. it focuses on how gender value can be absorbed through gender perspective available in those learning materials. gender equality in teaching materials of arabic at elementary school some earlier studies show the connection between one’s perception about gender and the language he or she uses. one among them is gender equality in action; analysis on arabic and english pronouns (akmaliyah & muhammad rosyid ridho, 2017). arguing that gender concepts have influenced the language and the other way around, the authors suggest that it needs a deliberated action in any way possible to build more tolerant and sympathetic attitude towards both sexes within any known language. according to mansour fakih, gender is a trait in men and women which is formed or constructed socially and culturally. as already known, attributes of woman are gentle, emotional, maternal, while of man are virile, fatherly, also rational in nature. the traits are in fact exchangeable based on the dynamics of human culture and trends within the community. in certain societies and times, women might possibly be rational, virile, or powerful, just as men in other societies and times. mansour fakih. menggeser konsepsi gender dan transformasi sosial, (1996, 8-9). with regard to gender concept in arabic teaching materials, it can be analyzed through the implementation of the teaching components. since attempts to achieve the arabic language skills are obtained through the process of teaching or learning (poerwadarminta, 1986: 108), it is important to lay focus on all its components. they comprise of study participants, teachers, learning materials, teaching process, and evaluation. it is in the law no. 35 article 9 (ministry of women's and children's empowerment of the republic of indonesia, 2016: 8) stated that children are entitled to education and instruction in the framework of their personal development and level of intelligence according to their interests and talents. teaching gender equality to children means that the teaching in its various components must contain good and friendly 198 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) treatment to the child regardless of gender. it must reveal in the materials as well as in the attitude or manner of the teaching. among the cultural products of society that in a way mold the concept of gender equality within children is the language they spoke. it has influenced the concept gender equality, and the other way around. this way, teaching language appropriate to inculcation of gender equality is plausible based on that assumption of linguistic determinism. some factors have significant influence to the processes of learning, from outside in the form of social and non-social factors, also from within the student's self in the physiological and psychological domain (sumadi suryabrata, 1991: 249). one factor that supports the success of teaching and learning (in the form of outcomes and outputs) is the gender strategy as revealed in the material and observed in the process of teaching. conclusion gender equality value can be inserted in the arabic teaching material for students so that its concept can be absorbed since childhood. so long as the success of teaching and learning (its outcomes and outputs) is determined by its gender strategy, it can be hoped that the teaching materials are child friendly and without denying gender equality. references akmaliyah & ridho, muhammad rosyid. 2017. gender equality in action; analysis on arabic and english pronouns. (the paper in international conference). bandung: adab and humanities uin sunan gunung djati bandung. departemen pendidikan nasional. 2008. kamus besar bahasa indonesia. jakarta: balai pustaka. fakih, mansour. 1996. menggeser konsepsi gender dan transformasi sosial, yogyakarta: pustaka pelajar gbhn tahun 1999-2004. t.t. surabaya: arkola. kementerian pemberdayaan perempuan dan anak republik indonesia. 2016. undangundang republik indonesia no. 35 tahun 2014 tentang perubahan atas undang undang nomor 23 tahun 2002 tentang perlindungan anak. poerwadarminta, w.j.s., 1986. kamus umum bahasa indonesia. jakarta: balai pustaka. suryabrata, sumadi. 1991. psikologi pendidikan. jakarta: c.v rajawali. 199 akmaliyah, mohammad rosyid ridho, syafiq a. mughni : gender equality in teaching materials of arabic at elementary school 200 406 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 406 415 the effect of implementing student pictorial worksheet on the vocabulary skill of student wangsaphung school, thailand isnaini farikha ramadhani 1 ,ulfatul ma’rifah 2,piyaporn srimuang 3,woravalan w4 isnainifarikha2911@gmail.com 1pendidikan bahasa inggris, universitas muhammadiyah ,gresik ,jawatimur 2pendidikan bahasa inggris, universitas muhammadiyah ,gresik ,jawatimur 3wangshapung school,thailand. 4phanang-phakoeng school,thailand received: 2023-05-10 accepted: 2023-06-06 doi: 10.24256/ideas.v11i1.3894 abstract the social and behavioral changes in the field of education have occurred. the students have fallen far behind one and another especially in english education on mastery vocabulary. the researcher conducted in pre-experimental with a one group design pretest-posttest design with quantitative data used. this data uses respondents from 36 students in the thai wangshapung school. data in the study were collected using test instruments (pre-test & post-test) with analysis carried out including validity tests, reliability tests, normality tests, t-tests and descriptive data .so this research conduct to find out if there is a change in their vocabulary skills in their learning outcomes when using pictorial worksheets that assist with new technology canva. there is a significant difference in improving student learning outcomes on vocabulary skills. this is shown by the evidence of the t-test analysis value which is p value or sig. (2-tailed) < .05 or .000 < .05. it means that h0was rejected and hawas accepted; in other words, there was a significant difference between participants' pretest and post test scores. which means there is an effect of the implementing student pictorial worksheet for vocabulary skill in learning outcomes. some academic researchers focus on examining the use of worksheets themselves without the use of images in order to attract students, and some of them have used image media but with the level of playground education (preschool) or kindergarten. but the research needed is to improve students' english skills (vocabulary) with the help of pictorial worksheets as this researcher conducted research in this study. keywords: english language teaching; pictorial worksheet; vocabulary http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 407 introduction the occurrence of covid 19, many fields are affected in this world. one of the sectors that has losses and negative impacts that can be avoided is quite large, namely the education sector. all aspects of education have been disrupted such as school management, learning activities, and others. (jena dr.pravat kumar, 2020)explained that the education sector has suffered greatly from the covid -19 outbreak. according to unesco, more than 1.6 billion students worldwide have been affected by school closures due to the covid-19 pandemic, also a report from unesco found that the covid-19 pandemic affected about 5 million students in thailand, including students in remote areas who have limited access to technology and internet networks. in indonesia, coordinating minister for maritime affairs and investment luhut binsar pandjaitan reported that more than 63 million students were affected by school closures during the covid-19 pandemic. in this case, social and behavioural changes in the field of education have occurred, the students have fallen far behind one and another. then the lack of attention given by students in online classes during the pandemic(cerelia et al., 2021) and their abilities in subjects in the classroom, especially in international foreign language subjects 'english' (lutfin & fansury, 2020) another thing in the impact of the change is that if they are not ready for the change, then anyone will be displaced (lubis, muhammad s.a 2018), therefore students are now prepared in every learning development in their respective subjects, in this point will be discussed, namely english subjects, which in basic english is important, one of which is in terms of the development of vocabulary (zalmansyah, 2013). the development of this vocabulary skill can be achieved by providing effective and efficient learning, in the first way which is to leave to the inefficiency and ineffectiveness that has occurred, this continuously occurs resulting in a decrease in student endurance in learning, and the basic ability of students in learning in research (mukhtar et al., 2020)the students also reported limited attention span and resource-intensive nature of online learning as limitations this problem happens continuously and has an impact on making it into loss learning in the generation education this era. as stated in previous studies that the increase in students' inability to master basic skills in learning increased i.e. there was a significant increase in learning poverty in all quartiles of ses, in low ses, learning poverty increased to 25.7% in the period 2019-2021 (hevia et al., 2022)another ineffectiveness in learning is mentioned by (adedoyin, o.b., and soykan, e.,2020) teachers have done their best but circumstances want them a little more than before due to more extreme conditions to transfer what they give to students in this regard. the second way is to make changes in the effectiveness of teaching according to the needs of each student taught by (rahmawati & rukiyati, 2018). because of an effective learning which affects a learning system that is carried out as a support for student learning success. the learning process, the presence of media has an important role. because the media causes enthusiasm for learning, the possibility of direct interaction between students and the environment and students can find out the abilities they have (ramli, 2015)the existence of media in learning is as a tool to make it easier for students to understand the material, bring up new problems to be studied and the effect of implementing student pictorial worksheet on the vocabulary skill of student wangsaphung school, thailand isnaini farikha ramadhani, ulfatul ma’rifah, piyaporn srimuang, woravalan w 408 solved in the learning process, as a learning resource so that students can obtain new information through these media (iffah, 2021).the media can be in the form of printed media for student learning using books or lks that the teacher provides. a print media or student worksheet is a document in the form of sheets that is used to facilitate the teaching and learning process of (islamia, 2019)). a worksheet usually contains a series of questions, exercises, or assignments related to a specific learning topic. these worksheets can be given to students to work on in class or as assignments to work on outside of class. worksheets can be created for different levels of education, from early childhood to college, and also for various subjects. susilawati, (s. a., mp, s. s., et al,2021). a worksheet shape can be a worksheet that includes text, tables, charts, or images. the purpose of using worksheets is to assist students in deepening their understanding of a topic or concept, and also to assist teachers in evaluating student learning progress. worksheet media, teachers can test students' abilities by answering questions. where in lks consists of approximately 90% of the contents of the entire book are questions, both multiple choice and fill-in questions for which there is no answer and the remaining 10% consists of a brief summary of the subject matter. so that the use of lks makes it easier for teachers to deliver learning materials in the teaching and learning process. in this learning media, teachers can help improve the competence of what students need, with one of them being the ability of student vocabulary in english in learning outcomes. learning outcomes (sudjana 2005) are changes that are owned by a person after going through the learning process. (ulfah, 2012)said that learning outcomes are achievements obtained by a person in the form of changes in himself obtained after the learning process the conditions of learning process in a school, namely phang phakoeng school and wangshaphung school in grade 4 using the development and adjustment of learning from the post-pandemic era using flippclasroom. (ogden, 2015) flipped classrooms are strategies that educators can provide by minimizing the amount of direct instruction in their teaching practice while maximizing interaction with each other. but in their training efforts they still use their exercises with lks which have not been innovated. where in a theory of visual learning states that visualization of information in the form of images, graphs, or diagrams can help improve understanding and retention of information (ducha et al., 2004) in this case, illustrated worksheets can help students to better understand the material and remember it better. which should provide innovation updates is also needed in the student worksheet sector to find out the results of student work after learning and during training. especially in the vulnerable age of young learners, young learners tend to be interested in visuals and images (setiawan et al., 2023). because at this age, they are still in the stage of developing reading and writing skills that have not yet fully developed. images and visualizations can help them understand information visually and more easily understood compared to text, the use of worksheets in english learning and how the use of images in worksheets can help students understand new concepts and vocabulary, (dr. a. m. f. jawad 2012). in addition, drawing and visualization can also help children to improve their fine motor skills through drawing and colouring activities. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 409 by using images and visualizations in lks, students can more easily understand the information and concepts taught and make learning more enjoyable. (dr. richard mayer 2001) suggests that the use of multimedia in learning, including images and visualization, can help improve student understanding. (richard mayer 2001) images and visualizations can help reduce students' cognitive load and make it easier for them to process information. illustrated lks can be used for a variety of subjects and education levels, from early childhood to high school level. in addition, illustrated lks can also help improve students' fine motor skills through drawing or coloring activities (sustiari, l. 2014) contained in lks. this can help increase students' creativity and make learning more interesting (nurrita, 2018) the implementation of the use of worksheets in learning has been carried out by previous research, but previous research has not yet combined pictorial worksheets with the latest available technology (trisnaningsih, w. 2015) and easy to access for children, especially in the wangshaphung thailand school environments.based on the description above, the author is interested in conducting research entitled "the effect of implementing student pictorial worksheet on the vocabulary skill student". so this research conduct to find out if there is a change in their vocabulary skills in their learning outcomes when using pictorial worksheets that assist with new technology canva. several academics have researched the use of worksheets for classroom learning including trisnaningsih, w (2018) researching the use of worksheets, especially in speaking skills. the research included classroom action research with quantitative method with the participation of two classes that were made control group and experimental group for research with fairly good results with improved results in speaking skills (0.00 < 0.05). however, this study does not highlight that the use of images in worksheets can help and improve students' ability in english. similar to the research in (kadatua, 2022) this study is to see if there is an increase in student interest in learning english using worksheet media. the participants in grade 7 junior high school using descriptive data from questionnaire instruments distributed to students to see the results. so as to get the results that the use of student worksheets can significantly increase the interest in learning english for seventh grade students of smp negeri 1 kadatua. however, it also has the same limitations as previous researchers, which have not innovated worksheets or collaborated with image media in their worksheets, while in nurul u's research (2018) conducted classroom action research for kindergarten children in the use of image media to improve children's english skills, especially vocabulary by using data collection with apkg and observation. however, the sample used in this study was 13 kindergarten students and the researcher himself. based on the results of the study, an increase in the ability of teachers to make learning implementation plans reached 92.18%, the increase in the ability of teachers to carry out learning reached 93.12% and the results of mastery of children's vocabulary reached 92.3%. in general, the increase occurred after the application of the use of image media. in conclusion, some academic researchers focus on examining the use of worksheets themselves without the use of images in order to attract students, and some of them have used image media but with the level of playground education (preschool) or kindergarten. but the research needed is to the effect of implementing student pictorial worksheet on the vocabulary skill of student wangsaphung school, thailand isnaini farikha ramadhani, ulfatul ma’rifah, piyaporn srimuang, woravalan w 410 improve students' english skills (vocabulary) with the help of pictorial worksheets as this researcher conducted research in this study method the researcher conducted in pre-experimental with a one group design pretestposttest design with quantitative data used. pre-experimental design is a design that includes only one group or class that is given pre and post-tests (sugiyono, 2014: 109). the research was conducted at wangshaphung school elementary school with one class, namely class iv as an experimental class consisting of 36 students. the treatment in this class provides pre-test activities before giving treatment, then after that the researcher provides treatment which is carried out for 1 month with a meeting frequency of 4 times a month using pictorial worksheets in class learning. the data were obtained from vocabulary mastery in learning using student worksheets with pictures carried out using tests so that the results of vocabulary mastery can be seen from the pre-test and post-test scores. from the results of the pre-test and post-test were analysed using spss to calculate the paired t test and normality determines how far the differences occur and whether the instrument is normally distributed. results this session discusses the results and findings of the research data that has been collected. in analyzing the data, the researcher used a quantitative method which was carried out statistically using spss. in this case, it includes validity, reliability, normality test and paired t test to answer the research question in this study validity test table 1.validity result. no item r value category 1 about family 0.333 valid 2 about family 0.396 valid 3 about family 0.334 valid 4 about family 0.330 valid 5 about family 0.367 valid 6 about family 0.401 valid 7 about family 0.342 valid 8 about family 0.356 valid 9 about family 0.707 valid 10 about family 0.486 valid 11 about daily activities 0.547 valid 12 about daily activities 0.422 valid 13 about daily activities 0.600 valid 14 about daily activities 0.400 valid 15 about daily activities 0.671 valid 16 about daily activities 0.546 valid 17 about daily activities 0.380 valid 18 about daily activities 0.600 valid 19 about daily activities 0.378 valid ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 411 20 about daily activities 0.484 valid 21 about hobby 0.355 valid 22 about hobby 0.354 valid 23 about hobby 0.355 valid 24 about hobby 0.439 valid 25 about hobby 0.372 valid 26 about hobby 0.348 valid 27 about hobby 0.337 valid 28 about hobby 0.357 valid 29 about hobby 0.421 valid 30 about hobby 0.384 valid total 1 valid the implementation of this research begins with a test of 30 items for a predetermined sample. the answers obtained during the empirical test questions were then analysed for validity and reliability using the spss program. because the sample used was 36 students, the r table value was 0.329, so an item was said to be valid if the r count value was greater than or equal to 0.329 whereas if the value was less than 0.329 then the item was declared invalid. the results of the validity test can be seen through the table 1. reliability test table 2. reliability value reliability statistics cronbach's alpha n of items .676 30 based on the data presented in table 2, it can be seen that the cronbach alpha reliability value on the research variable is > 0.60. this shows that all research variables have have a high reliability value, because the reliability value of cornbach's alpha is > 0.6. normality test table 4. test of normality post shapiro-wilk statistic df sig. post .940 30 .094 table 3. test of normality pre shapiro-wilk statistic df sig. pre .953 30 .202 researchers used the normality test by saphiro wilk because the sample had only 36 participants in the study, which was less than 100 participants. the results of this test show a sig value greater than 0.05, namely pre test 0.202 and post test 0.094. which means that the pre-test and post-test instruments are normally distributed. the effect of implementing student pictorial worksheet on the vocabulary skill of student wangsaphung school, thailand isnaini farikha ramadhani, ulfatul ma’rifah, piyaporn srimuang, woravalan w 412 descriptive statistics minimum maximum mean std. deviation pre test 5.00 15.00 9.6667 1.88155 post test 15.00 30.00 17.566 3.62637 from the presentation of this table shows that of the 36 respondent students in the pre-test activity has a minimum score of 5.00 then for the minimum score for post-test student activities is 15.00, and for respondent students with the maximum score in the post test activity is 15.00 and the maximum score of students in the post test activity is 30.00. it is also presented at the average value of each activity, namely the pre-test with a value of 9.66 and the post-test activity of 17,566 with a standard deviation value in each activity, namely the pre-test 1.88155 and the post-test with a value of 3.62637. t-test statistics paired samples statistics mean n std. deviation std. error mean pair 1 pre test 10.3611 36 2.38031 .39672 post test 18.4167 36 5.46874 .91146 specifically, the pre-test score was 10,3611 and the post-test score was 18.4167. it is state clear that there is a trend between the pre-test and post-test scores paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper 8.05556 4.57287 .76214 -9.60279 -6.50832 10.570 35 .000 in the spss statistical analysis data studied, it can be seen that the value of sig (2 tailed) is 0.000 which refers to the basic rule that if the value of sig 2 tailed is smaller than 0.05, there is considered a very significant difference. then from the value that can be above, namely 0.000<0.05 we can conclude that h0 was rejected and ha was accepted; in other words, there was a significant difference in learning output between participants' pre test and post test scores. discussion the analysis that has been carried out and concluded above that the instruments used by researcher for pre-test and post-test are distributed normally. with the normality test conducted by researchers using shapiro-wilk on the grounds that the sample owned by the researcher is at number 36, which is less than 100 an group of small sample. the normality test shows that the student's pre-test result is 0.202>0.05 and the student's post-test result is 0.094>0.05, where if sig. is greater than 0.05 it means that the data is normally distributed. in this study, researchers also tried to find out about the instruments used regarding the validity and reliability of the instruments used. in the results of checking it is proven by the data generated by spss that all items are indicated to be valid and have sufficient ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 413 reliability,as shown at table 2, it can be seen that the cronbach alpha reliability value on the research variable is > 0.60. this shows that all research variables have a high reliability value, because the reliability value of cornbach's alpha is > 0.6. in addition, the results of this study showed that students in the classroom experienced an improvement in learning outcomes using student pictorial worksheets. it can be proven by the data obtained with different and increasing average results, where the average pre-test of students was found to be 10.3611 and the post-test score was 18.4167. this also proves the hypothesis / statement above with the results of the t-test conducted by researchers who showed the results of sig 2 tailed values of 0.000<0.05, so we can conclude that there is a very significant difference in student learning outcomes on student vocabulary in using the student pictorial worksheet. in addition, this study also produced the same results as other studies using different media, namely online media (nf, i. a., roesminingsih 2022) this shows that liveworksheet-based interactive lkpd products are effective in improving student learning outcomes with an average student n-gain score value both in small group trials and field trials of 0.71 which means there is an increase in the high category. (nurul u 2018) research activities using theme image media have improved teachers' ability to plan and implement learning and increase children's vocabulary mastery with satisfactory results, namely with a percentage value of 58% to 76% increase in student vocabulary skill learning outcomes. (trisnaningsih,w. 2015) teaching using worksheets has been effective in increasing students' speaking skill. the increase of the speaking skill is seen from the aspects of linguistics including: ideas, vocabularies, grammar, and pronunciation and sociolinguistics. it is hoped that this research can help and complement all sides in improving the vocabulary skills of students from the findings of this finding who still use ordinary worksheets without pictures and focus only on writing. previous research used innovative worksheet media with minimal or no focus on innovative images that could provoke students' creativity and interest. research using student pictorial worksheets that can attract student interest in learning, the use of illustrated worksheets in the area is limited and research supports the use of illustrated worksheets in classroom learning assisted by the latest applications that can be recommended with canva or other more interesting editing applications. this study is different from previous studies that have not focused on pictorial/image as the main thing to attract students' interest in learning vocabulary skills, and used respondents from thai students with elementary level. conclusion the aim of this study was to see if there were differences in student learning outcomes on vocabulary skills in using student pictorial worksheets. the data in the analysis above shows that there is a significant difference in improving student learning outcomes on vocabulary skills. this is shown by the evidence of the t-test analysis value which is p value or sig. (2-tailed) < .05 or .000 < .05. it means that h0was rejected and hawas accepted; in other words, there was a significant difference between participants' pretest and post test scores. which means there is an effect of the implementing student pictorial worksheet for vocabulary skill in the effect of implementing student pictorial worksheet on the vocabulary skill of student wangsaphung school, thailand isnaini farikha ramadhani, ulfatul ma’rifah, piyaporn srimuang, woravalan w 414 learning outcomes. based on this research, researchers suggest that classes with limited use of worksheets should be developed immediately with the use of illustrated worksheets that can affect student learning outcomes because of the interest in pictures that make students happy and enjoy doing worksheets and playing in the learning especially in higher level education. this statement is supported by recommendations from (nurul u 2018) research activities using theme image media have improved teachers' ability to plan and implement learning and improve children's vocabulary mastery with satisfactory results. references adedoyin, o. b., & soykan, e. 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(2013). increasing the students’ vocabulary by using comic strips as an english teaching media. kandai, 9(2), 262–275. https://doi.org/10.1080/10511970.2015.1054011 https://doi.org/10.24256/ideas.v10i2.3227 333 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 333 341 how do efl students perceive challenges towards writing short drama script of narrative text? shabrina dwi andani1, frida unsiah2, agus gozali3 shabrinadwi@student.ub.ac.id 1,2,3 faculties of cultural studies, universitas brawijaya, indonesia received: 2023-06-02 accepted: 2023-07-04 doi: 10.24256/ideas.v11i1.3883 abstract the present study aims to find out the dominant challenges experienced by 11thgrade students in writing short drama scripts of narrative text. one hundred six students were involved as research participants. the method used was quantitative descriptive with a questionnaire as the instrument consisting of 15 items about the students' challenges in writing short drama scripts. the questionnaire was distributed to the participants via whatsapp group, and the teacher researcher asked them to submit it within 20 minutes after it was distributed. the researcher analyzed the participants' results of the questionnaire by using spss to find out the mean scores of each item. the mean scores gave information about which items on students' challenges were more dominant. the results show that the students do not experience the challenges of writing short drama scripts because of basic knowledge that the students already have. the willingness of students to read and practice several narrative texts helps increase the students' insight, the use of cooperative learning in class, as well as the readiness and sufficient background knowledge of the teacher to give to the students, are very helpful in developing and writing short drama scripts. keywords: challenges; efl; narrative text; short drama script; writing introduction writing is one of the language skills that efl students are expected to master for written communication and academic writing, such as essays, papers, articles, project reports, etc. as one of the basic language skills, writing is also as important as other skills, namely listening, reading, and speaking (nurmawarni & kamaruddin, 2022). adam (2021) reports that someone can express ideas, opinions, feelings, or experiences coherently and accurately in writing in a foreign language. in other words, someone can communicate indirectly through writing (sasmita & setyowati, 2021). in education, the writing process is crucial because it can help students practice thinking, express ideas, and solve problems. they are expected to enrich their views on the topics they want to write and improve their writing techniques http://u.lipi.go.id/1457703302 mailto:shabrinadwi@student.ub.ac.id shabrina dwi andani, frida unsiah, agus gozali how do efl students perceive challenges towards writing short drama script of narrative text? 334 (asiah et al., 2020). however, mastering writing skills cannot be done instantly. they must be honed with practice and experience. this makes writing a challenging skill for efl students. writing skills are complex and sometimes difficult to teach (heaton, 1975). kartika (2017) says the writing skills students consider difficult are their limited understanding of language aspects and writing components. moreover, students’ low grammar and vocabulary and inability to create good paragraphs and develop each element of topic sentences become the concerns of students’ challenges. alisha et al. (2019) divided writing challenges into three categories. they are linguistics, physiology, and cognitive difficulties. linguistic difficulties include grammar, vocabulary, language use, and sentence choice in writing. physiological difficulties focus more on the writer's difficulty in interacting directly with readers and getting feedback from them when writing. this type of difficulty relates to developing written material or essay content. the cognitive difficulties are related to organization and mechanics: spelling, punctuation, capitalization, and paragraphing. in writing class, types of writing text are presented, such as writing descriptive, recount, procedural, anecdotal, expository, and narrative. the narrative text is one of the materials taught in senior high school writing class. alviano et al. (2020) stated that narrative text tells stories that happened in the past to entertain the readers dealing with complications or problematic events that lead to a crisis and, in turn, find a resolution. writing narrative text is an activity that requires students to express their ideas and feeling in written form (hasibuan & handayani, 2019). while expressing ideas using a foreign language takes a significant effort. therefore, in teaching narrative texts, teachers must explain narrative texts and generic structures to let students understand. in addition, teaching with methods or media will make parts easily understood by students. a highly demanded writing activity in the narrative text is developing short drama scripts to compose and communicate ideas through drama performance activities based on folklore or legend. astuti & nurhayati (2016); inderawati et al. (2022) said that such activities are considered helpful for students to be active and creative since they are required to express their ideas and creativity freely but still in the context of writing narrative text. in developing short drama scripts, students work in groups and are demanded to write their dialogue, the source of which can be taken from legends and folklore in the local context. in addition, they have to consider if their drama scripts convey entertaining and refreshing stories and moral values for the audiences (reko, 2023). some previous studies have been conducted to describe the phenomena of learning narrative text. laia (2019), telaumbanua (2020), mulyaningsih (2018), afifah & hakim (2022), sukran & kurniawan (2022), setiyani (2022), rofi’i (2022), sinaga (2020) and koilara et al. (2020), reveal that students found difficulties in writing, such as generic structure and language use. however, no previous studies discussed writing narrative text in the form of short drama scripts. one of the authors also found an interesting phenomenon when teaching narrative text writing in her three classes. she found that about 50% of the students took quite a long time to compose a script because they had to use their imagination to arrange the text sequence. however, other students need several hours to develop ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 335 a play script. simbolon & indrawati (2021) state that writing short drama scripts is challenging, especially for senior high school students. during their assessment of the students' drama scripts, most students still used present tense rather than past tense. they continued to write short drama scripts with grammatical errors, and the most obvious challenge was that most of them still needed help to develop and improve storylines. based on the previous studies and empirical evidence from the teaching experience of one of the researchers, the present study was conducted to find out students' perceptions of challenges in developing and writing short drama scripts from narrative texts. method this present study used descriptive quantitative. this method was used to investigate social problems and phenomena by collecting numerical data, which were analyzed using math-based methods (bhawna & gobind, 2015). one hundred six students in the 11th grade at one of the public senior high schools in east java, indonesia taking english class as an elective subject, were recruited. to collect the data from the participants, a questionnaire was used as the instrument, containing 15 items about the problems of writing difficulties. it was divided into three categories, according to pratiwi (2016) linguistic difficulties (vocabulary and language use), physiological difficulties (content), and cognitive difficulties (mechanics and organization). the questionnaire was adapted from an article entitled efl students' difficulties in writing narrative text (falihah et al., 2022). a four-point linkert scale was used, coded as strongly agree (sa) with 4 points, agree (a) with 3 points, disagree (d) with 2 points, and strongly disagree (sd) with 1 point. the questionnaire was distributed to the participants via whatsapp group, and the teacher researcher asked them to submit it within 20 minutes after it was distributed. the researcher analyzed the participants' results of the questionnaire by using spss, the researcher starts with find the frequency of answers for each item. then, the frequency will be multiplied by the likert score. the results obtained will be multiplied by the likert score, per frequency of answer and item. total the multiplication of all answers per item. after the researcher gets the total score, the results will be divided by the number of participants. the researcher will get the mean scores. the mean scores gave information about which items on the students' challenges were more dominant. results the results of the analysis are presented in the form of a mean score. the mean scores represent the results of each item in the questionnaire, categorized into three dimensions, as shown in figure 1. shabrina dwi andani, frida unsiah, agus gozali how do efl students perceive challenges towards writing short drama script of narrative text? 336 figure 1. the mean score of each item in dimension 1 the overall data in figure 1 shows that the mean score of students’ challenges in dimension 1 varies. in dimension 1 (physiological difficulties), item 1, students have difficulties in expressing ideas. the participants disagreed that they had difficulty expressing ideas, as indicated by the low mean score of 2.25. in item two, students have difficulties writing correct sentences, and the mean score is 2.51, meaning that the participants do not agree if they have difficulty writing correct sentences. item three, students have a limited understanding of using the generic structure of the narrative text, has a mean score of 2.6. the participants do not have limited knowledge of the structure of the narrative text. in item four, students do not share their written texts with their friends to get feedback showing a mean of 2.28. the participants disagreed if they never shared their thoughts and ideas with fellow group members. the overall mean score in dimension 1 is 2.41. from these results, in dimension 1, the participants do not have significant challenges while writing short drama scripts. the results on mean scores of each item in dimension 2 (linguistic difficulties) as presented in figure 2. figure 2. the mean scores of each item in dimension 2 figure 2 shows that item 5, students experience difficulties in using the correct tenses, has a mean of 2.61. this result shows that the participants disagree if they experience difficulties in tenses. students only use the present tense in writing texts, as item 6 explains that the participants do not use the present tense in writing, with a mean of 2.29. item 7, students have difficulties in using the appropriate vocabulary, 2.25 2.51 2.6 2.28 2 2.2 2.4 2.6 2.8 item 1 item 2 item 3 item 4 m e a n s c o r e s physiology difficulties mean score 2.61 2.29 2.61 2.74 2.75 2.43 2.3 1.92 0 0.5 1 1.5 2 2.5 3 item 5 item 6 item 7 item 8 item 9 item 10 item 11 item 12 m e a n s c o r e s linguistics difficulties mean scores ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 337 also has a mean score of 2.61, indicating that the participants have no difficulty in vocabulary. item 8, students with limited vocabulary, have a relatively high mean score of 2.74, meaning they can handle limited vocabulary to write short drama scripts. in item 9, students have difficulties using proper grammar, with a mean of 2.75. moreover, item 10, students cannot write structured sentences according to correct grammar, has a mean score of 2.43. these illustrate that the participants can correctly write sentences according to the grammar structure. item 11, students have difficulties in using proper diction, have a mean score of 2.30, and the participants use the right words. students have difficulties in distinguishing synonyms and antonyms, as item 12 has the lowest mean score of 1.92. they strongly disagree if they have difficulty determining synonyms and antonyms. the overall mean score of dimension 2 is 2.46, the highest average of all dimensions. however, on this dimension, the writer still does not find the dominant challenges faced by the participants while writing short drama scripts of narrative texts. the mean scores of each item in dimension 3 (cognitive difficulties) as shown in figure 3. figure 3. the mean score of each item in dimension 3 dimension 3 (cognitive difficulties) contains three items, 13 to 15. the results explain that in item 13, students have a limited understanding of using punctuation, having a mean score of 1.82. it means that the participants have no difficulty in using punctuation. besides, the use of incorrect spelling by students in item 14 has a mean of 2.27. they can use the spelling correctly. in item 15, students have difficulties in using capital letters have the lowest mean score of 1.60. the mean score of dimension 3 is 1.90. overall, the participants chose the disagree option, meaning they do not experience challenges in dimension 3. figure 4 shows the results of the overall mean scores for each dimension. for linguistic difficulties, the highest mean score is 2.46, followed by physiological difficulties with a mean of 2.41, and the last cognitive difficulties with the lowest mean score of 1.90. 1.82 2.27 1.6 0 0.5 1 1.5 2 2.5 item 13 item 14 item 15 m e a n s c o r e s cognitive difficulties mean scores shabrina dwi andani, frida unsiah, agus gozali how do efl students perceive challenges towards writing short drama script of narrative text? 338 figure 4. the mean score of each dimension from figure 4, it can be concluded that students have less dominant challenges in developing and writing short drama scripts in narrative text. discussion in the present study, the researchers found that the students have less challenges in 3 categories, namely physiology, linguistics, and cognitive difficulties (pratiwi, 2016). from the existing data results, the students do not have dominant challenges when writing short drama scripts in narrative text. specifically, in dimension 1 (physiology difficulties), students do not have dominant challenges in developing content. during the teaching and learning process, the teachers equip the students with background knowledge of narrative text before they start to write short drama scripts. moreover, working in groups allows low-achievers to be supported by high-achievers. this benefits students to achieve their academic goals more effectively and improve peer skills without pressure (alghamdy, 2019). however, this result differs from the previous study (asi, 2019), saying that the students have challenges in physiological categories, especially the difficulties experienced by students in constructing generic narrative texts. in addition, students are often confused when writing, and they cannot develop their ideas. from this, it can be seen that students' background knowledge and interest in learning english, as well as the application of cooperative learning in the writing class, help students write short drama scripts well. dimension 2 (linguistics difficulties) shows that the students do not experience significant challenges in using vocabulary and language use. this differs from the previous study (rosdiana, 2021), which explained that linguistic categories are the most challenging difficulties experienced by students in writing narrative texts. students had limited vocabulary lists and poor word selection and needed help with grammatical structures. in contrast with the results of this study, the students have sufficient knowledge of linguistics, such as vocabulary and language use. the students are good at using tenses appropriately and have a reasonably rich vocabulary. these good things might be caused by their excellent understanding and basic knowledge of narrative texts provided by their teachers before they write short drama scripts. in addition, getting students used to reading a lot of narrative texts before class activity can improve students' ability in writing. this is also in line with (linuwih, 2020) states that reading can influence because some parts of 2.41 2.46 1.9 0 1 2 3 mean score the mean score physiology difficulties linguistics difficulties cognitive difficulties ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 339 understanding from reading play an essential role in the writing process. the students have a process to bring their understanding and ideas from reading material and organize them into good writing. the findings in dimension 3 (cognitive difficulties) explain that the participants have less difficulties related to organization and mechanics. this is quite different from the previous study (amely et al., 2022), indicating that the students need help in cognitive categories as students still make spelling and punctuation errors such as periods, commas, and quotation marks. in addition, some students also did not consider the use of capitalization for names of people, regions, and at the beginning of sentences. the previous result is different from the findings in this study; this good thing occurs since the students are asked to practice writing several narrative texts before starting to write short drama scripts. these learning experiences may increase the students' knowledge of organization and mechanics in writing. overall, the participants have less dominant challenges in dimensions 1 to 3 because the students joining english lessons as an elective subject are considered to have good basic english based on their own passion. in addition, providing narrative texts as text models by the teachers is also beneficial for them as their background knowledge to write short drama scripts. the more students read, the more knowledge they get. furthermore, the teachers implement cooperative learning strategies to accommodate students with heterogenous abilities in groups to complete assignments to achieve teaching and learning goals (prasetyawati, 2021). conclusion based on the results research, the three dimensions shows physiological difficulties with a mean score of 2.41, linguistic difficulties which have the result of 2.46, and cognitive difficulties which have the smallest mean score of 1.90. it can be conclude that the students do not experience dominant challenges in writing short drama scripts of narrative texts because of the basic knowledge that the students already have. the occurrence of minimal challenges in writing short drama scripts is due to sufficient teachers' readiness and students' background knowledge during the learning process of narrative text. the teachers also provide textbooks related to learning topics. in addition, the willingness of students to practice several narrative texts before starting the writing class provides insights for them. the use of cooperative learning in class also helps students solve problems in a discussion so that the process of writing short drama scripts becomes efficient and effective. this study suggests that future researchers can conduct similar research with different research settings and methods to get broader perspectives about writing short drama scripts in narrative text. shabrina dwi andani, frida unsiah, agus gozali how do efl students perceive challenges towards writing short drama script of narrative text? 340 references brophy, j. 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(2022). students' perception on self-directed learning (sdl) in learning english by using youtube video. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 13071314. doi:https://doi.org/10.24256/ideas.v10i2.3208 wahyuni, s. (2010). improving students' vocabulary mastery through popular songs (a classroom action research in sdn 2 teloyo wonosari). https://doi.org/10.24256/ideas.v10i1.2563 https://doi.org/10.24256/ideas.v10i2.3208 the particular dialect or language that a person chooses to use on any occasion is called a code 266 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 266 274 the efficacy of using guided questions in teaching writing descriptive text to indonesian english as foreign language (efl) students soleman dapa taka sdapataka@gmail.com universitas nusa cendana, kupang, ntt, indonesia received: 2023-02-10 accepted: 2023-06-30 doi: 10.24256/ideas.v11i1.3989 abstract this research aims at finding out the efficacy of using guided questions in teaching writing especially descriptive text to indonesian english as foreign language (efl) students. the main question of this research: is the use of guided questions effective in teaching writing to indonesian efl students? the research can be an addition to the persisting teaching writing in english particularly the descriptive text through the use of guided questions. this research was conducted at the tenth-grade students at sma kristen mercusuar kupang, an indonesian high school. the total number of samples was 25 students. the research used a pre-experimental method with a pre-test and post-test design. the pre-test was given to find out the basic ability of the students in mastering writing descriptive text and the post-test given to find out the students’ improvement in mastering writing descriptive text after giving the treatment by using guided questions. the findings show that using guided questions is effective in teaching writing descriptive text to indonesian efl students. it is supported by the result of the significance test through spss 20 program that the p was 0.00. therefore, it is recommended to use the guided questions in developing students’ writing descriptive of indonesian efl students. keywords: indonesia efl students; guided questions; teaching writing descriptive text introduction writing is one of materials which are difficult for the students. included the tenthgrade students at sma kristen mercusuar kupang. in writing descriptive text, students need to have some special skills such grammar, vocabulary etc. when the writer did observation in the tenth-grade students at sma kristen mercusuar kupang, he found that some of the students do not know how write a correct descriptive text and she http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 267 found that the students still didn’t understand about the material. even though the students always learn it before the writer did observation there, they still confused about it. to solve these problems, the english teacher try to apply various teaching techniques, or the teacher has to create class atmosphere of how to encourage student’s writing ability. a teacher plays an important role in teaching and learning process in classroom activities. he or she is responsible to determine the aim of teaching and has to create favorable situation in motivation the students to study. to teach successfully, an english teacher has to use certain strategies to make the students understand the lesson.one of the techniques that can be used by a teacher in teaching writing namely guided question. in agreement with traver (1998, p.1), “a guiding questions is the fundamental query that directs the search for understanding”. it means that guiding questions technique is believed as a technique that can guide the students’ ideas in writing process and also can help in finding out the ideas in writing. meyers (2005, p. 2) said that questions can be one way to explore ideas in writing process. therefore, guiding questions can help the students to generate the ideas in learning writing. guiding questions technique has its own characteristic of question that differs from other types of question, because not all types of questions are kind of the questions in guiding questions technique (traver, 1998, p.2). there are some characteristics of guiding questions technique that differs from the usual questions. traver (1998, p.2) classified four characteristics of question that is used in guiding questions technique, they are: (1) openended yet focus inquiry on a specific topic. in line with traver’s statement (1998, p.2) we can conclude that good guiding questions should be open ended to give opportunity for the students to describe what they are understand to the questions given. (2) guiding questions are non-judgmental but answering them requires high-level cognitive work, such as the development of a rich description, model, evaluation, or judgment. according to traver (1998, p. 2) the questions given should be able to direct the students’ thinking in organizing their ideas in writing process. (3) good guiding questions contain emotive force and intellectual bite. according to traver (1998, p. 2) we can conclude that guiding questions should be able to encourage students’ thinking. (4) guiding questions are succinct. in oxford dictionary (2008, p. 444), succinct defined as “briefly and clearly”. it means the questions that given by the teacher should not be in long sentence and the questions should be clear and does not make students confused in interpreting the questions. according to harmer (1998, p. 79) “the reason for teaching writing to students of english as a foreign language include reinforcement, language development, learning style and most importantly, writing as a skill in its own right”. it means that in teaching writing, the teacher should guide their students to compose a good writing. as people know, writing is not an easy activity to do (younes & albalawi, 2015, p.7). its means that it needs a lot of time to practice. in this case, the teacher should teach writing with soleman dapa taka the efficacy of using guided question technique in writing descriptive text to indonesian english as foreign language (efl) students 268 appropriate technique in order to let students explore their ideas (leki, 1998, p.20). dealing with this, the easier technique that will help the students is guiding questions technique. this technique may stimulate the students in generating ideas in writing (traver, 1998, p. 1). according to sundem (2006, p. 41), “the writing process comprises the mechanics by which writers create publishable product. it is the method all writers use to generate ideas, choose and organize these ideas, write and revise their pieces, and format them for publication.” from the statement, we can conclude that writing needs some processes and steps to construct a text; it is not an instant process to create a text. there three processes of writing described as follows. (1) free writing: guiding questions technique. sundem (2006, p.41) stated that free writing is the first step of the writing process. in this step, the writer can generate their ideas before starting to write and put their thoughts in correct formation. in addition, writer uses guiding questions technique to generate students’ ideas by preparing questions related to the topic and ask the students to answer the questions given. (2) drafting. drafting is the next step in writing process. according to sundem (2006, p.53) in this step the students expand their previous ideas, then they write it down on a paper. donohue (2009, p.12) also stated that “during drafting stage, the students are able to craft their own writing”. it means that the students can pour their ideas that they had thought before writing. (3) revising. revising is the final step in writing process. according to sundem (2006, p. 55) revising is often forgotten in writing process. he also adds that sometimes the students think they write enough without revising again. while western australian minister for education (2013, p. 223) stated that revising mean make changes to the text and the goal of revising is to make the writing better and clear. based on the situation the researcher is interested in conducting a research under the topic “the efficacy of using guided question in teaching writing descriptive text. to indonesian english as foreign language (efl) students”, as a result in real situation he does not find an adequate and appropriate strategy teaching conditional sentences in sma kristen mercusuar kupang, an indonesian high school it may be caused by most english teachers still teach by using conventional method in teaching grammar. therefore, it is very important to provide an alternative technique to improve student; it is assumed that using pair work technique might for improve the students’ ability in mastering grammar especially conditional sentences. from the background of the study, the researcher formulated the research questions such as below: does the use guided question improve the ability in writing descriptive text of sma kristen mercusuar kupang. then, the researcher formulates the objective of the research as follows: to find out the effectiveness of using guided question in improving the ability in writing descriptive text. of first semester students of sma kristen mercusuar kupang. this research is expected to be useful information for teacher and the students about teaching writing descriptive text by the students through guided question. also it expected to be a reference for the next researcher who wants to do a research about writing descriptive text. the scope of the research is to know what teaching ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 269 descriptive text of sma kristen mercusuar kupang. method in this research, the researcher applied a pre-experimental method. preexperimental design used pre-test and post-test where pre-test was held before treatment and post-test after treatment. the design of the research is as follow: o1 x o2 where: o1 = pre-test x = treatment o2 = post-test (best 1997:103) the population of this research was the tenth-grade students at first semester students of sma kristen mercusuar kupang. in determining the sample of this research. the researcher took 24 students as sample of this research. the writer used writing test to measure the students’ ability in mastering descriptive text. before and after giving treatment, writing involves the data was collected by using the procedure below: 1. giving pre-test firstly, the researcher introduced himself to the students and explained purpose of her coming in their class. the researcher gave pre-test to the students to measure the skill of the students before giving treatment. 2. giving treatment the researcher conducted the treatment to the students for sixth meetings by using guided question in teaching writing. the steps as follows: free writing: guiding questions technique sundem (2006, p.41) stated that free writing is the first step of the writing process. in this step, the writer can generate their ideas before starting to write and put their thoughts in correct formation. in addition, writer uses guiding questions technique to generate students’ ideas by preparing questions related to the topic and ask the students to answer the questions given. drafting drafting is the next step in writing process. according to sundem (2006, p.53) in this step the students expand their previous ideas, then they write it down on a paper. donohue (2009, p.12) also stated that “during drafting stage, the students are able to craft their own writing”. it means that the students can pour their ideas that they had thought before writing. soleman dapa taka the efficacy of using guided question technique in writing descriptive text to indonesian english as foreign language (efl) students 270 revising revising is the final step in writing process. according to sundem (2006, p. 55) revising is often forgotten in writing process. he also adds that sometimes the students think they write enough without revising again. while western australian minister for education (2013, p. 223) stated that revising mean make changes to the text and the goal of revising is to make the writing better and clear. 3. giving post-test the students were given the same activity in the pre-test after the treatment. the researcher gave writing test and asked the students to answer. it aimed at finding out the students’ability in writing skill after giving treatment. in analyzing data, the researcher giving score to the students based on the result of their writing test in pretest and posttest. the last step of the data analysis was the hypothesis testing. the hypothesis was tested by using inferential statistics. in this case, the researcher used t-test (testing of significance) for paired sample ttest, that is, a test to know the significance difference between the result of students’ mean score in pretest and posttest. results from the result data analysis, shows that the mean score of the student’s pretest was 40 and the mean score of posttests was 75 it means that using reciprocal teaching technique in teaching reading can enhance the students’ achievement especially for the students’ writing skill. from the statistical analysis, the researcher concludes that there is a significant difference between pretest and posttest in enhancing the students’ writing ability through guided question as a way to deliver learning material. guided teaching technique is effective in enhancing the students’ writing ability. based on the describing above, the researcher concludes that one of important point that teacher should accommodate he/she should give full the attention especially in writing skill. therefore, in teaching writing one of technique that the teacher may use this technique in teaching, especially in writing or constructing ideas is greatly expected to make the students easier in generating and expressing their idea in different mode and sense. after calculating the result of the students’ pretest, the mean score and standard deviation of both groups are presented in following table: pretest posttest mean 30 68 standard dev. 8.30 10.49 max 43 64 min 21 37 the data shows the mean score of the student’s pretest was 40 and the mean score of posttests was 75. standard deviation of pretest was 8.22 and the standard ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 271 deviation of posttest was 11.27. it means that using guided question teaching technique in teaching writing can enhance the students’ achievement in writing descriptive text. the hypothesis was tested by using inferential statistics. in this case, the researcher used t-test (testing of significance) for paired sample t-test, that is, a test to know the significance difference between the result of students’ mean score in pretest and posttest. assuming that the level of significance (𝛼) = 0.05, the only thing which is needed; the degree of freedom (df ) = n – 1, where n = 25, then the t-test is 10.81 p is 0.00 from the analysis, the researcher concluded that there was a significant difference between pretest and posttest in enhancing the students’ writing ability through guided question technique as a way to deliver learning process. the result of statistical analysis for level of significance (p=0.05) with degree of freedom (df )= n-1, where (n) = 25, df = 24. the probability value was smaller than α (0.00<0.05). it indicated that the alternative hypothesis (h1) was accepted and the null hypothesis (h0) was rejected. it means that guided question is effective in enhancing the students’ writing ability especially descriptive text. discussion based on the result of data analysis, the researcher found out that the use of guided question technique is effective in developing students’ competence in writing skill at sma kristen mercusuar kupang. actually, there are some techniques that we can use to teach writing but the researcher using guided question technique, moreover the application of guided question gave good effect in enhancing the students’ skill in writing. based on the data collected, using guided question technique in teaching writing can enhance the students’ achievement. it was proved by students’ score on the writing test. all students’ score was improved after conducting the treatment through guided question technique. the result of this research is supported by harmer (2001:207) as cited in mulya (2016:79) defines guided question as a way of increasing students’ participation and language use. this technique can be used in enormous number activities whether speaking, reading, or writing. the results of this hypothesis are consistent with the previous researches. according to harmer (1998, p. 79) “the reason for teaching writing to students of english as a foreign language include reinforcement, language development, learning style and most importantly, writing as a skill in its own right”. it means that in teaching writing, the teacher should guide their students to compose a good writing. as people know, writing is not an easy activity to do (younes & albalawi, 2015, p.7). its means that it needs a lot of time to practice. in this case, the teacher should teach writing with appropriate technique in order to let students explore their ideas (leki, 1998, p.20). dealing with this, the easier technique that will help the students is guiding questions technique. this technique may stimulate the students in generating ideas in writing (traver, 1998, p. 1). this research has shown that guided question can increase the students’ ability in mastering writing skills. so, in teaching writing, the students should be in clt that soleman dapa taka the efficacy of using guided question technique in writing descriptive text to indonesian english as foreign language (efl) students 272 will be a useful situation where the students can share their knowledge and support their pair in mastering writing in english. conclusion the researcher concludes that the use of guided question is effective in developing students’ competence in mastering writing skill at sma kristen mercusuar kupang. it was proven by there was a significant difference between the students’ mean score of pretest and posttest. the result of statistical analysis for level of significance (p=0.05). the probability value was smaller than α (0.00<0.05). it indicated that there is significant differences between the result of pre-test and post-test after giving treatment in improving students’ competence in mastering writing skills through applying clt to the first semester students of the english study program of nusa cendana university, kupang. references alqahtani, m. (2015). the important of vocabulary in language learning and how to be taught. international journal of teaching and education, 3(3), 21-34. afrin, s. (2016). writing problems of non-english major undergraduate students in bangladesh: an observation. open journal of social sciences, 4, 105-115. amir, m.t. (2010). inovasi pendidikan melalui problem based learning [the innovation of education through problem based learning. jakarta: prenada media grup. bailey, s. (2011). academic writing: a handbook for international students (3rd edition). taylor & francis e-library: rout ledge. baker, l. (2014). longman academic writing series 2: paragraph (3rd edition). white plains, ny: pearson education, inc. brown, h. d., & priyanvada. a. (2010). language assessment: principles and classroom practices. white plains, ny: pearson education, inc. brown, h.d. (2000). teaching by principles an interactive approach to language pedagogy (second edition). san francisco: pearson education, inc. bharati, s., & sthitaprajan. (2016). writing problems faced by secondary level students: a study of the kendrapada district. international journal of english language, literature and translation studies (ijelr),3(1), 36-41. bull, v. (2008). oxford learner’s pocket dictionary. new york: oxford university press. creame, l. & lea, m.r. (2003). writing at university (2nd edition). maidenhead: open university press. fadda, h. a. (2012). difficulties in academic writing: from the perspective of king saud university postgraduate students. canadian center of science and education, 5(3), 123-130. gerson, s. (2005). writing that works: a teacher’s guide to technical writing. kansas: ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 273 kansas kurikulum center washburn university topeka, ks hacker, d., & sommers, n. (2012). rules for writers (7th edition). new york: harvard university. harmer, j. (2004). how to teach writing. london: pearson education limited. harmer, j. (2007). the practice of english language teaching. london: pearson education limited. harmer, j. (1998). how to teach english. boston: addison wesley longman. huy, n. t. (2015). problems affecting learning writing skill of grade 11 at thong linh high school. asian journal of education research, 3(2), 53-69. kane, t. s. (2000). the oxford essential guide to writing. new york: barkley books. leki, i. (1998). academic writing exploring processes and strategies (2nd edition). new york: cambridge university press. muhayyinah. (2012). the effectiveness of guiding questions technique in teaching writing text among students year x of smk nu lamongan (undergraduate thesis). retrieved january 20, 2023 from http:// digilib.uinsby.ac.id/10340/ html. masruddin, m., & nasriandi, n. 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(2022). thematic development in students’ argumentative essay. ideas: journal on english language teaching and learning, linguistics and literature, 10(1), 166-174. doi:https://doi.org/10.24256/ideas.v10i1.2563 sundem, g. (2006). improving student writing skills. huntington beach: shell education. https://doi.org/10.24256/ideas.v10i1.3024 http://www.ttms.org/ https://doi.org/10.24256/ideas.v10i1.2563 soleman dapa taka the efficacy of using guided question technique in writing descriptive text to indonesian english as foreign language (efl) students 274 syam, k. y. (2011). using fotonovela and guiding questions technique to improve the ability in writing narrative text of students in grade viii of smpn 21 malang (undergraduate thesis). retrieved january 20, 2017 from http://karyailmiah.um.ac.id/index.php/sastra-inggris/article/view/12954. traver, r. (1998). what is a good guiding questions? educational leadership association for supervision and curriculum development, 1-5. retrieved march 02, 2017. yohana. p. m. (2005). problems of writing in kiswahili: a case study of kigurunyembe and morogoro secondary schools in tanzania. nordic journal of african studies, 14(1), 15-5. younes, z. b., & albalawi, f. s. (2015). exploring the most common types of writing problems among english language and translation major sophomore femal students at tabuk university. asian journal of basic and applied sciences, 3(2), 7-26 http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/12954 http://karya-ilmiah.um.ac.id/index.php/sastra-inggris/article/view/12954 703 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 703 711 the integration of islamic and cultural values in english teaching yatni fatwa mulyati1 ummi kultsum2 yatnifatwa21@gmail.com, ummikultsum@uinjkt.ac.id 12post graduate english education program, syarif hidayatullah state islamic university, jakarta, indonesia received: 2023-07-8 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3942 abstract teaching english is closely related to learning western culture; however, it is only sometimes about using the same material. as the country with the largest muslim population in the world, indonesia must play a role in integrating islamic values into learning, mainly english as a foreign language. this study aimed to reveal the integration of islamic and cultural values in english teaching to islamic university students. this descriptive qualitative used semi-structured interviews and observation to gather the data. there were 42 students, and one lecturer was chosen using purposive sampling as the participants. the findings showed that integrating islamic and cultural values helps students understand english more easily. furthermore, it also supports students with an islamic background. in addition, the observation result proves that students speaking, listening, translation, reading, and vocabulary achievement is outstanding during the observation. this current research strongly contributes to the literature on research about integrating islamic values into language teaching. however, the cultural values that showed up are islamic cultural values. further research focusing on local cultural integration in teaching english may be enlightening. keywords: cultural values; english teaching; islamic values introduction the qur'an asserts that allah directly reveals islam through his prophets through the angel jibreel, who come down to earth to deliver the messengers of allah. furthermore, islam is not only intended for muslims. nevertheless, the religion of islam is intended as a guide to all religions on earth. not only for human life but islam is also intended to guide the entire universe. this is in sequence with allah pronounced in the al-qur'an about islam is rahmatanlilalamin. َ رَْحَ مَةَِللع َالَِميَ ن َ وَ مَا اَ َْرَ سلن اَ كَِٕالَ http://u.lipi.go.id/1457703302 mailto:yatnifatwa21@gmail.com mailto:ummikultsum@uinjkt.ac.id yatni fatwa mulyati1ummi kultsum2 the integration of islamic and cultural values in english teaching 704 “we don’t has sent you (muhammad), except as a rahmat to universe” (q.s al-anbiya:107) as cited in muhammad hanafi et al. (2019) the important thing revealed by the above verse is that the prophet muhammad has sent to the universe to deliver the principles of his teaching that led to monotheism and the messengers of allah. likewise, with all aspects of life, the islamic religion is used in education and is associated with all subjects. related to language learning, regardless of where the language originated, it can still be associated with islamic learning. it means that islam is the source of all aspects of life. islam was revealed to bring good, peace, and salvation to all the earth's inhabitants. allah revealed the religion of islam to the prophet muhammad as a complement to previous religions. allah explained in the al-qur'an that whoever seeks a religion other than islam, that religion will never be accepted because all the perfection of religion is in islam itself. islam considers the perfect religion among other religions. however, it does not mean islam forbids muslims from interacting with other people from different religions. in education, this is in line with permatasari (2019) stated that the teaching-learning process could combine the perspective of islamic values with the perspective of language teaching. furthermore, sholihah et al. (2019) argue that implementing aqidah values in students can be done by asking the student to discuss essential aspects of the aqidah, for example, teaching islamic law, teaching reciting al-qur'an, the right of parents, and teaching islamic characters. in addition, this is also in sequence with allah pronounced in the al-qur'an about the importance of teaching islamic values. ناَْل خاَِسرينَ ومنْيبت غَ ْغيراَْْلْ سَ ل ِمدين َاف َلَ نيَُ َْقب َلَِمَْنُهوَُهوفَِياَْلَْ َِخرَِةَِم "and whoever seeks a religion other than islam, he will not be accepted and in the hereafter, he will be among the losers.” (q.s al-imran:85) as cited in muhammad hanafi et al. (2019) the important thing revealed by the above verse is that allah created the people on earth, then allah created humans to live on earth. amongst those people, allah was pointing to the prophet muhammad as a khalifah (leader) to guide people into the light. through many years of the practice of islam and guidance by the prophet muhammad, humans can manage islamic values in many other areas of the earth, such as economics, politics, culture, and education (nuryantini, 2018). in education, teaching islam in all aspects and teaching english to others means that we have done our duty as muslims. based on the verse of alqur’an and the explanation above, sudarti & wasitowati (2021) agreed that everyone is obliged to share knowledge related to islam with others, especially in education. in the indonesian educational sector, english is already introduced through books, articles, and journals. however, english textbooks need more resources for islam integration (rohmana, 2020). meanwhile, indonesia has the largest muslim population, where the students taught are primarily students of islamic background knowledge. for this reason, integrating islamic values in teaching english is essential to help students understand the english material more efficiently. previous studies that discussed islamic values in teaching english have been conducted; however, most of the studies are focused on finding out whether the school applied islamic values in teaching and learning or not (irawan, 2020; madkur & muharom albantani, 2018; wijayanto, 2020; zaitun & wardani, 2019). on the other hand, the integration of islamic and cultural values has yet to be done, and a relatively short description was reported in the research papers (alfian, yusuf, & nafiah, 2021; bonino, 2019; stimpson & calvert, 2021). furthermore, the previous research discussed that the integration of islamic values and cultural values only partially specified the integration of ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 705 islamic values for teaching english in focusing on english skills. method a qualitative descriptive study was conducted at the department of bachelor's program of islamic education at one of the state universities in indonesia. the qualitative design of this current research is integrated into the descriptive study category because it will be held on a small scale. according to meriem (1998; as cited in alwasilah 2015), qualitative research includes specific people, programs, groups, and policies. in line with those statements, this current study will be held in english class subjects for the islamic students' department, which includes specific people on a small scale. the research methodology used provides the opportunity to investigate several aspects connected to islamic and cultural values while teaching english. the research data were obtained and compiled from face-to-face english language courses on 30 november 2022. the researcher put the criteria of the participant that the participant should be a student with an islamic background. this is in line with bryman & bell's (2018) statement that the sampling procedure involves the selection of 'participants,' with a focus on the characteristics of the respondents, who are considered fit for this particular research study according to the predetermined criteria for selection. the participant of this research was 42 students from the first semester of the islamic education department and 1 english lecturer. during the english courses for students of the islamic education department, the researcher observed from the beginning to the end of the class. after the class, the researcher interviewed the lecturer about integrating islamic and cultural values during the english courses. the researchers employed triangulation between class observation and lecturer interview. the researchers also used data reduction to make the data analysis easier. this research used an interactional mechanism with the participant to produce a thick description. the thick description means that the research outcome is described in the specified description. this is suitable for creswell (2012) statement stating that thick description design is suited to illustrate those phenomena, which will be examined to get an in-depth understanding of the process rather than the outcome. in line with the research instrument, a qualitative research design is defined by creswell (2012) as "by using openended interview questions, it could probe further information and elaborate the information." therefore, the interviews the researchers conducted used an open-ended interview." in addition, ritchie & lewis (2003) mention that qualitative research aims to present an in-depth understanding of the research participants' experiences, thoughts, history, and social and significant conditions. results in order to answer the first research question: “how is the integration between islamic and cultural values in english teaching for islamic students?” the researcher seeks an indepth investigation by asking in more detail about the importance of integration between islamic and cultural values. the investigation finds out why integration between islamic and cultural values in english teaching for islamic students is essential to be implemented in the classroom. table 1. coding and themes for the lecturers’ interview section raw text/interview transcript code for themes yatni fatwa mulyati1ummi kultsum2 the integration of islamic and cultural values in english teaching 706 i: how do you apply and integrate islamic and cultural values in teaching and learning english at the pai department of uin syarif hidayatullah jakarta? r: for the application, we can use the material in the lesson plan. so the material in the rpp must be embedded with islam and those cultural values or those from the syllabus. not only is there material in the rpp, then in class the material is also used, but in our interactions, we often discuss many things about islam including cultural values. create a suitable lesson plan that involves islamic and cultural values i: what is the purpose of implementing and integrating islamic and cultural values in teaching and learning english? r: the goal is because right now they are majoring in islamic education, and more or less their goal in getting to study here is to understand islam deeper then for us as lecturers even though the english course is in english but there must be a balance/harmony with their goals. this means that even though this is an english subject, because it is pie, we must support students for this purpose. they enter pai to study islam, understand material about islam, then study to become a religion teacher. this means that learning from the material we support the students with islam by implementing the islamic culture too in the classroom and we also apply it to help them achieve their goals because they enter the islamic education major to get islamic knowledge/material. support students with a islamic background i: does apply islamic and cultural values in teaching and learning english affect student learning outcomes and interests? r: there is a lot of influence, because of the process of implementing islamic and cultural values, so if we give text about general they have to think twice, when discussing culture/whatever is general they have to think twice so in terms of language vocabulary they have to think twice about the vocabulary, for example, on economic questions, they have to think twice about the vocabs and their vocabulary. because this is an english course, so this course tends to be general, but this is the policy of the lecturer to insert islamic material according to the department, including when i was teaching english at pbsi, i inserted things that smelled of art when teaching at pbsi, so we enter it into the rpp and we adjust the text according to their majors. so it's very influential, if students are given this material, it's like now if we give material about culture they get on quickly, so the curiosity about islam is high, so it really influences, from learning outcomes, if you use culture and islamic values that's the result higher, and the motivation/response is really good, because they are used to it. islamic and cultural values help students understand the english material easier i: how do students react to providing learning that contains islamic and cultural values? r: the reaction was enthusiastic, the response was fast, very excited students feels excited i: why do islamic and cultural values need to be applied in teachinglearning? r: islamic values and cultural values are especially important in pai majors because we have to be in accordance with the majors, because when the texts that we present in class are about islam, they include examples of questions that are about islamic matters, not about english. it was a way of showing that it was islam that matter to be involve in the middle of teaching and learning. because it is important that this is integrated into the teaching and learning process. important, because its match with the students major ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 707 list of abbreviations: i= interviewer r= respondent to answer the second research question: what are the outcomes of integrating islamic and cultural values in english teaching for islamic students? the researcher writes notes while doing some observations in class. during the observation, the researchers found that even though the student in this class mostly comes from an islamic background, not english background, their english speaking is excellent, and most of them are active to answers several questions the teacher asks. the class observation was conducted in english classes, with 42 students from the first semester of the islamic education department. table 1. coding and themes for the lecturers’ interview section no aspect indicators yes no notes 1 students’ speaking ability students able to express their idea in english orally ✓ very good the students able to respond their friends by asking and answering a question. ✓ very good the students able to give feedback related to their friend’s performance. ✓ enough 2 students’ writing ability students able to write their idea in english ✓ quite good students able to express their idea structurally ✓ quite good 3 students’ listening ability students are easily to understand what they listen related to the material that contain islamic and cultural values ✓ very good 4 students’translation ability students able to translate from english to bahasa indonesia contextually as well ✓ very good 5 students’ reading ability students are familiar with the words that make them able to read the text as well ✓ very good 6 students’ vocabulary achievement material that contain islamic and cultural values will improve the students vocabulary mastery and will use the vocabulary almost in their daily life ✓ very good based on the lecturer interview, integrating islamic and cultural values in teaching yatni fatwa mulyati1ummi kultsum2 the integration of islamic and cultural values in english teaching 708 english is essential because islamic and cultural values help students understand the english material easier. furthermore, it also supports students with an islamic background. the observation result proves that students speaking, listening, translation, reading, and vocabulary achievement is outstanding during the observation. therefore, integrating islamic and cultural values in teaching english is essential to make students more active and make it easier to understand the material. discussion the lecturers' interview results clearly showed that it is essential to integrate islamic and cultural values into english language teaching, specifically for university students with islamic education backgrounds. considering students' islamic background, where they already learned about islam in their university education, it should be easy to get stimulated with islamic integrated english learning material (rohmah, 2012). however, before the lecturer integrates the english language learning material in class, the lecturer should ensure that the material is checked and matched with the lesson plan in the university. in line with alfianَetَal.,َ(2021)َandَsemadiَ(2019)َresearch, incorporating islamic and cultural values into the english lesson could not be overstated, especially with indonesia's lesson plan. indonesia's lesson plan did not depict substantial integration of islamic values (sholihahَetَal.,َ2019).َtherefore, it is better to develop the curriculum and teaching materials that incorporate islamic and cultural values, because in line with the result of this study, the integration of islamic values could help students with an isla mic background. in teaching and learning a language, it is important to not only support students from islamic backgrounds but also to integrate islamic and cultural values (durori, 2017; thresia, 2015). however, this integration of islamic and cultural values also enables the lecturer to design and enforce islamic values based on the learning media that the lecturer already possesses or that they have created themselves (permatasari,َ2019).َthis can be done regardless of whether the lecturer is teaching an existing or new course in accordance with the findings of the research carried out by marhamah et al., (2020) that found that before educators design and compile islamic and cultural value-based videos, books, audio or other materials, educators should be get trained first by the educational minster or the school principles program. therefore at the end of the day, the english learning material based on islamic and cultural values was successfully designed and could be practiced not only in one area in indonesia but in many other areas in indonesia. this research also concluded that incorporating islamic and cultural values demonstrated several benefits for the students and lecturers. they make learning english without ignoring islamic culture entertaining, and they need to respect its importance. furthermore, please take pleasure in the company of those students who have successfully integrated the morals and ethics of islamic tradition into their day-to-day lives (permatasari, 2019). according to the results of this study, english classes have been held in religious settings where islam is practiced. nevertheless, not all of the lecturers in this class could give an islamic and cultural value as a reference to teaching materials appropriate for the student's respective study programs or departments of study. therefore, according to (irawan, 2020; sulaiman, 2019), islamic principles may be included in language learning by incorporating content and subjects into the curriculum, teaching materials, and learning activities. this can be accomplished in several different ways. it is anticipated that, as a result of the implementation of this, students will be aware of the islamic values in their dayto-day lives in society, be able to filter out cultures that are not relevant to them, and at the same time be able to acquire skills in foreign languages appropriately. conclusion the lecturer interview showed that one of the ways to integrate islamic values and ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 709 culture in english teaching is by creating a suitable lesson plan that involves islamic and cultural values because the lecturer has a significant role in guiding the students during the class. suppose the lecturer wants to support students with islamic backgrounds by integrating islamic and cultural values. in that case, the first important thing the lecturer can do is create a suitable lesson plan with both aspects. furthermore, the interview result also showed that integrating islamic and cultural values help students understand english more quickly. this happens because students can think only once about english. after all, the islamic values and culture make them straightly understand the material because they already understand the context of it. this current research strongly contributes to the literature on research about integrating islamic values into language teaching. however, the cultural values that showed up are islamic cultural values. further research on many participants possibly inspired exploring other local cultures from each area. furthermore, as mentioned before, the study did not specify the culture. future studies focusing on local cultural integration in teaching english may be enlightening. references alfian, a., yusuf, m., & nafiah, u. (2021). integrating islamic values in teaching english: lessons learned from an integrated islamic school. elsya : journal of english language studies, 4(1), 1–11. https://doi.org/10.31849/elsya.v4i1.7322 alwasilah, c. (2015). pokoknya studi kasus pendekatan kualitatif. bandung: kiblat buku utama. bonino, s. (2019). a new muslim community: children of islam and scotland †,‡. religions, 10(3), 175. https://doi.org/10.3390/rel10030175 bryman, a., & bell, e. (2018). business research methods. london: oxford university press. creswell, j. w. (2012). educational research: planning conducting and evaluating quantitative and qualitative research (fourth; p. a. smith, ed.). 501 boylston street, boston: pearson education, inc. durori, l. 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(2019). alhttps://doi.org/10.24256/ideas.v10i2.2748 yatni fatwa mulyati1ummi kultsum2 the integration of islamic and cultural values in english teaching 710 qur’an dan terjemahannya edisi penyempurnaan 2019, juz 1-10. lajnah pentashihan mushaf al-qur’an. retrieved from https://www.ptonline.com/articles/how-to-getbetter-mfi-results nuryantini, a. y. (2018). integration science and religion: an analysis in islamic higher education. tarbiya: journal of education in muslim society, 5(1), 7250–7257. https://doi.org/10.15408/tjems.v5i1.9508 permatasari, y. d. (2019). integrasi pembelajaran bahasa inggris berbasis pendekatan islami. jurnal pendidikan glasser, 3(2), 205. https://doi.org/10.32529/glasser.v3i2.270 ritchie, j., lewis, j., nicholls, c. m., & ormston, r. (2018). qualitative research practice: a guide for social science students and researchers. los angeles: sage. rohmah, z. (2012). incorporating islamic messages in the english teaching in the indonesian context. international j. soc. sci. & education, 2(2), 2223–4934. retrieved from https://www.ijsse.com/sites/default/files/issues/2012/volume 2 issue 2 , 2012/paper-16/paper-16.pdf rohmana, w. i. m. (2020). immersing islamic value in english language teaching: a challenge for english teachers. scope : journal of english language teaching, 5(1), 47. https://doi.org/10.30998/scope.v5i1.6404 semadi, y. p. (2019). filsafat pancasila dalam pendidikan di indonesia menuju bangsa berkarakter. jurnal filsafat indonesia, 2(2), 82. https://doi.org/10.23887/jfi.v2i2.21286 sholihah, m., aminullah, a., & fadlillah, f. (2019). aksiologi pendidikan islam (penerapan nilai-nilai aqidah dalam pembelajaran anak di mi). auladuna : jurnal prodi pendidikan guru madrasah ibtidaiyah, 1(2), 63–82. https://doi.org/10.36835/au.v1i2.233 stimpson, b., & calvert, i. (2021). qur’anic educational philosophy: foundational principles of education in islam’s holiest text. religions, 12(2), 82. https://doi.org/10.3390/rel12020082 sudarti, k., & wasitowati, w. (2021). islamic excellence achievement spirit: a strategy to drive knowledge sharing behaviour and adaptive selling capability. jurnal siasat bisnis, 25(1), 41–56. https://doi.org/10.20885/jsb.vol25.iss1.art4 sulaiman, s. s. (2019). islamic education students’ perspective about english subject. journal of research and thought on islamic education (jrtie), 2(2), 255–268. https://doi.org/10.24260/jrtie.v2i2.1451 thresia, f. (2015). integrating local culture to promote character education in teaching writing. premise journal: issn online: 2442-482x, issn printed: 2089-3345, 4(1). https://doi.org/10.24127/pj.v4i1.276 tyas, n. (2022). students' perception on self-directed learning (sdl) in learning english by using youtube video. ideas: journal on english language teaching and learning, linguistics and literature, 10(2), 13071314. doi:https://doi.org/10.24256/ideas.v10i2.3208 wijayanto, m. e. (2020). the integration of islamic values in implementation of learning english: islamic education students perspective. eternal (english, teaching, learning, and research journal), 6(1), 18. https://doi.org/10.24252/eternal.v61.2020.a2 zaitun, z., & wardani, s. k. (2019). islamic values in the context of english learning and teaching. english language in focus (elif), 1(1), 70. https://doi.org/10.24853/elif.1.1.70-80 https://doi.org/10.24256/ideas.v10i2.3208 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 711 746 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 746 757 effectiveness of blended learning web-based model in students’ listening skill netty huzniati andas1, karman2, nyoman indah artini3, corresponding author: netty huzniati andas (netty.andas31@gmail.com) 123jurusan bahasa inggris, fakultas keguruan dan ilmu pendidikan universitas sembilanbelas november kolaka, jln. pemuda, kab.kolaka, sulawesi tenggara received: 2023-04-11 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3992 abstract the purpose of this study was to determine the significant impact of utilizing a blended learning web-based model on students' listening skills. the specific quasi-experimental design employed in this study was the time series design, which involved a single group and did not require a control group. the research included 28 students from the second semester in a listening class as participants, who received instruction using the blended learning web-based model. for data collection, the researcher administered a listening test at the beginning of the study and after the treatment. the data were analyzed using spss version 22. the findings of this research indicated a significant improvement in students' listening skills after implementing the blended learning web-based model for teaching listening. it was observed that the average score on the post-test (58.79) was higher than the average score on the pre-tests (43.79). furthermore, the result of the t-test (3.586) exceeded the critical t-table value (2.052), leading to the acceptance of the alternative hypothesis (h1) and rejection of the null hypothesis (h0). keywords: blended learning; web-based model; listening skill introduction the significance of listening in the english language, especially for students, cannot be overstated. it plays a vital role in communication, everyday interactions, and the process of becoming proficient in english. according to gilakjani and sabouri (2016), listening is a foundational skill that acts as a conduit for individuals of all ages to acquire education, information, understanding of the world, human affairs, ideals, values, and appreciation. similarly, ibrahim (2020) emphasized the immense importance of listening in mastering english, stating that it should be prioritized before speaking, as it profoundly impacts the development of reading and writing skills. additionally, al-nafisah (2019) revealed that listening ability is crucial in learning a foreign language since accurately receiving language input is key to successful language acquisition. listening is an active skill that involves processing auditory information and connecting it to existing knowledge. listeners interpret what they hear by incorporating their personal perspectives and experiences (diora & rosa, 2020). http://u.lipi.go.id/1457703302 mailto:netty.andas31@gmail.com ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 747 in the setting of english as a foreign language (efl) education in indonesia, the focus of teaching listening is on comprehending the spoken language of english native speaker. this includes words, phrase, simple sentences, short and long conversations, english songs, articles/journals, and toefl listening comprehension (hamouda, 2013). numerous problems have arisen as a result of teaching listening, which falls significantly shot of being satisfactory. for instance, many students find it challenging to understand the materials presented in listening classes and struggle to grasp the intended message conveyed by the speakers in audio recordings. consequently, students continue to receive low score in listening assessment (gilakjani & sabouri, 2016). some issues were identified among second-semester students of the english education study program at universitas sembilanbelas november kolaka based on the researcher's preliminary assessment in listening class. these issues can be divided into two categories: the first issue was that most students found it difficult to focus on the speaker or audio they heard during the listening session. because the entire class listened to the recording at the same time, some students felt that the audio's pace did not correspond to their own knowledge. for example, one student thought the duration was too long, while another thought it was too short. according to azmi bingol, celik, yidliz, and tugrul mart (2014), the proficiency level of students plays a crucial part in their ability to listen to lengthy passages and retain all the information. another issue relates to vocabulary, where many students express a deficiency in the number of words they know. this often leads to encountering unfamiliar words during a speech, causing a mental block and resulting in forgetting the speaker's message. gilakjani and sabouri (2016) noted that numerous words have multiple meanings, and if students fail to use them accurately within their specific contexts, confusion may arise. the third problem identified by the researcher was mostly the students acknowledged that they had never attempted to learn listening skills on their own. they relied solely on the teacher for materials during the two-hour listening class. consequently, they lacked sufficient chances to actively engage in listening activities. additional problems emerged when the individual speaking in the recording possessed a highly authentic accent, posing difficulties for learners in adjusting their pronunciation to match the sentences they heard. according to gilakjani and sabouri (2016), as cited by munro and derwing (1999), an excessive amount of accented speech can lead to a notable decline in comprehension.. however, this issue stems not only for students’ own abilities but also from the teaching methods and techniques employed by the instructors. certain teachers or lecturers employ inappropriate techniques when teaching listening which preventing students from achieving the desired objectives of the study. as a result, in order to reduce this limitation, one possible approach is to adopt blended learning, which combines traditional instructional methods with web-based model. blended learning is defined as a fusion of conventional and online learning approaches (sholihah, et.al, 2018). it entails incorporating e-learning tools, such as virtual learning environments, into face-to-face instruction (hashemi & si na, 2020). the goal of blended learning is to leverage the advantages of both classroom-based learning and elearning to establish a more enriching learning environment (bleed, 2001). according to stracke (2007) in sholihah. et.al, (2018), blended learning is characterized by the integration of computers in the teaching and learning process. grgurovic (2011) further explains that blended learning involves traditional teaching and learning methods alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 748 supplemented with online activities. additionally, abdullah (2015) emphasizes that blended learning refers to a combination of online-based learning outside the classroom while still maintaining face-to-face classroom learning. based on these definitions, blended learning can be comprehended as the amalgamation of traditional in-person classroom learning and online activities, with the aim of enhancing the learning process for students. al-huneidi and schreurs (2011) in astria (2020) argue that blended learning arose as a solution to the constraints of traditional learning and the deficiencies of e-learning. its purpose is to combine various learning approaches or models by incorporating a range of activities like face-to-face classroom sessions, live online learning, student-centered learning, and self-paced learning. this approach has the potential to improve the quality of learning and encourage increased interaction among learners. blended learning can be viewed as a progression from e-learning as it presents a harmonious combination of traditional and digital learning techniques. blended learning revolutionizes instructional strategies by transforming the traditional approach. while distance education is revolutionized by online learning, blended learning offers an opportunity to reshape the perception of online learning within a face-to-face educational setting. the widespread availability and use of digital learning technologies have led to a growing trend of integrating computer-mediated instructional elements with traditional in-person learning (bonk & graham, 2004). additionally, finding a suitable learning environment for all students is a challenge, as noted by zhang and zhu (2018). however, the blended learning approach enables a teaching and learning environment that is accessible, flexible, active, interactive, encouraging, and inspiring. in the realm of language teaching and learning, furthermore, waheeb & albiladi (2019) discussed neumeier's (2005) framework that outlines the essential components for establishing a blended learning environment. this framework comprises six parameters that emphasize key factors in designing a language education environment. these parameters encompass the instructional mode, integration model, distribution of learning content and objectives, language teaching methods, involvement of learners, and location. language educators should carefully consider each of these parameters to determine the suitability of integrating blended learning into their teaching practices. concurrently, zulfa & hasturi (2017) highlighted the perspectives of graham, allen, and ure (2003, 2005) regarding three main reasons why blended learning is preferred over other teaching options. these reasons include enhancing pedagogies for teaching and learning, increasing accessibility and flexibility, and improving costeffectiveness. these factors may account for why instructors, trainers, or learners choose blended learning as their preferred approach. permana aji (2017) emphasized that blended learning is an effective approach for teaching foreign languages, as it improves lesson delivery, introduces various teaching techniques, enhances students' learning capacity, and supports the achievement of learning goals. the combination of face-to-face instruction and web-based learning brings unique advantages. face-to-face instruction fosters motivation, stimulates interest, facilitates communication, and creates a sense of community in the classroom (ibrahim, 2020). conversely, web-based learning, as advocated by r. d. garrison and n. d. vaughan in rahmawati (2019), offers flexibility in lesson planning, enhances interactivity, encourages community building, and allows for permanent records and adaptable scheduling. these scholars further argue that blended learning can improve teacher-student interaction, nurture students' commitment to learning, increase flexibility in the learning process, and provide opportunities for continuous improvement. recent studies have drawn attention to the potential influence of blended learning on the improvement of listening skills. for instance, oweis (2018) and prior research on ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 749 blended learning have demonstrated the expansion of traditional classroom-based listening activities through the incorporation of blended learning methods. by implementing blended learning, listening activities are not confined to the classroom but extend beyond it, allowing students to practice their listening skills in their everyday lives. similarly, abdullah (2015) conducted a study that explored the effects of a proposed blended learning strategy on the listening comprehension ability of non-english-speaking postgraduate students. using a quasi-experimental design, the study revealed that blended learning significantly enhanced both listening comprehension and overall english proficiency.the research also highlighted the importance of factors such as clear instruction, modeling, and guided practice in achieving positive outcomes. astria (2020) further discusses the effectiveness of blended learning by emphasizing the combination of in-class and out-of-class learning experiences it offers. blended learning enables students to dedicate more time outside the classroom to engage with online listening materials. this extended exposure to listening materials provided by blended learning allows students to sustain their listening practice through their daily activities. another study by banditvilai (2016) examined the implementation of blended learning in english classrooms in thailand and found that this approach had a beneficial impact on all four english language skills, particularly in terms of student motivation and autonomy. with regard to this specific aspect, the objective of the current research is to carry out an experimental study that examines the influence of a web-based blended learning approach on students' listening abilities. the researcher incorporated a web-based model as a medium to enhance students' comprehension of spoken language. the research is primarily conducted within a blended learning framework, where the majority of activities take place in a physical classroom setting, while online tasks consist of structured weekly listening assignments. consequently, online sessions are typically conducted outside the classroom, and subsequent discussions are held during in-person sessions. method the research employed a quasi-experimental research approach, which is a modified version of the true experimental design that proved challenging to implement (sugiyono, 2016). the decision to use this quasi-experimental method was based on the understanding that the research's learning process occurred naturally, without students feeling like subjects of an experiment. this approach was expected to enhance the research's validity. the specific quasi-experimental design employed in this study was the time series design, which involved a single group and did not require a control group (sugiyono, 2016). for data collection second-semester of listening class was selected and its 28 students were included as samples of this research. the test given was listening test which consist of 90 questions. these questions were divided into three series of pretest and posttest. pretest was given at the beginning of the meeting to measure the students’ prior knowledge in listening, after having treatment for six meetings the students re-examine through posttest to evaluate their progress. in order to assess the progress in students' listening skills, the pretest and posttest results were compared, and the final outcome was determined using a t-test. result this research was finally conducted in time series design, one group of 28 students who were in their second semester and enrolled in a listening class participated in this study. to know the effect of blended learning in listening skill, researcher calculated the result of alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 750 pretest and posttest. the result of this study was elaborated in the following section. descriptive analysis conducting a descriptive analysis is a crucial preliminary step in statistical analysis. it provides insights into the data distribution, aids in identifying outliers and errors, and facilitates the identification of relationships between variables. this procedure equips the researcher with the necessary groundwork for further statistical analysis, including evaluating the average scores of students in the pretest and posttest, assessing data normality, and conducting hypothesis testing. table 1. descriptive analysis of students’ pretest category pre-test 01 pre-test 02 pre-test 03 average score mean 37.29 43.29 50.79 43.79 mode 42 24 24 31 median 38 39 48 42 max 81 90 90 87 min 9 15 21 15 standard deviation 19.886 21.326 22.597 21.012 data on table 1 presented several categories in three series of students pretest. to illustrate, in the initial category, students’ mean score during the first pretest was 37.29, second pretest was 43.29, and the third pretest, where the mean score reached 50.79. the average of students’ mean score was 43. 79 which falls into the poor category. table 2. descriptive analysis of students’ posttest table 2 showed various statistical categories in analyzing students’ score during posttest. after conducting three series of posttest, the researcher found that the score obtained in the first posttest was 50, 17, the second posttest was 67, 82, and the third one was 54, 18. the average value from each posttest series was 58,79, it can be determined that students’ score falls within the “good” category. table 3. statistical data of pre-test and post-test scores category post-test 01 post-test 02 post test 03 average score mean 57.11 67.82 54.18 58.79 standard deviation 21.702 22.896 22.639 19.496 max 90 90 90 89 min 12 6 15 17 mode 72 84 66 57 median 63 76.5 57 60 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 751 data pre-test post-test number of students 28 28 mean 43.79 58.79 standar deviation 21.012 19.496 according to the information provided in table 3, it was evident that there was a notable enhancement in the average score of students in both the pretest and posttest. prior to the intervention, the students' mean score was 43.73, which fell within the "poor" category. however, following the intervention, the mean score of students increased to 58.79, indicating a shift to the "good" category. furthermore, the pre-test had a standard deviation of 21.012, whereas the post-test had a standard deviation of 19.496. this indicates that the post-test had a smaller standard deviation than the pre-test, suggesting that the gain score was closer to the mean. consequently, it can be inferred that the pre-test score was closer to the post-test score. these results clearly illustrated the significant impact of the blended learning web-based model on students' listening skills improvement. normality test the normality test was performed to determine whether the data followed a normal distribution. a significance value greater than 0.05 (p > 0.05) indicates that the data is normally distributed, while a significance value lower than 0.05 (p < 0.05) suggests nonnormal distribution. in this study, the kolmogorov-smirnov test was used as the normality test. the results of the normality test conducted to assess students' listening skill are provided below. table 4. normality test of students’ pretest (one-sample kolmogorov-smirnov test) pretest score n mean normal parametersa,b std. deviation absolute most extreme positive differences negative kolmogorov-smirnov z asymp. sig. (2tailed) 28 43.79 21.012 .160 .160 -.085 .849 .467 alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 752 a. test distribution is normal. b. calculated from data. based on the outcomes of the normality test carried out on the pre-test data, it was established that the asymp value, sig. (2-tailed) 0.467, exceeded the threshold of 0.05 (5%). as a result, it can be inferred that the distribution of the pre-test data was deemed to be normal. the normality test followed the approach proposed by sugiyono (2017) for conducting normality tests in a time series design comprising a pre-test and post-test, which involved calculating the average score of the three pre-tests. table 5. normality test on post-test (one-sample kolmogorov-smirnov test) posttest score n mean normal parametersa,b std. deviation absolute most extreme positive differences negative kolmogorov-smirnov z asymp. sig. (2tailed) 28 58.79 19.496 .153 .086 -.153 .810 .528 a. test distribution is normal. b. calculated from data based on the normality test conducted on the posttest, it was found that the asymp value, sig. (2-tailed), which was 0.528, exceeded the threshold of 0.05 (5%). hence, it can be inferred that the distribution of the post-test was determined to be normal. the normality test utilized the average score of the three posttests as the data for analysis. hypothesis testing the purpose of hypothesis testing was to determine whether there was a significant difference in students' listening skills before and after being taught using the blended learning web-based model. initially, the hypothesis needed to be converted to the null hypothesis (h0) before it could be either rejected or accepted. hence, the null hypothesis (h0) stated that "there is no significant effect of using the blended learning web-based model in the listening class on students' listening skills." to carry out the analysis, the researcher employed the spss for windows software. the data was collected using a paired sample t-test, which was suitable for this study as it involved two variables (pre-test and post-test) that were distinct but interconnected (paired). the degrees of freedom (df) were calculated using the formula df = n-1, where n = 28, resulting in df = 28-1 = 17 at a significance level (α) of 0.05. based on the results of the hypothesis testing, the calculated t-value was higher than ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 753 the critical t-value obtained from the table. this finding indicates that the alternative hypothesis (h1) was accepted, while the null hypothesis (h0) was rejected. therefore, it can be concluded that the blended learning web-based model implemented in the listening class had a significant effect on the listening skills of second-semester students in the english education study program at universitas sembilanbelas november kolaka.table 6. hypothesis testing paired samples test table 6 illustrates that the t-test value (3.586) was greater than the critical t-table value (2.052). this indicates that when the t-test surpasses the t-table value, it signifies the acceptance of the alternative hypothesis (h1) and the rejection of the null hypothesis (h0). consequently, we can infer that the blended learning web-based model significantly influences the listening skills of second-semester students in the english education study program at universitas sembilanbelas november kolaka. discussion this study aimed to investigate the impact of implementing the blended learning web-based model on students' listening skills. upon analyzing the data, it was discovered that the students' average score on the pretest was 43.79, but after the treatment using blended learning approach, their average score increased to 38.79. furthermore, the t-test yielded a result of 3.586, while the critical value from the t-table was 2.052. since the t-test value exceeded the t-table value, it indicates a significant effect of utilizing the blended learning method on students' listening paired differences t df sig . (2 tailed ) mean std. deviatio n std. erro r mea n 95% confidence interval of the difference lowe r upper pair posttest score 1 pretest score 15.00 0 22.133 4.183 6.418 23.582 3.586 27 .001 statistic result df t-table t-test t-test > t-table h0= rejected h1= accepted 27 2.052 3.586 alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 754 skills. the enhanced improvement of students’ listening skill can be credited to various factors associated with their exposure to the blended learning approach. these factors encompass a shift from traditional lectures to student-centered learning, as well as increased interaction between teachers and students, students and course content, and students with each other. other reasons include the advantages of incorporating new, interactive evaluation methods for both english as a foreign language (efl) teachers and learners, facilitating course management tasks, and promoting learner motivation, engagement, and collaboration. the initial factor was the students' sense of autonomy during the learning activity. in the process of teaching and learning, the researcher provided the students with the opportunity to take responsibility for their own learning. according to abdullah (2015), one of the appealing aspects of the blended learning web-based model for students was the flexibility and freedom to learn at their own convenience and location. the researcher provided instructions, sufficient learning resources, and materials, granting the students the freedom to learn whenever and wherever they desired, without restrictions. however, the researcher still maintained control over the students' learning by ensuring active participation, as students were required to submit a summary of the materials covered in the meeting within two days after receiving the website link. the second factor involved the researcher taking on the role of a facilitator, while the students were granted the freedom to take charge of their own learning activities. this condition make learning activities more varies and challenging for students. in online classes, students encounter demanding learning tasks as they independently complete assignments and strive to comprehend them. however, to support their understanding, instructors offer offline classes to reinforce the material. these activities enable students to effectively grasp the content presented in the online lectures. according to shaliha et al. (2018), the face-to-face classroom setting, which enables students to advance at their individual speed and offers chances for interaction with the researcher or classmates, plays a crucial role in promoting heightened student engagement, communication abilities, self-confidence, selfawareness, as well as encouraging discussions and collaborations among peers.. furthermore, ibrahim (2020) revealed that blended learning environments not only offer students access to personalize and engaging online content, but also provide teachers who guide and mentor them, encouraging critical thinking and reflection on texts or problems encountered in the online course. this includes supplementing online work with offline examples, promoting group discussions, and offering valuable one-on-one support when confusion arises. the third factor involved a transparent scoring process and easily accessible learning materials. students were able to view their results immediately after completing exercises on the researcher's website. this transparency allowed students to track their progress and identify their mistakes in answering the exercise questions. this aligns with zhnag & zhu (2017) assertion that online assessment promotes formative evaluation that is transparent and efficient. additionally, the learning materials provided on the website were highly accessible, addressing ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 755 individual challenges faced by each student (hashemi & si na, 2020). in further, abdullah (2015) mention that blended learning enhances accessibility for a diverse and expanding student population. students were given two days to confirm their attendance in the classroom and an entire week to access and learn from the website link. as a result presented above, blended learning emerged as an engaging approach that aimed to overcome the limitations of traditional classroom activities by providing an accessible teaching and learning experience. its primary objective was to address the drawbacks associated with pure online instruction, such as limited socialization opportunities, as well as those of purely conventional instruction, where the teacher is the sole focus in the classroom. blended learning offered teachers and students the flexibility to learn in diverse circumstances, breaking free from the confines of a single condition or the traditional classroom setting. conclusion in conclusion, the study aimed to examine the impact of using the blend learning web-based model on students' listening skills. the findings revealed a significant improvement in students' average scores from the pretest to the posttreatment assessment. the average score increased from 43.79 to 38.79. the t-test result (3.586) exceeded the critical value of the t-table (2.052), indicating a significant effect of blended learning on students' listening skills. the enhanced improvement in listening skills can be attributed to several factors associated with the implementation of blended learning. these factors include a shift from traditional lectures to student-centered learning, increased interaction between teachers and students, students and course content, and students with each other. incorporating new, interactive evaluation methods, facilitating course management tasks, and promoting learner motivation, engagement, and collaboration also contributed to the positive outcomes. one crucial factor was the students' sense of autonomy during the learning process. the blended learning approach provided students with the flexibility and freedom to learn at their own convenience and location. the researcher ensured active participation by setting requirements for students to submit summaries of the materials covered within a specified timeframe. another factor involved the researcher acting as a facilitator while granting students the responsibility for their own learning activities. this approach made learning more diverse and challenging for students. offline classes were provided to reinforce the material and support student understanding. the face-to-face classroom environment facilitated increased engagement, communication skills, self-confidence, self-awareness, discussions, and collaborations among peers. blended learning environments also allowed access to personalize and engaging online content while providing teacher guidance and mentorship. the third factor was the provision of a transparent scoring process and easily accessible learning materials. immediate feedback on exercise results allowed students to track their progress and identify mistakes. learning materials were readily available, addressing individual challenges faced by alan jaelani, ihda ’abidat, amalul umam, and movi riana rahmawanti transitivity analysis of aj hoge’s short story “day of the dead” 756 students. the study showed that blended learning enhanced accessibility and promoted formative evaluation. overall, blended learning emerged as an engaging approach that addressed the limitations of traditional classroom activities and pure online instruction. it provided accessible teaching and learning experience, offering flexibility in various circumstances and breaking free from the confines of a single condition or the traditional classroom setting. abdullah, h. m. (2015). improving listening comprehension for efl preintermediate students through a blended learning strategy. international journal of social, behavioral, educational, economic, business and industrial engineering, 9(10), 3666-3674 albiladi, w. s., & alshareef, k. k. (2019). blended learning in english teaching and learning: a review of the current literature. journal of language teaching and research, 10(2), 232-238. al-nafisah, k. i. (2019). issues and strategies in improving listening comprehension in a classroom. international journal of linguistics, 11(3), 93-106. astria, h. (2020, november). implementing blended learning to teach listening for university students. in international conference on the teaching english and literature (vol. 1, no. 1, pp. 194-201). azmi, b. m., celik, b., yidliz, n., & tugrul, m. c. (2014). listening comprehension difficulties encountered by students in second language learning class. journal of educational and instructional studies in the world, 4(4), 1-6. aji, m. p. p. (2017). english listening blended learning: the implementation of blended learning in teaching listening to university students. kajian linguistik dan sastra, 2(1), 25-32. aji, m. p. p. (2017). english listening blended learning: the implementation of blended learning in teaching listening to university students. kajian linguistik dan sastra, 2(1), 25-32. banditvilai, c. (2016). enhancing students language skills through blended learning. electronic journal of e-learning, 14(3), pp223-232. diora, l., & rosa, r. n. (2020). an analysis of students’ difficulties in listening comprehension: a descriptive study at english language and literature department fbs unp. journal of english language teaching, 9(1), 85-98. gilakjani, a. p., & sabouri, n. b. (2016). learners' listening comprehension difficulties in english language learning: a literature review. english language teaching, 9(6), 123-133. grgurovic , m. (2011). blended learning in an esl class: a case study. calico journal, 29(1), 100-117. hamouda, a. (2013). an exploration of causes of saudi students’ reluctance to participate in the english language classroom. international journal of english language education, 1(1), 17-34. hashemi, a., & si na, k. (2020). the effects of using blended learning in teaching and learning english: a review of literature. online submission, 18, 173179. ibrahim, n. m. (2020). utilizing a blended learning strategyto enhance ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 757 eflstudents’listening comprehension skills at the faculty of specific education. palarch's journal of archaeology of egypt/egyptology, 17(7), 14636-14653. oweis, t. i. (2018). effects of using a blended learning method on students’ achievement and motivation to learn english in jordan: a pilot case study. education research international, 2018, 1-7. rahmawati, f. (2019, october). blended learning in an english listening and speaking course: freshmen’s voice and choice. in third international conference on sustainable innovation 2019–humanity, education and social sciences (icosihess 2019) (pp. 56-62). atlantis press. sholihah, f. a., permadi, m. b., & umamah, a. (2018). blended learning and extensive listening: a promising collaboration to enhance listening skill. elt echo: journal of english language teaching in foreign language context, 3(2), 88-96. sugiyono. (2016). metode penelitian kuantitatif, kualitatif dan r&d. bandung: pt. alfabet.sugiyono. (2017). penelitian kualitatif, kuantitatif, dan r&d. bandung: alfabeta. zulfa, p. f., & hastuti, y. t. (2017). promoting blended learning as an alternative way to teach english: from theory to practice. in 1st english language and literature international conference (ellic). zhang, wei, and chang zhu. "comparing learning outcomes of blended learning and traditional face-to-face learning of university students in esl courses." international journal on e-learning 17, no. 2 (2018): the particular dialect or language that a person chooses to use on any occasion is called a code the students’ ability in writing descriptive text through outdoor activity at palopo cokroaminoto university juwita crestiani m christianiputriroro01@gmail.com palopo cokroaminoto university, indonesia received : 4 february 2018; accepted : 20 april 2019 url : http://ejournal.iainpalopo.ac.id/index.php/ideas abstract this research deals with the students’ ability in writing descriptive text through outdoor learning activity at the sixth semester of english language education study program of palopo cokroaminoto university. the population of this research is the sixth semester students of english language education study program in palopo cokroaminoto university. the total number of population was 100 students. the researcher applied the purposive sampling technique and there is 30 students as sample. writing test is the instrument of this research. based on the findings and discussion in the previous chapter, the researcher concludes the students’ ability in writing descriptive text through outdoor learning activity is good. it can be proven by the students’ mean score is 78 and it is categorized good. keywords: students’ ability, descriptive text, outdoor learning activity. introduction english has been using all over the world and also it is used as the medium of communication to convey information. therefore, it makes people especially for indonesian learners have to learn and master english. however, learn english is not easy and there are four skills in english that has to be mastered by student. besides speaking, listening and reading, writing becomes the most important skill because through writing, the student can share the ideas, opinion to the others and has a lot of time to think about what they want convey through writing. by writing, the students can produce good writing because they have a lot of 1 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4129 (online) volume 7, number 1, june 2019 pp. 48 – 52 juwita crestiani m : the students’ ability in writing descriptive text through outdoor activity at palopo cokroaminoto university time to think and acquire ideas but in fact mastering writing especially finding idea is not easy and need to think hardly. harmer in imran (2011:10) defines writing is a productive skill which involves though and emotion. it is a medium of communication. writing cannot be mastered at one but it needs practice. the practice may include imitating or copying words and sentences from the giving ideas or expressing free ideas based on the writers’ knowledge, experience and point of view. meanwhile, lindblom in imran (2011:10) states that writing as a way of learning to focus our mind on important matters and learning about them. by writing activity, a person can find the solution of difficult problem, master the fact and even by writing a person can also communicate through the way that is impossible. in addition, byrne in hisasmaria (2012:11) states that writing is an activity to produce a sequence of sentence arranged in a particular order and linked together in certain ways. when people write, they use graphic symbols, which are letters or combinations of letters that relate to the sounds they make when they speak. furthermore, he states that writing involves the encoding of message. writing can be defined as communicative act, a way of sharing observation, information, though, or ideas with ourselves and others. a lot of problem make students cannot master writing. they still confuse and also lack of interest and motivation in writing, so they difficult acquire ideas and produce good writing. so, they are still very low in writing. according to donovan in karim (2013:24) there are some characteristics of good writing, they are: clarity and focus: in good writing, everything makes sense and reader does not get lost or have to read passages to figure out what is going on. focused writing sticks with the plot or core idea without running off on too many tangents. organization: a well-organized piece of writing is not only clear; it is presented in a way that is logical and aesthetically pleasing. language (word choice): we writers can never underestimate or fail to appreciate our most valuable tools-words. good writing includes smart word choices and well-crafted sentences. grammar and style: many writers would wish this one away, but for a piece of writing to be considered good (let alone great), it has to follow the rules of grammar (and break those rules only when there is a good reason). credibility or believability: nothing says bad writing like getting the facts wrong or misrepresenting oneself. in fiction, the story must be believable (even if it’s impossible), and in nonfiction, accurate research can make or break a writer. the low students’ ability in writing caused by the method or strategy that make them bored and there is no good preparation in teaching so the condition and situation cannot create good atmosphere in the class. it is a result of observation that has been done at palopo cokroaminoto university when the researcher was doing teaching process in their class. therefore, it should be find out a good way to solve this problem. beside solve the problem, a teacher should attention the writing process. according to bouden in karim (2013:25) before you write a single word you must: set 2 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) your objective, assess your readership, decide what information you will need, prepare your skeletal framework, test and revise your skeletal framework. according to hormazabal in imran (2011:13) argues that writing process represents a shift in emphasis in teaching writing from the product of writing activities (the finished text) to ways in which text can be developed: from concern with questions such as ‘what have you written?’ ‘what grade is it worth?’ to ‘how will you write it?’ ‘how can it be improved?’. in addition, according to widodo in imran (2011:13) points out a series of activities in writing. they are pre-writing, drafting, responding, revising and editing, assessing, and post-writing. from the case above, it needs a trick to make them interest and can produce good writing. outdoor strategy is one of strategy that was offered by lecturer to overcome these problems faced by the students at the sixth semester of english language education study program. outdoor learning is a broad term that includes: outdoor play in the early years, school grounds projects, environmental education, recreational and adventure activities, personal and social development programmers, expeditions, team building, leadership training, management development, education. not only does outdoor learning happen in the natural environments where participants can see, hear, touch, and smell the real thing. vera (2012:18) teaching the students in outdoor classroom has important meaning very wide. in fact, this is not available in the classroom. activity to learn outside the classroom to inspire students teaching and learning process. after the students were learned by this strategy, the researcher is interested to know the students’ ability. thus, the researcher conducted this research which entittled the students’ ability in writing descriptive text through outdoor activity at palopo cokroaminoto university. descriptive paragraph is paragraph which expresses or describes place, thing and person in such vivid detail that the readers can easily visualize the described place, thing and person, or can feel that they involve in the experience ( hermawan in the web). the objective of the research is to find out the students’ ability in writing persuasive text through outdoor activity at palopo cokroaminoto university. method this research applied quantitative method. it aimed to know the students ability in writing descriptive text through outdoor learning strategy. the total number of population was 100 students of the sixth semester of english education study program. purposive sampling technique is used in this research because the sample was the students who had joined in outdoor learning activity. therefore, the total number of sample was 30 students. writing test is the instrument of this research. . 3 juwita crestiani m : the students’ ability in writing descriptive text through outdoor activity at palopo cokroaminoto university results the result of this study are elaborated and discussed based on the data collected through writing test. the result of students’ writing on the table 1 above shows that there are 1 student acquired score 70, there are 8 students acquired score 75. there are 9 students acquired score 76, there are 5 students acquired 80, there are 2 students acquired 85 and there are 2 students acquired 90. so, the mean score of the students’ result in writing is 78. it means that the students’ ability in writing descriptive text through outdoor learning activity. the researcher gave more motivation to the students in order to be active in learning process and did not get bored during learning process. the motivation could stimulate and influence the students to study hard. besides that, the researcher gave more explanation about writing and giving guidance to the students about how to produce a good composition through outdoor learning activity. the researcher also gave more chance to students in order to they could write easily in a good composition because they wrote composition by using longer times. while the researcher gave assignment to students, the researcher always observed students’ activity. the researcher also gave chance to students to give comments or question. through outdoor learning activity, students did not difficult to understand the material and find idea because it can make students easier to receive the material. outdoor learning activity also makes them enjoyable in learning. besides that, the students’ participation in learning writing through outdoor learning activity had good response. it can be seen by the students’ spirit and motivation in learning and feedback from the students about the material. so, students active in learning process. outdoor learning activity also could help the students better able to get ideas, retain, remember, recall important information and made connection one idea with the other ideas. based on the previous before, the students’ ability in writing descriptive text through outdoor learning activity is good. it can be proven by the students’ mean score is 78 and it is categorized good. conclusion based on the findings and discussion in the previous chapter, the researcher concludes the students’ ability in writing persuasive text through outdoor learning activity is good. it can be proven by the students’ mean score is 78 and it is categorized good. 4 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) references byrne, donn. 1990. teaching writing skills (longman handbooks for language teachers). longman group uk limited. donovan, mellisa.2012. eight characteristics of good writing. www.writingforward.com/better-writing/characteristics-of-goodwriting.posted on january 12, 2019. harmer, jeremy. 1991. the practice of english language teaching. london: longman group uk limited. imran, muhammad chairil.2011. improving students’ writing skill through clustering technique. a thesis of state university of makassar. lindblom, peter. 1983. the elements of writing. new york: micmillan publishing co., inc. vera, adelia. 2005. metode mengajar anak di luar kelas. 1th edition. diva press. yogyakarta. widodo, p.h.2008. process-based academic essay writing instruction in an efl context. jurnal bahasa dan seni, tahun 36 nomor 1 februari 2008. 5 http://www.writingforward.com/better-writing/characteristics-of-good-writing.posted%20on%20january%2012 http://www.writingforward.com/better-writing/characteristics-of-good-writing.posted%20on%20january%2012 607 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 607 615 audio-visual as media in reading: students’ responses and challenges neng eva loviasyuni1, gartika pandu bhuana2* gartika@ikipsiliwangi.ac.id 1ikip siliwangi, cimahi 2 ikip siliwangi, cimahi received: 2022-12-03 accepted: 2023-07-31 doi: 10.24256/ideas.v11i1.4003 abstract some experts believe that audio-visual media is beneficial in learning a second language, including english. it can increase not only students’ motivation to learn, but also their focus on the learned material. in reading, audio-visual media is considered effective in enhancing students’ comprehension. most of the studies focus on the positive impact of using audiovisual media, but they have not yet investigated the obstacle that might be experienced by the students on its usage. therefore, this study intends to examine the students’ obstacles of using audio-visual media in reading as well as their response to its implementation. the qualitative method was applied. the data were gained through questionnaires and observation. the respondents were 37 ninth-grade students. the findings revealed that although the students responded positively to the use of audio-visual media in reading, they had issues with its implementation. the issues dealt with language and comprehension. in the term of language, the students found it hard to understand the meaning of some words. as a result, it impacted their comprehension. thus, it is suggested for the teachers to first consider the students’ vocabulary mastery before using audio-visual media in teaching reading. if the students have a limited vocabulary, they can use a video that has familiar words known by the students. keywords: audio-visual media, obstacles, reading introduction reading is a skill that should be learned by the students of junior high school in indonesia. reading itself refers to recognizing the written words or symbols, the ability to acquire a massage, understanding the meaning of a text, and obtaining textual information (kozak in febriyanto, 2018). pang (in sabiq, 2018) says that reading involves two processes: word recognition and comprehension. the first one involves the process of figuring out how the written symbol matches up to one’s spoken language, while comprehension involves the understanding the meaning of the word, sentences, and passage. in short, reading is not merely about looking at the text, but also comprehending the information in the text. the fact shows that most of the students were less interested in reading. they assumed reading as a difficult activity, particularly when they needed to comprehend the text. there are several factors affecting this difficulty. one of them is the text itself. atmaja (2018) mentions that every text has a different level of difficulty and readability, structure, http://u.lipi.go.id/1457703302 mailto:gartika@ikipsiliwangi.ac.id neng eva loviasyuni, gartika pandu bhuana audio-visual as media in reading: students’ responses and challenges 608 text content, and language use. for some students, reading an english text seems frustrating because they lack vocabulary. in this case, they are usually distracted by some words they have not known. another factor is the media used by the teacher. puspitarini & hanif (2019) utter that the teachers dominantly used a book as a resource. in their study, they found that students would be more interested in reading if the teacher could use the other media other than books. the teachers basically have attempted to use various sources, techniques, and media in teaching reading. one of the media frequently used by the teacher is audio-visual. this media uses both picture and sound which is typically in the form of slides or video (asrul et al., 2020). the media offer various advantages in learning english. charanjit et al. (2021) assert that it creates an enjoyable learning experience as it produces movement, sound, and picture simultaneously. it also provides authentic language input for the students (asrul et al., 2020). audio-visual media provides the natural context of the language, including reallife conversation, interaction, and situation. in this case, students can observe how native speakers use language in various settings. this exposure helps the student to understand the language pronunciation, intonation, and cultural references well. in reading, the use of audio-visual will make the students engaged and help them to understand the text easily. this is because they can visualize and conceptualize what they read by using the media as guidance (atmaja, 2018). in reading a longer passage, for example, audio-visual media provides the students with the context, so that they can get the idea of who the speaker is, what the topic is, what happens, etc. these visual clues help them to construct and generate the idea. thus, it impacts their comprehension. the efficacy of using audio-visual media to teach reading had been examined in many research. the study conducted by atmaja (2018), asrul et al. (2020), sabiq (2018), lestari & wibawa (2021), and syahputra et al. (2017) found that audio-visual media could help students to become better readers. additionally, it had a positive effect on the students’ enthusiasm and motivation for learning. unfortunately, the studies have not yet addressed the challenges that students have when learning to read through audio-visual media. this study aims to look into the challenge that students have while using audio-visual media to learn reading. it also aims to find out how the students’ response to its usage. it is expected that the result of the study can be a reference for the teacher to consider the use of audiovisual in teaching reading. method this research employed a descriptive qualitative method. kim et al. (2017 in bhuana, 2023) mention that qualitative descriptive produced the information that provides a subjective account of who and what. this is consistent with the aim of the study which examined the students’ response as well as their obstacles to the use of audio-visual media in learning reading. the participants were 37 ninth-grade students in a junior high schools in padalarang. these students were chosen as they had learned reading by using audio-visual media, particularly video. they had been instructed by the teacher to watch the video with the text as the subtitle. after watching the video, they were asked several questions related to the content of the video as well as the meaning of some words. questionnaire was used as instrument. it was divided into two types: a five-point likert scale and an open-ended questionnaire. the likert one was used to find out students’ responses to the use of audio-visual in learning reading. it was adopted from muhlisin (2018). the questions were developed from the indicator of response, such as attention, relevance, confidence, and satisfaction. meanwhile, the open-ended questionnaire was ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 609 aimed to find out the students’ obstacles in learning reading by using audio-visual media. this questionnaire was adapted from rosepetra et al. (2021). the observation was also applied to capture directly the students’ response and attitude to the implementation of audio-visual in learning reading. after all of the data were gained, it was then analysed. the data from the likert scale questionnaire were categorized based on four indicators of response and calculated based on the likert scale formula proposed by pranatawijaya et al. (2019). meanwhile, the data from the open-ended questionnaire was categorized and analysed based on the obstacles faced by the students. thus, the students’ responses and obstacles in learning reading using audio-visual media could be found out. results a. the students’ response to the use of audio-visual media in reading. the students’ response to the use of audio-visual media in learning reading was gained from the likert scale questionnaire. as previously mentioned, there are four indicators of response adapted from muhlisin (2018).the result can be seen in the following chart: figure 1. the students’ response to the use of audio-visual media the above table reveals that among four indicators of response, attention (38,36%) got the highest score compared to the other three indicators. it was then followed by confident (20,66%), satisfaction (20,58%), and relevance (20,39%). the attention indicator deals with the ability of the media in attracting students’ awareness to the learned material. in the study, most of the students agreed that the use of audio-visual could draw their attention to the learning process. it also increased their motivation in learning. this is supported by the data gained from observation. when the teacher played the video, almost all the students gave their attention. they seemed to be curious about the video that they were going to watch. confident in this study is related to the students’ ability in understanding the learned material. at this point, some of the students believed that the use of audiovisual media could increase their motivation in learning, particularly learning reading. then, some of them also agreed that using audio-visual could facilitate them in comprehending the material. unfortunately, this result was a little bit different 38% 20% 21% 21% attention relevance confident satisfaction neng eva loviasyuni, gartika pandu bhuana audio-visual as media in reading: students’ responses and challenges 610 from the observation data. during the observation, it was discovered that some of the students found the difficulty in learning reading, especially when it dealt with the vocabulary used in the text. they several times asked the teacher the meaning of the words. satisfaction focuses on the fulfillment of the students’ expectations to the media used by the teacher in learning. at this point, the students felt quite satisfied with the use of audio-visual media in learning reading. most of them thought that the media could avoid the boredom of learning. it was interesting. they also think that it was better than the book. however, they got the problem of catching what was explained in the video. in their opinion, this was caused by the speed of video that was too fast. the data is similar to the data gained from the observation. when the teacher played the video, the students asked the teacher to replay it several times. the last indicator was relevance. this is related to the appropriateness of the media for learning. in the students’ opinion, audio-visual could be used in learning reading. it was beneficial in giving the example of some texts. however, the teacher should consider the speed and duration of the video. after the data from the questionnaire was gained, it was then calculated by using the likert scale formula. the result showed that the cumulative score of the students’ response was 79.4%. this score was assigned to the category of agree. thus, it can be concluded that the students responded positively to the use of audiovisual media in teaching reading. b. the students’ obstacles in learning reading by using audio-visual media. the students’ obstacles were investigated through an open-ended questionnaire. four things became the focus: 1) material; 2) language; 3) time; and 4) comprehension. 20% 35%12% 33% material language time comprehension 0% 20% 40% 60% 80% 100% strongly disagree disagree neutral agree strongly agree 79,4% ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 611 figure 2. the students’ obstacle in learning reading through audio-visual media the result of the questionnaire showed that most of the students got problems with language (35%) and comprehension (33%). it was then followed by the material (20%) and time (12%). related to the language, most of the students said they had difficulty in understanding the language used in the video. this was because the video used english as the subtitle. this result was similar to the data gained from the observation. as priorly discussed, the students frequently asked the teacher about the meaning of some vocabulary. the second obstacle that the students experienced was comprehension. comprehension in this case was related to the content of the material learned on the video. when it dealt with reading, it was related to the aspect of reading such as: identifying the main idea, finding specific information, determining pronoun referent, finding inference, and identifying the meaning of some words (vocabulary). the results revealed that some students found a problem identifying the meaning of some english words and determining inference. the third obstacle was related to the material. regarding this, the students said that they did not have a problem with the material given. the material was quite good. it was appropriate with the aim of learning. however, they had just a problem in comprehending it because of the speed of the media itself. this finding was consistent with the observation data. in the observation data, it was shown that the students required low-speed video as it was really hard for them to catch the gist of the explanation displayed on the media. the next obstacles were time. some of the students agreed that the use of audiovisual media took time, particularly if it has a long duration. the data is consistent with the observation data. in the observation, it was revealed that the duration to play the video was for about 10-15 minutes. if the students asked the teachers to replay it, it took about 30 minutes, even more. thus, there was little time left for a discussion session. discussion the results of the study found that the students had a positive response to the use of audio-visual media in learning reading. they thought that the use of media could attack their attention in the learning process. this corroborates the result of several studies. limbong et al. (2021) found the effectiveness of audio-visual media in improving students’ attention. winarto et al. (2020) also discovered that the use of audio-visual media could encourage students’ focus and enhance active learning. thaseem & kareema (2017) found that audio-visual media could be a good tool for the teacher to maintain the students’ focus on the subject matter. meanwhile, lin et al. (2018) revealed that audio-visual media made the students be more pay attention to the learning process. audio-visual media has multisensory stimulation (winarto et al., 2020). it stimulates various senses at the same time, including hearing and sight. this combination provides the students with a richer learning experience that could enrich and enhance their engagement in learning. in addition, the dynamic visualization offered by audio-visual media offered an interesting and enjoyable learning process for the students. as a result, they will maintain their focus and attention on the learned material. attention and motivation, however, have a reciprocal relation. when the students neng eva loviasyuni, gartika pandu bhuana audio-visual as media in reading: students’ responses and challenges 612 find the material given by the teachers is interesting dan meaningful, the students tend to be motivated to pay attention and put effort into learning. on the contrary, when the students assumed the material was boring, it will be hard for them to maintain their attention. this is in accordance with chang & burns (2005) who assert that attention deals with the cognitive, socio-emotional, and motivational systems. meanwhile, mendez et al. (2010) utter that attention is a prerequisite to achieve motivation in learning. even though audio-visual media could attract the students’ attention, there were some obstacles faced by the students while learning using this media. the obstacles were mainly focused on language and comprehension. this result is dissimilar from the previous studies (e.g: khalidiyah, 2015; lestari & wibawa, 2021; pangestuti & wati, 2022; syahputra et al., 2017) which revealed that audiovisual improved students’ reading comprehension. concerning the language, the students in this study seem to lack vocabulary mastery. this is proven by the fact that they frequently asked the teacher about the meaning of some english words in the media. vocabulary, however, is inextricably linked to comprehension. when students find unfamiliar words while reading, they may struggle to find out the meaning. this hinders their ability to decode and comprehend the content of the text accurately. in other words, without a broad vocabulary, it will be difficult for them to recognize and understand the words, which could lead to gaps in comprehension. the results of some studies (al-khasawneh, 2019; dong et al., 2020; jamalipour & farahani, 2015; maarof & yunus, 2016; mohammed, 2019) support the idea that students with limited vocabulary were at risk of reading comprehension difficulties. to cope with the above challenge, it is important for teachers to priorly increase students’ vocabulary mastery. at this point, they can provide explicit vocabulary instruction by directly providing clear definitions of new words in english and their examples. the teachers also can use word-learning strategies by introducing the prefix, suffix, or root words to understand the meaning of unfamiliar words. in these strategies, they can instruct the students to use the dictionary, context clues, or word maps to deepen their understanding of the words and expand the vocabulary independently. furthermore, the teacher can expose the students to a wide variety of texts, including fiction or nonfiction. during the reading activity, they can assist the students in using context clues to infer the meaning of unfamiliar words. they can also prompt the students to ask questions, make predictions, or discuss the meaning of unknown words in the text. improving students’ vocabulary mastery, however, is an ongoing process. the key points are active engagement and providing a chance for the students to encounter and use the new words frequently. another obstacle faced by the students was material and time. related to the material, it was suggested for the teacher who wants to use audio-visual media to consider the duration and the language used in the media. if the students in the class are dominated by those who have limited english vocabulary, it will be better to use media that has simple and familiar english words. hence, they will comprehend what is stated and written in the video easily. if their vocabulary mastery has already improved, the teacher can gradually enhance the difficulty level of the content in the video. conclusion this study found that there is a positive response from the students to the implementation of audio-visual media in learning reading of report text. this media is not only able to draw their attention, but also to increase their motivation in learning reading. even though some experts say that the use of audio-visual media provides many beneficial impacts on the students' learning process, this study revealed a different result. during the implementation of audio-visual media in reading, the students experienced some difficulties. they have a problem in finding out the meaning of the english words shown in the video. consequently, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 613 it impacts to their understanding or comprehension. based on the result of this study, it is suggested for the teacher to consider priorly the students’ vocabulary mastery before implementing audio-visual media in teaching reading. if most of the students lack english vocabulary, it will be better for the teacher to use simple text with a short video. thus, it will ease the students to comprehend the text. the teacher can gradually increase the difficulty level of content on the video when the students’ vocabulary mastery has already improved. references al-khasawneh, f. 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(2020). contribution of vocabulary knowledge to reading comprehension among chinese students: a meta-analysis. frontiers in psychology, 11, 525369. https://doi.org/10.3389/fpsyg.2020.525369 febriyanto, c. (2018). improving students’ reading skills through concept sort strategy. english research journal, 3(1), 26–32. jamalipour, s., & farahani, a. a. k. (2015). the effect of vocabulary knowledge and background knowledge on iranian efl learners’ l2 reading comprehension. journal of applied linguistics and language research, 2(2). http://www.jallr.com/index.php/jallr/article/view/36 khalidiyah, h. (2015). the use of animated video in improving students’ reading skills. journal of english and education, 3(1). neng eva loviasyuni, gartika pandu bhuana audio-visual as media in reading: students’ responses and challenges 614 https://ejournal.upi.edu/index.php/l-e/article/view/4611 lestari, n. p. y., & wibawa, i. m. c. (2021). learning videos to improve students’ reading comprehension in elementary school. international journal of elementary education, 5(2), 276. https://doi.org/10.23887/ijee.v5i2.34405 limbong, a. d. w., panjaitan, b. o., silitonga, m. w., & ginting, n. f. (2021). the influence of video-based learning media (audio-visual) on the learning effectiveness of students in junior high school. iser (indonesian science education research), 3(1). https://doi.org/10.24114/iser.v3i1.27928 maarof, n., & yunus, m. m. (2016). education in the 21st century: responding to current issues factors affecting esl reading comprehension of malaysian secondary school students. education in the 21st century: responding to current issues. international conference on education, universitas negero malang. mendez, g. r., rojano, r., freitas, s., & gaona, a. r. g. 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(2019). penerapan skala likert dan skala dikotomi pada kuesioner online. jurnal sains dan informatika, 5(2), 128–137. https://doi.org/10.34128/jsi.v5i2.185 puspitarini, y. d., & hanif, m. (2019). using learning media to increase learning motivation in elementary school. anatolian journal of education, 4(2), 53–60. https://doi.org/10.29333/aje.2019.426a rosepetra, enekwe & ph.d, vero & ph.d., osuji & hubs, hkay. (2021). challenges and solutions in the utilization of audio-visual materials in teaching social studies in upper basic schools in udi education zone, enugu state, nigeria. british international journal of education and social sciences, 8(04), 32–51. syahputra, p. a., rochsantiningsih, d., & asrori, muh. (2017). improving students’ ability to read narrative text using video through the sq3r (survey, question, read, recite, and review) method. english education, 5(2), 1. https://doi.org/10.20961/eed.v5i2.36046 thaseem, w., & kareema, f. (2017). the implication of multimedia audio-visual aids in the english language classroom. https://www.researchgate.net/publication/322499103 winarto, w., syahid, a., & saguni, f. (2020). effectiveness of the use of audiovisual media in teaching islamic religious education. international journal of ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 615 contemporary islamic education, 2(1), 81–107. https://doi.org/10.24239/ijcied.vol2.iss1.14 the particular dialect or language that a person chooses to use on any occasion is called a code 77 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 77 91 implementing discovery learning in teaching reading comprehension at senior high school titi damayanti1, sultan baa2, fatimah hidayahni amin3 correspondence author: sultan baa (sultan7304@unm.ac.d) 1jurusan pendidikan bahasa inggris, program pascasarjana, universitas negeri makassar, jln. bonto langkasa, kota makassar 90222, sulawesi selatan received: 2022-12-03 accepted: 2023-05-06 doi: 10.24256/ideas.v11i1.3817 abstract this research aims to find out: (1) whether students’ reading comprehension improves with the discovery learning method in teaching reading or not, and (2) the students’ perceptions of the developing reading comprehension learning with the discovery learning method. this research applied a pre-experimental with one group pre-test and post-test design to assess the improvement of students’ reading comprehension and a questionnaire was used to find out the students’ perception of the discovery learning method in english reading classroom. the participants of this research were selected using cluster random sampling were one class with thirty-six (36) students of xi science 2 at sman 2 baubau. the pre-test and post-test results were collected from students’ reading tests and then analyzed by using ibm statistic spss 25 software. questionnaire responses were classified into four (4) main indicators using likert scale. the research found: (1) the mean value based on n-gain score students’ learning outcome is in medium range effectiveness of implementing the discovery learning method, and 64% of them is on above completeness of students’ learning outcome score (kkm), in addition, the average result of the pre-test was 64.44 after carrying out the treatment there was an increase as seen from the results of the post-test where the average was 76.91 it can be concluded there is a significant difference and there is an effect of implementing discovery learning method on students' reading comprehension, (2) the findings of students' perceptions based on the frequency, shows that average students agreed that discovery learning method could improve their reading comprehension based on the four indicators; the benefit, the interest, the activities, and the implementation. keywords: discovery learning; reading comprehension; students’ perception http://u.lipi.go.id/1457703302 mailto:sultan7304@unm.ac.d titi damayanti, sultan baa, fatimah hidayahni amin implementing discovery learning method in teaching reading comprehension at senior high school 78 introduction in the intellectual, social, and emotional development of language learners, language has a central role and is a supporter of success in learning all fields of study. language learning is expected to help students get to know themselves, their culture, and the cultures of others. in addition, language learning also helps students to be able to express ideas and feelings, participate in society, and even discover and use their analytical and imaginative abilities. high school english learning is expected to reach the informational level, they are prepared to continue their education in college. the level of epistemic literacy is considered too high to be achieved by high school students because english in indonesia functions as a foreign language, various efforts have been made by the government to improve the quality of national education, efforts to improve the quality of national education that have been taken include implementing the curriculum (akmal, 2022). the curriculum of 2013 adheres to the basic view that knowledge cannot be simply transferred from teacher to student. students are subjects who can actively seek, process, construct, and use knowledge. zamroni, rowi, and ismoyo (2000) suggest that one of the things that characterize education in indonesia so far is teacher center learning. a person's success is marked by a change in behavior that is permanent, so students who are successful in their studies will show certain behavioral patterns that are following their goals, on the contrary, students who have learning difficulties will show patterns of learning (nurhayati, wardani, & totalia, 2015). behavior that deviates from the goal. the ability to read is a provision and the key to the success of students in the educational process. most of the acquisition of knowledge is done by students through reading activities. the results of observations made by the researcher in class xi science 2 sman 2 baubau from september 1st to 29th in 2022 show that students' ability to read is still lacking. this is indicated by student behavior as follows: 1) lack of enthusiasm when students are assigned to read, they have difficulty reading a text in english such as pronunciations, 2) some students have problems with their limited vocabulary, 3) learning activities are centered on the teacher, and 4) the difficulty of students finding the meaning and structure contained in the reading. based on some of the difficulties experienced by the students above, the discovery learning method is given to be a good choice so that it can be a solution for students. the discovery learning method is one of the learning models that can train students to be proficient in solving the problems they face and can find concepts according to their own and can train and demand students to think is the discovery learning model. the discovery learning model helps students gain important knowledge, be proficient in solving problems, find their concepts, have their learning strategies, and have the skills to participate in teams. the discovery learning model was first developed by jerome bruner, a psychologist born in new york in 1915, he argued that discovery learning is an active search for knowledge by humans; students learn best by discovery so they try to find solutions to fix the problems, and the knowledge that goes with it, thereby generating meaningful ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 79 knowledge. bruner (1966) cited in rahmayanti (2021) stated with the discovery learning model, the knowledge gained by students will be long remembered, concepts will be easier to apply to new situations, and improve students reading. in discovery learning, students are encouraged to learn with concepts and principles actively, and teachers encourage them to have experiences and relate these experiences to discover principles for themselves. according to sinambela (2017) cited in ana (2018), there are several steps for the use of discovery learning in the classroom, they are: stimulation (providing stimulation) in this phase students at the beginning of learning are only given a problem then students feel confused after that student triggers their curiosity to investigate it; next is the problem statement (identifying problems) in this phase the teacher gives a turn to students to find out events and problems related to teaching materials, after getting a conclusion, one of them can be selected and formulated in the form of a hypothesis; data collection aims to prove related to existing statements, after those students are allowed to collect the same information, read from the same learning sources, observe objects related to the problem, interview sources related to the problem, and conduct independent trials; next is data processing which is activities to manage data and information previously known to students. all the information that has been obtained is reprocessed for the level of student confidence; verification is an activity to review and prove whether or not statements previously existed; and the last phase is a generalization (concluding), activities to conclude from the results of the information that has been collected. comprehension is the ability to understand something, based on the definition by the oxford dictionary (bull, 2008). besides maulana and susiati (2019) state that reading comprehension is a process of understanding the text deeply, not only to get the information of the text that we read but also to create a piece of new information from the text, interpret the meaning, and to reducing the text into the main idea. reading comprehension is very important for anyone who wants to increase their knowledge and information. the three levels of comprehension based on tavarez and herrera (2020) are the literal level, which is simply what the text says and what happens in the story. this is a very important level of understanding because it provides the foundation for more advanced comprehension. it focuses on reading the passages, hearing the words, or viewing the images. it involves identifying essential formation. the next level is the inferential level, which involves determining what the text means. determining inferential meaning requires thinking about the text and drawing a conclusion, the focus shifts to reading between the lines, and looking at what is implied by the material under study. it requires students to combine pieces of information to make inferences about the author's intent and message. guiding students to recognize these perceived relationships titi damayanti, sultan baa, fatimah hidayahni amin implementing discovery learning method in teaching reading comprehension at senior high school 80 promotes understanding and decreases the risk of being overwhelmed by the complexities of the text being viewed, read, or read. and the last is the critical level, this level is about analyzing or synthesizing information and applying it to other information. understandings at the literal and interpretive levels are combined, reorganized, and restructured at the critical level to express opinions, draw new insights and develop fresh ideas. guiding students through the applied level shows them how to synthesize information, read between the lines and develop a deeper understanding of the concepts, principles, and implications presented in the text. to strengthen all previous conceptions regarding the use of the discovery learning method, researchers will provide a brief overview of several previous studies ranging from research conducted in international, national, to regional domains. in research conducted by balim (2009) concerning the effect of discovery learning on students' success and inquiry learning skills and the result of the study shows that there is a significant difference in favor of the experimental group over the control group regarding the average of academic achievement, scores of retentions of learning, and perception of inquiry learning skills scores, both on cognitive and affective levels. another study conducted by suphi and yaratan (2016) in addition looks at and focuses on the effects of discovery learning and student assessment on academic success. the finding showed that the results indicated higher the use of discovery learning during the course the lower the course grades were found to be. in addition, the higher the cognitive level of learning (e.g., analysis, synthesis, and evaluation used by the instructor for the course, the lower the course grade achieved by the students. however, the research conducted in the national field by firmansyah, ikhsanudin, and sadra (2021) focused on the use of the discovery learning method to improve participants in answering reading comprehension questions. they used qualitative and quantitative analyses. in qualitative data analysis, they analyzed the displayed data and concluded. while in quantitative data analysis, they analyzed the data from the test which was calculated by the percentage of the student’s participation during each cycle in three cycles. in the initial cycle, student participation was 21.30%. meanwhile, in the second cycle, the participation of the students was 45.62%. in the last cycle, student participation was 60.60%. the findings show that the discovery learning method was effective in improving the students’ participation in responding to the teacher’s questions. therefore, the discovery learning method could help the teacher in the teaching and learning process because this method encouraged students to learn actively. in another research on discovery learning, muliati and syam (2020) focused on promoting discovery learning method for efl students in reading comprehension. this research aims to examine the impact of the discovery learning method and to know the significance of the discovery learning method on students’ reading comprehension. the finding revealed that before applying the discovery learning method students have difficulties in answering reading comprehension tests. meanwhile, after giving treatment and distributing post-test, the students’ reading skills increased significantly. however, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 81 the student’s resource issues are dominated by the difficulties in reading english, the limitation of vocabulary that they have, and the strategies that the teacher used in teaching and learning reading. in addition, the research by musdalifah (2021) focuses on the effect of the discovery learning method on students’ reading comprehension. this study used a quasi-experimental time-series design to collect research data using pre-test and posttest. the results of this study revealed the average post-test value of the experimental class was higher than the average value of the pre-test of the experimental class. it is understood that the discovery learning method has a significant influence on students' ability to read analytical exposition texts, between students after being given the treatment of the discovery learning method in reading comprehension and have not been given treatment. which research conducted by musdalifah has similarities with this research, but still has differences regarding research design, research samples, and also research locations. which also means it will produce different findings as well. this paper focuses on applying a method of learning english to improve students' reading comprehension. also, researchers want to see students' perceptions of using the discovery learning method. concerning the background of this study, two specific research questions were formulated in this study: 1: does the use of the discovery learning method effective in improving students' reading comprehension for eleven grades at sman 2 baubau? 2: what is students' perception of developing reading comprehension with the discovery learning method? method this research applied a pre-experimental research design with a one-group pre-test and post-test which focuses on improving students' reading comprehension by applying the discovery learning method and looking at students' perceptions regarding the use of the discovery learning method in learning english in class. according to darmadi (2011), the experimental method is a method that seeks to create causality, where the researcher plays (manipulates) at least one independent variable and observes its effect on a dependent variable. in line with it, gay cited in emzir (2012), stated that experimental research is the only research method that can correctly test hypotheses regarding causal relationships (cause and effect). data were collected from 1 to 29 september 2022 with a total of eight meetings in the learning process because it applied the six phases of the discovery learning method. data analysis for tests (pre-test and post-test) using two methods, the first is descriptive statistics by describing the data that has been collected. descriptive statistics include data presentation through tables, such as titi damayanti, sultan baa, fatimah hidayahni amin implementing discovery learning method in teaching reading comprehension at senior high school 82 mean, standard deviation, calculation of the n-gain score, and completeness standards of student learning outcomes score (kkm). the second way is inferential statistics which includes a normality test and also a t-test (paired sample t-test). furthermore, the analysis of the questionnaire is by calculating the frequency and percentage of students' perceptions of using the discovery learning method based on four indicators adapted from tampubolon (2017), namely the benefit, the interest, the activities, and the implementation. investigations in the form of administering tests (pre-test and post-test) and questionnaires were included in this study to maintain the robustness of the data collection process. to accomplish this study, students of class xi science 2 at sman 2 baubau as much as 36 students were selected from the cluster random sampling technique as participants, they were given a pre-test on the narrative text at the initial meeting before the treatment was implemented, then the discovery learning method was applied by detailing six phases at each meeting among others are; stimulation, problem statement, data collection, data processing, validation, and generalization. after all the processes of applying the methods have been carried out, the next step is administering the post-test, and finally distributing the questionnaires to assess students' perceptions of the use of the discovery learning method in the english learning process, especially reading comprehension. results the results of this research consisted of two parts: (1) the students’ reading comprehension after giving the treatment; and (2) the students’ perceptions of the development of reading comprehension with the discovery learning method. a. the effect of the discovery learning method on students' reading comprehension the results of the calculation of the mean value between the pre-test and post-test to determine the effect of applying the discovery learning method to improve students' reading comprehension can be seen in that students’ overall test scores before and after being given treatment increased in the number of 10.47 points in the average score on the pre-test and post-test results, but if you want to break down students' abilities based on their level of understanding, it can be concluded that on average, students' understanding in class xi science 2 at sman 2 baubau is still at the literal level, while understanding at the inferential and critical levels shows only slight progress. the test used to measure the effectiveness of the discovery learning method in improving students’ reading comprehension was the n-gain score. hake (1999) stated that n-gain is a rough measurement of the effectiveness of a course to improve conceptual understanding (normalized average gain). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 83 table 1 n-gain score descriptive statistic std. error n-gain mean 34.5673 1.63937 95% confidence interval for mean lower bound 31.2392 upper bound 37.8954 5% trimmed mean 34.7242 median 36.0185 variance 96.751 std. deviation 9.83620 minimum 14.81 maximum 50.00 range 35.19 interquartile range 15.34 skewness -.223 .393 kurtosis -.836 .768 table 1 shows that the mean n-gain score for students was 34.5673. the score was categorized into the medium category because it is in the range score 31-70%, which indicated that the discovery learning method had medium effectiveness to improve students’ scores from pre-test to post-test. after conducting a descriptive statistic of the data analysis, the next test used is a parametric test. this study used a normality test to determine whether the data is normally distributed. the test results can be seen as follows: table 2 tests of normality kolmogorov-smirnova shapiro-wilk statistic df sig. statistic df sig. pre-test .168 36 .011 .896 36 .003 post-tests .153 36 .032 .943 36 .065 a. lilliefors significance correction titi damayanti, sultan baa, fatimah hidayahni amin implementing discovery learning method in teaching reading comprehension at senior high school 84 in this research, kolmogorov-smirnov test values had been taken as the major determinant of the normal distribution. based on calculations using spss 25 can be seen the significance value of the pre-test was sig (0.011) > 0.05 and post-test was sig. (0.032) > 0.05 so it can be concluded that the data pre-test and post-test were normally distributed. the next test is the t-test were used in this study is the paired sample t-test, which is a comparison test to see if there is a significant average difference between before and after being given treatment the result of paired sample t-test can be seen in the table below: table 3 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 12.47222 5.11293 .85216 14.20219 10.74226 14.636 35 .000 based on the table above the paired sample test result shows that the value of sig. (2tailed) is 0.000 < 0.05. it can be concluded that there is a significant difference between the results of learning english in reading comprehension as seen from the results of the pre-test and post-test data. so, it can be concluded that there was a significant improvement in students’ reading comprehension by implementing the discovery learning method among the eleven-grade (xi science 2) students of sman 2 baubau. the last test is students’ completeness of learning outcomes (kkm) intending to describe students' comprehension of narrative text material after the discovery learning method was applied. table 4 completeness of student learning outcomes after the discovery learning method (post-test) is applied based on kkm score categorization frequency percentage (%) x < 76 not completed 13 36% x ≥ 76 completed 23 64% table 2 shows that of the 36 students who took the test (post-test) after learning with the discovery learning method, 23 students or 64% of them scored above the kkm and 13 students, or 36% of them scored below the kkm. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 85 b. students’ perceptions of developing reading comprehension with the discovery learning method students' perceptions of the implementation of the discovery learning method in improving students' reading comprehension were measured by distributing questionnaires to 36 students in class xi science 2 at sman 2 baubau. the results of the student perception questionnaire analysis can be classified into four main indicators adopted from tampubolon (2017): the benefit, the interest, the activities, and the implementation. tables 5,6,7 and 8 below provide details of the findings: table 5 students’ perception of the benefit of discovery learning no statements sa a n d sda f (%) f (%) f (%) f (%) f (%) 1 the discovery learning method increases my curiosity to find some information in books 8 (22.2) 23 (63.9) 8 (13.9 ) 2 the discovery learning method helps me find vocabulary by reading books/texts 21 (58.3) 12 (33.3) 3 (8.3) 3 the discovery learning method develops my grammar understanding 13 (36.1) 19 (52.8) 3 (8.3) 1 (2.8) 4 the discovery learning method improves my pronunciation/fluenc y in reading texts/books 16 (44.4) 14 (38.9) 3 (8.3) 2 (5.6) 1 (2.8) titi damayanti, sultan baa, fatimah hidayahni amin implementing discovery learning method in teaching reading comprehension at senior high school 86 no statements sa a n d sda f (%) f (%) f (%) f (%) f (%) 5 the discovery learning method improves my critical reading skills 9 (25.0) 18 (50.0) 8 (22.2 ) 1 (2.8) 6 the discovery learning method motivates me to improve my reading comprehension. 15 (41.7) 15 (41.7) 6 (16.7 ) 7 the discovery learning method builds my reading comprehension. 6 (16.7) 15 (41.7) 13 (36.1 ) 2 (5.6) 8 the discovery learning method makes me more serious about reading comprehension material 10 (27.8) 21 (58.3) 5 (13.9 ) n 36 the first indicator is the benefits of using the discovery learning method, the result from the percentage of the discovery learning method students' curiosity to find some information and their critical thinking was improved, it also helps students get a new vocabulary which develops their grammar as well, by reading a text help them to have good pronunciation, and the discovery learning motivates, builds, and makes them more serious in reading comprehension. this is evidenced by the high value of the frequency and percentage of the first statement on the indicator of the benefits of applying the discovery learning method which is equal to 23 (63.9%). table 6 students’ perception of the interest in using the discovery learning no statements sa a n d sda f (%) f (%) f (%) f (%) f (%) 1 i was assigned to find some information by reading books/texts 21 (58.3) 9 (25.0) 5 (13.9) 1 (2.8) ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 87 no statements sa a n d sda f (%) f (%) f (%) f (%) f (%) 2 i share findings from texts/books and share them with my friends during the lesson. 5 (13.9) 9 (25.0) 19 (52.8) 2 (5.6) 1 (2.8) 3 i convey my findings from texts/books through presentations 10 (27.8) 10 (27.8) 13 (36.1) 2 (5.6) 1 (2.8) 4 i am interested in forming groups to discuss with friends about reading. 12 (33.3) 14 (38.9) 9 (25.0) 1 (2.8) n 36 then, the second indicator is interest in using the discovery learning method, based on the result of the percentage of the discovery learning method students are interested to find information by reading a text/book and sharing what they got with their friends in class, they also express their findings through presentations, and they are interested in forming and discuss in a group as well. this is evidenced by the high value of the frequency and percentage of the first statement on the indicator of the interest in applying the discovery learning method which is equal to 21 (58.3%). table 7 students’ perception of the activities on the discovery learning no statements sa a n d sda f (%) f (%) f (%) f (%) f (%) 1 i always conclude ideas after reading texts/books 13 (36.1) 16 (44.4) 6 (16.7) 1 (2.8) 2 i collect some words/sentences that i don't understand from a text or book. 15 (41.7) 18 (50.0) 2 (5.6) 1 (2.8) 3 i find and use techniques in reading 11 (30.6) 14 (38.9) 10 (27.8) 1 (2.8) titi damayanti, sultan baa, fatimah hidayahni amin implementing discovery learning method in teaching reading comprehension at senior high school 88 4 i was allowed to share my findings from the book/text 8 (22.2) 18 (50.0) 7 (19.4) 3 (8.3) n 36 next, the third indicator is the activities of discovery learning, based on the result of the percentage of the discovery learning method student’s activity was run smoothly and followed what is expected such as they concluded after reading a text, writing down a new vocabulary they don’t even know before, using their technique, and they actively shared their ideas/opinions from the text. where each statement (statement four and statement two) has the highest number of frequencies and percentages 18 (50%), this means that the application of the discovery learning method affects students' activities in learning english, especially in reading material. table 8 students’ perception of the implementation of discovery learning no statements sa a n d sda f % f % f % f % f % 1 the discovery learning method can be applied to reading comprehension materials 15 (41.7) 19 (52.8) 2 (5.6) 2 in reading comprehension materials learning to read through discovery learning makes it more active 12 (33.3) 16 (44.4) 6 (16.7) 2 (5.6) 3 the discovery learning method should be used in all english reading classes 17 (47.2) 14 (38.9) 5 (13.9) 4 the best way to improve my reading skills is to use the discovery learning method. 19 (52.8) 14 (38.9) 3 (8.3) n 36 then, for the last indicator, the implementation of the discovery learning method, based on the result of the percentage of the discovery learning method student’s perception shows they agreed this method can be applied to reading comprehension material, used in all english classes, and they believed this method improved their reading skill. this is shown based on the frequencies and percentages of statement one 19 (52.9%) and statement four 19 (52.9%). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 89 . discussion the finding of this research showed a significant difference between the mean score of the pre-test and post-test after the treatment was conducted. this finding supported several previous studies such as wijayanto (2010) says that discovery learning method can be used to improve students’ ability because discovery learning method is a learning method that develops students in being active and able to solve problems, learning independently, and the result of it can be memorized in a long time. muliati (2020) also stated that the use of the discovery learning method in presenting the reading comprehension materials improved students’ achievement significantly and can enhance the students’ literal reading comprehension. furthermore, the use of the discovery learning method can develop the students’ interpretive comprehension. in terms of the students’ perceptions of the discovery learning method, the result of the research showed that the percentages based on the main indicator aspect are: benefit (63.9%) of them agreed, interest (58.3%) of them strongly agreed, activities (50%) of them choose agreed, and implementation (52.9%) choose agreed. it can be concluded that the average score of students is choose agreed with the questionnaire. the discovery learning method are an effective method to make the students have long-term knowledge through self-discovery and develop their insights. besides that, it can improve students’ ability to identify a problem and find a solution well as is the case in learning english, especially in reading comprehension with the narrative text as learning material students can understand and identify the generic structure of narrative text to the language feature. hosnan (2014) stated that discovery learning is a method of developing active ways of learning by self-discovery and self-investigation, so the results obtained will last a long time in memory. through the discovery learning method, students can also learn to think analytically and try to solve their problems. students are also encouraged to learn largely through their active involvement and experience with their concepts and principles. in addition, suherti and rohimah (2016) argued that discovery learning could guide students to be active in learning activities, and students understand the subject matter correctly because they experience the process of finding it themselves. something that is obtained in this way is remembered longer, finding it alone gives rise to a feeling of satisfaction. this inner satisfaction encourages wanting to make more discoveries to increase their learning interest. students who gain knowledge with discovery learning will be better able to transfer their knowledge to various contexts. this learning trains students to learn more on their own. titi damayanti, sultan baa, fatimah hidayahni amin implementing discovery learning method in teaching reading comprehension at senior high school 90 conclusion it can be concluded that the application of the discovery learning method can improve students' reading comprehension in class xi science 2 at sman 2 baubau. this can be seen from the students' average score on the post-test (76.9) which is higher than the pre-test (64.4). this study also found that on average students responded to the agreed answer choices to the questionnaire that had been given by the researcher, with a percentage score of benefits (63.9%), interest (58.3%), activities (50%), and implementation (52.9%). students believe this method can be applied to reading comprehension material, and used in all english classes, and they believe it improves their reading skills. based on these findings, this study shows that the discovery learning method can be used by english teachers as a good alternative method to improve students' reading comprehension in class. in this study, the researcher also looked at student perceptions in implementing the discovery learning method using only four indicators, of course, this could still be a new step to be able to see student perceptions with other indicators. such as with the personality of the respondent could be seen from the side of extroverted personality and it is hoped that this will become a useful recommendation for the future researcher. references akmal, a. 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(yudiono, 2010) also defines literary works as a beautiful form of human creativity that contains inner experiences and imaginations that come from the author's social reality. prose fiction is one type of literary work whose characteristics have a storyline. one type of prose fiction that lives in society is folklore. folklore is a story that developed in society in the past and is a characteristic of every nation that has a diverse culture that includes the rich culture and history of each nation. in general, folklore tells about an incident in a place or the origins of a place that has developed from generation to generation (effiyadi, 2019, pp. 1-12; andriani, 2020; amali, 2022) one of the folk tales that live in the luwu community is the folklore of worongporong and pariama. this folklore develops in the luwu community and reflects the culture and culture that lives in the luwu community. the researcher nurul khairani abduh, masruddin structural studies of robert stanton in the folklore of luwu (worongporong dan pariama) 118 makes this folklore the object of study because he is interested in the storyline which has a very close relationship with the culture that is a picture of the life of the people in tana luwu. the theory used in analyzing the intrinsic elements of this folklore is robert stanton's structural theory. this theory is used because it is more complete in analyzing the structure of a literary work (syarifah, agussalim, & anshari, 2022). the theory used in analyzing the intrinsic elements of this folklore is robert stanton's structural theory. the purpose of structural analysis of a work is to describe carefully, thoroughly, in detail, and as deeply as possible the interrelationships and interweaving of all analyses and aspects of literary works that together produce a comprehensive meaning (endaswara, 2013). the structural approach is an initial approach and is also very important in analyzing a literary work because a literary work is built from the elements that make it up. these elements complement each other and are related to form a unified whole in a literary work (teew, 2015). method this research uses a descriptive qualitative method. the focus of research in this study is the analysis of the intrinsic elements of the folklore of worongporong and pariama based on robert stanton's structural theory. the source of the data in this study is the text of the folklore of worongporong and pariama which is one of the folktales originating from the people of luwu, south sulawesi. the research data in this study are words, phrases, and sentences originating from story texts which are intrinsic elements in the folklore of worongporong and pariama. the data collection technique used in this research is documentation. the researcher documented the stories of worongporong and pariama. in addition, researchers also obtained secondary sources of information obtained from figures who understand folklore to explore the meaning of words and sentences in the scripts of the worongporong and pariama stories. this descriptive qualitative research emphasizes that researchers are involved in research and are part of the research instrument (sugiyono, 2015). research makes researchers the main instrument in research. thus, researchers will formulate concepts ranging from planning to reporting research results. the steps to be carried out in this research are as follows: (a) documentation study techniques; (b) reading techniques; and (c) recording techniques. after the data is collected, then the data is analyzed using the structural analysis method. structural analysis in this study was carried out by identifying, studying, and describing structural elements in fiction based on robert stanton's theory of fiction. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 119 result and discussion the search for regional culture at this time needs to be carried out because regional language and literature are sources that never run dry for the perfection and integrity of indonesia's national culture (sikki, 1986). in regional literature which contains cultural elements, it regulates social life a lot. it is clear that the connection between literature and culture cannot be separated. the cultural elements inherent in the folklore of worongporong and pariyama are very closely related. this study analyzes the intrinsic elements that build the story structure of worongporong and pariyama. structural analysis is an autonomous structure that can be understood as a unified whole with its building elements intertwined (pradopo, 2005). synopsis of the story of worongporong and pariama the folklore of worongporong and pariama tells of a handsome and cleanskinned young man. this man was almost perfect in stature with a tall, burly body. however, he is even more charming with his attitude which is far from arrogant. in fact, he is said to be a very patient and diligent young man. his name is wholesale. borong is actually an inhabitant of the sky which is a cluster of stars. however, he begged datu patoto 'e', the ruler of the sky, to be sent down to earth as a human. after a long pleading, finally, the request was granted and borong descended to earth with a predetermined time limit. wholesale is lowered by following the conditions given. one of them and being the most important part is that no one should see his supernatural powers. if that happens, then he too must be pulled back into the sky. with full obedience, borong agrees to all the provisions of datu patoto 'e' and he is sent down to earth, in the middle of the wilderness in buntu minyya'. wholesalers live on earth by building houses and clearing land for gardening. he works like an ordinary human being very diligently. borong sells his garden produce at the village market closest to where he lives every morning. one day there was a meeting between him and pariama, the most beautiful village girl in the village. her face is glowing with pure white skin. his body was slender with flowing black hair. his demeanor is polite and gentle. his words seemed to be very organized, so as not to hurt other people's feelings. not the slightest harsh words that came out of her beautiful and luscious lips. apart from having physical beauty, pariama is also very humble. he is not arrogant with all the physical perfection he has. he is also not proud of the wealth owned by his parents. he really appreciates everyone. no matter old or young. pariama still treats them well. that morning, borong, who was about to go home, accidentally met pariama's eyes. they stared at each other for a long time before they finally realized. starting from that, borong and pariama finally got married and lived happily together. disaster will appear when the dry season begins to come. at that time the planted plants began to be difficult to grow. fruits do not bear fruit well. in fact, many plants died. due to the increasingly urgent needs of life, finally, borong sometimes releases his abilities. he didn't want to see his wife have a hard life. moreover, they have to work hard to earn a living. he felt the responsibility to meet the needs of the family. borong finally worked by using his strength secretly without his wife knowing nurul khairani abduh, masruddin structural studies of robert stanton in the folklore of luwu (worongporong dan pariama) 120 until their harvest began to improve even as if it was not affected by the drought. pariama feels weird about all that. moreover, at that time she had been asked by her husband to promise that when delivering food to the garden, pariama had to take the dog with her. over time, pariama became more and more curious about this oddity until one day she broke a promise to her husband. pariama went to the garden to deliver food without bringing the dog that used to accompany her. he set off alone with a very big curiosity. curiosity that led her to break her husband's promises and orders. how surprised pariama was when from hiding, she saw her husband working with many hands sticking out of his body. as if in disbelief, pariaman then rubbed his eyes. but what he saw did not change. he really can't say anymore. although secretly, borong can find out what his wife has done. knowing that his wife had taken actions that violated his message even on purpose, made borong angry and disappointed at the same time very sad. according to his promise with datu patoto 'e', he must return to the sky and reincarnate into a cluster of stars. pariama is very sad and sorry. her separation from her husband made her very sad. every day she longed for her husband back, but it couldn't happen again. pariama continues to pray that he too will be made a star. that way, she hopes to be reunited with her husband. after a long pleading, pariama finally transformed into a star and departed for the sky one afternoon. she really hopes that someday, she wants to throw millions of longings in her husband's arms. thousands of memories want to relive the word that the meeting really happened. pariama also drifted aimlessly. she didn't know where to look for her husband, so she was stranded in a place that turned out to be separate and far from her husband. according to the provisions of the gods, he could no longer return and was destined not to be able to meet borong in the sky. and if they meet, the two will always be separated by a great distance. so, they can only see each other from a distance. intrinsic elements of worongporong and pariama folklore after reviewing the worongporong and pariama story scripts, the following are the findings of the instinctual structure that builds the story. this structural study is based on robert stanton's theory which consists of: 1. themes, 2. story facts, and 3. story tools. intrinsic elements findings theme major theme obedience minor theme trust and honesty story facts plot chronological plot: (1) situation, (2) generating circumstances, (3) rising action, (4) climax, and (5) denouement figure main character borong pariama supporting datu patoto ‘e’ ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 121 charracter pet dog pariama's parents background story time scene morning, near noon, noon background scene earth, sky, wilderness, rivers, markets, gardens, rivers social scene the main character's high social status story tool point of view third person style of language metaphor, hyperbole, personification fiqure 1. result of analysis of intrinsic elements of worongporong and pariama stories 1. theme (stanton, 1965) explains that the theme is the main idea or idea in a literary work. the theme according to (nurgiyantoro, 2013) is divided into two, namely major and minor themes. a major theme is a theme that becomes the general basic idea in a story, while a minor theme is a theme that is found in a certain part of a story. the major theme in the stories of worongporong and pariama is obedience. compliance is the basis which is the main idea carried out in this story. the obedience of the main character, namely borong to datu patoto 'e', is described from the beginning of the story and becomes the climax of the conflict in the story. this becomes the core and basis of the story, namely when borong is so obedient that he must return to the sky when he violates the provisions he has agreed with datu patoto 'e'. obedience was also initiated when borong asked his wife, pariama, to obey his words which forbade him to go to the garden without bringing a pet dog. minor themes in the story are trust and honesty. this theme can be seen in the story when pariama was entrusted by her husband to keep the promise to bring the dog when he was going to the garden. however, the promise was broken which resulted in a fatal to their relationship. the dialogue that appears in the story embodies the theme of the story script. the stronger, more complete, and deeper the author's soul experience, the stronger the theme is put forward (waluyo, 2001). 2. story facts the facts of the story are divided into three, namely a. groove, b. character, and c. background. the following is a description of the facts of the story: a. plot the plot becomes the backbone of the story which brings the reader to be able to understand the story. in general, a plot is a series of events in a story. a story will not be fully understood without an understanding of the events that link the plot, causality, and influence. as with other elements, the plot has its own laws. the two basic elements that make up the plot are conflict and climax. the main conflict is fundamental, colliding with certain characteristics and strengths. this kind of conflict is the core of the story structure, the center of which in turn will grow and nurul khairani abduh, masruddin structural studies of robert stanton in the folklore of luwu (worongporong dan pariama) 122 develop along with the continuous flow of the plot (stanton, 2007). the plot stages in this study are based on the theory of tasrif (mahliatussikah, 2018) which consists of: (1) situation, (2) generating circumstances, (3) rising action, (4) climax, dan (5) denouement. the following is an explanation of the stages of this storyline based on tasrif's theory: 1) situation the introduction stage is the opening stage of the story. characters are introduced and the content of the story is described. at this stage, the story of worongporong and pariama opens with the introduction of the main character, namely worongporong. the main character is described directly regarding the physical description and character. “pada masa manurung`. di saat pintu langit masih terbuka. tersebutlah sebuah kisah tentang seorang pemuda yang bernama borong. pemuda tersebut berwajah tampan dan berkulit bersih. tubuhnya tinggi kekar dan tegap. raut wajahnya berwibawa. meski memiliki perawakan yang cukup sempurna, ia tidak sombong. bahkan sebaliknya, ia adalah pemuda yang rajin dan sangat sabar. ia hidup sendiri dengan damai di suatu daerah pegunungan yang masih merupakan daerah kekuasaan kedatuan luwu. tidak seorang pun yang mengetahui bahwa borong adalah penghuni langit yang diturun kan menjadi manusia di bumi. pada mulanya, borong adalah sebuah gugusan bintang di langit. pada suatu masa, ia meminta kepada datu patoto ‘e’, penguasa langit, untuk diturunkan ke dunia menjadi manusia. setelah sekian lama memohon, akhirnya keinginan borong pun di kabulkan. 2) generating circumstances this stage is the initial stage of the emergence of conflict in the story. the initial conflict in the story of worongporong and pariama is when the dry season comes. at that time, borong felt he had to take full responsibility for the needs of the family whose income began to decline due to the dry season which made it difficult for plants to grow. “aku harus bertanggung jawab sebagai seorang suami. jika pun harus bekerja, istriku tidak akan kubiarkan bekerja keras untuk membiayai kehidupan rumah tanggaku,” gumamnya. “aku harus mengeluarkan kemampuanku, namun secara sembunyi-sembunyi,” ucapnya dalam hati. 3) rising action at this stage the conflict is growing and more tense than the previous conflict. this stage occurs in the story when pariama's curiosity about her husband's income is not affected by the drought-like her neighbors. pariama's curiosity finally made her start to wonder. “apa sebenarnya terjadi pada diri suamiku. mengapa setelah memasuki musim kemarau ini tiba-tiba ia menjadi aneh” tanya pariama dalam hati.” the conflict also escalated when pariama secretly broke his promise to always take his dog with him when he went to the garden. curiosity for her husband made her break the promise she had agreed to together. “aku harus tahu, apa yang sebenarnya terjadi pada suamiku” tegasnya dalam hati. “tapi, kalau suamiku tahu, pasti dia akan marah besar karena telah melanggar ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 123 pesannya. begitu juga sebaliknya, aku telah melanggar janji untuk memenuhi permintaannya” ucap pariama ragu. karena telah melanggar pesannya. begitu juga sebaliknya, aku telah melanggar janji untuk menuruti permintaannya.” ucap pariama ragu. karena semakin tidak tahan melawan rasa ingin tahu yang membelit dirinya, pariama akhirnya memutuskan untuk mencari tahu apa yang sebenranya terjadi. rasa penasaran telah membutuhkannya untuk kemudian melanggar perintah suaminya. 4) climax climax is the peak of the conflict felt by the main character. at this stage, the main character will really feel the ordeal. the story of worongporong and pariama reaches a climax when borong is angry when he finds out that his wife has violated his message to always bring a dog when visiting the garden. moreover, this is done on purpose. pariama was shocked when she was caught and begged for forgiveness because she felt guilty. “engkau telah melanggar pesanku. karena perbuatanmu itu, aku kini tidak biasa lagi menetap di bumi. aku harus naik ke langit dan kembali menjadi bintang sesuai dengan kehendak dewata,”ucap borong berusaha menahan amarahnya tatkala pariama telah berada di hadapannya. mendengar ucapan suaminya, pariama terperanjat. menyadari kesalahannya, ia pun mengiba-iba meohon ampun. ia benar-benar merasa bersalah. 5) denouement this stage is the part when the conflict resolution stage is told. the conflicts experienced by the characters begin to subside and find a point of completion. in the story of worongporong and pariaman, this stage is when borong returns to the sky to become a cluster of stars and leaves pariama alone on earth. however, because of her sadness and deep longing for her husband, pariama also begged to be made a star cluster in the hope of being able to return with her husband. pariama's request was granted, but she still couldn't meet her husband. …..hingga ia terdampar di tempat yang ternyata terpisah dan jauh dari suaminya. sesuai ketentuan dewata, ia tidak mungkin lagi kembali dan ditakdirkan untuk tidak dapat bertemu dengan borong di langit. dan jika bertemu, keduanya akan selalu dipisahkan dalam jarak yang sangat jauh. sehingga hanya bisa saling melihat dari kejauhan. b. figure characters and characterizations are actually two different things. character refers to the person who plays the character in the story, while characterization refers to the character or character of the character (nurgiyantoro, 2013). in the story of worongporong and pariama, there are two main characters, namely borong and pariama, and three additional characters, namely datu patoto 'e', pet dog, and pariama's parents. borong and pariama are the two main characters who become the main figures associated with the whole series of stories. as (stanton, 2007) suggests that the nurul khairani abduh, masruddin structural studies of robert stanton in the folklore of luwu (worongporong dan pariama) 124 main character is a character who is related to the whole series of events that take place in the story. in fiction, events are always carried by characters so that they are able to intertwine an event as in everyday life. the characters in the story who have important roles are the main characters, while the characters whose appearance complements, serves, and supports the main actors are called supporting or additional characters (aminuddin, 1995). c. background story the setting is the environment that surrounds the events in the story, the universe that interacts with ongoing events. backgrounds can be in the form of decorations. setting can also be in the form of certain times (days, months, and years), weather, or a historical period. although it does not directly summarize the main character, the setting can also summarize the people who are the decorations in the story (stanton, 2007:35). in the story of worongporong and pariama, the setting is divided into three, namely time, place, and social setting. the time setting found in the story is in the morning, noon, and noon. the background of the places found are earth, sky, wilderness, rivers, markets, gardens, and rivers. meanwhile, the social background of the characters in this story is high-class social status because borong herself is described as a resident of the sky with physical perfection and her down-to-earth temperament, while pariama is described as the most beautiful girl in her village and from a respectable family. 3. story tool the means of the story are divided into two parts, namely the point of view and style of language. (stanton, 1965). the following is a description of the story tools found in the worongporong and pariama story scripts: a. point of view point of view is the author's point of view as a means to present the story to the reader. the point of view consists of three kinds, namely the first person (first person), the second person (second person), and the third person (nurgiyantoro, 2013). in the story of worongporong and pariama, the point of view used by the author in presenting the story uses a third person. in the story, the author positions himself as a narrator who presents the character of the story by mentioning the name of the character or a third-person pronoun, such as the word 'he/she'. b. style of languages language style is also known as figure of speech. in the story of worongporong and pariama, there are three styles of language that appear in the story, namely metaphor, hyperbole, and personification. metaphors appear in sentences “badai kerinduan yang melanda keduanya menjelma angin kencang di bumi………. ” the style of hyperbole can be seen in the sentence “air matanya tak henti-hentinya mengalir. ia lantas berlari menuju tepi laut (timur) dimana ia berharap dapat kembali melihat suaminya. siang dan malam dilauinya dengan tangis.” for personification ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 125 language style, it can be seen in the sentence “setiap saat ia berharap agar suaminya sudi kembali, mengobati kerinduannya yang kian menggerogotinya” from the results of the analysis that has been carried out on folklore, it can be found that a story is built based on the building elements of the story which together form the totality of the storyline. a story forms a structure of mind that is composed of coherent elements, not just writing that excites readers because a literary work is a work with a meaningful structure (suharto, 2010; khasanah, 2022). a story has elements or structures that are built together and form a complete and interesting story (madeamin, 2021; muchamad ali ma'ruf, 2021). conclusion robert stanton's structural analysis used in analyzing the worongporong and pariama stories is a form of analysis that can be used to explore the intrinsic elements of a story. this method is used in accordance with the research objective which is to find the intrinsic structure contained in the folklore of worongporong and pariama. this structural study aims to link all the elements in the story to find a unified whole in the story. every element that builds the story of worongporong and pariama is related to one another. starting with the theme, which is about obedience as the major theme and about trust and honesty as the minor theme. this theme underlies the storyline which is narrated with a forward plot by the author. the selection of characters played by two main characters, namely worongporong and pariama, becomes the characters who play the entire plot in the story, supported by additional characters, namely datu patoto 'e', a pet dog, and pariama's parents. the story is narrated by taking a third-person point of view. the language of a literary work is not complete if it is not displayed in the right language style chosen by the author. metaphor, hyperbole, and personification are the writer's choices in narrating the story of worongporong and pariama. structuralism is only one of the many literary studies that can be carried out on a literary work. thus, there is still a very wide area of study that can be done on the folklore of worongporong and pariama. it is recommended for further researchers who are interested in folklore to research with other literary approaches in order to enrich the scope of the study area which can be a finding of knowledge material for folklore, especially folklore in tana luwu. references amali, m. n. (2022). analisis hikayat qodil gobah karya kamil kailani (kajian strukturalisme robert stanton). jurnal kewarganegaraan, 4237-4246. aminuddin. (1995). pengantar apresiasi sastra. bandung: sinar baru algesindo. andriani. (2020). analisis struktural dalam cerita rakyat mandar melalui pendekatan robert stanton. linguistik : jurnal bahasa & sastra, 362-371. effiyadi, c. e. (2019). kajian unsur intrinsik cerita rakyat di desa padang tikar kecamatan batu ampar kabupaten kubu raya. jurnal pendidikan dan pembelajaran khatulistiwa (jppk), 1-12. endaswara, s. (2013). metodologi penelitian sastra. yogyakarta: center for academic publishing service. nurul khairani abduh, masruddin structural studies of robert stanton in the folklore of luwu (worongporong dan pariama) 126 khasanah, m. (2022). intrinsic elements of the short story "ana al-maut" by taufik el-hakim. jurnal multidisiplin madani (mudima), 1397-1414. madeamin, s. (2021). analisis cerita rakyat toraja massudilalong sola lebonna. jurnal onoma: pendidikan, bahasa dan sastra, 772-788. mahliatussikah, h. (2018). pembelajaran prosa: teori dan penerapan dalam kajian prosa arab. malang: um press. muchamad ali ma’ruf, n. a. (2021). unsur intrinsik dalam cerita anak at fᾱ l algᾱ bah karya muhammad ‘athiyyah al-ibrasyi (kajian struktural robert stanton). konferensi nasional bahasa arab (konasbara) vii, (pp. 76-94). malang. nurgiyantoro, b. (2010). penilaian pengajaran bahasa. yogyakarta: bpfe. nurgiyantoro, b. (2013). teori pengkajian fiksi edisi kedua. yogyakarta: ugm press. pradopo, r. d. (2005). beberapa teori sastra, metode dan penerapannya. yogyakarta: pustaka pelajar. sikki, d. (1986). sastra lisan toraja (transkripsi dan terjemahan). jakarta: penerbit pusat pembinaan dan pengembangan bahasa departemen pendidikan dan kebudayaan. stanton, r. (1965). an introduction to fiction. new york: holt, rinchart and winston inc. stanton, r. (2007). teori fiksi. yogyakarta: pustaka pelajar offset. sugiyono. (2015). metodologi penelitian kualitatif. jakarta: alfabeta. suharto, s. d. (2010). kritik sastra feminis: teori dan aplikasi. yogyakarta: pustaka pelajar. syarifah, agussalim, & anshari. (2022). robert stanton's structuralism in andrea hirata's novel the dreamer and paulo coelho's novel the alchemist. journal of asian multicultural research for educational study, 1-6. teew. (2015). sastra dan ilmu sastra. bandung: pustaka jaya. waluyo, h. j. (2001). drama teori dan pengajarannya. yogyakarta: hanindita graha widia. yudiono, k. (2010). pengantar sejarah sastra indonesia. jakarta: grasindo. 630 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 630 637 authentic assessment of speaking skills in junior high school armita ayu sekarsari1, muamaroh2, mauly halwat hikmat3 s400220003@student.ums.ac.id 123english department, universitas muhammadiyah surakarta, surakarta, central java, indonesia received: 2023-04-11 accepted: 2023-08-01 doi: 10.24256/ideas.v11i1.3854 abstract authentic assessment is a pivotal in teaching-learning process. with the use of authentic assessment, teachers can measure students’ learning achievement and progress effectively. this research investigated how teachers implement authentic assessment focusing in students’ speaking skills in two different schools. the study applied descriptive-qualitative method. the participants of this study were two english teachers from two different schools. they were chosen purposively and interviewed to collect the data. in addition, documentation also used as additional information. the finding stated that the english teachers applied authentic assessment nicely through the usage of different kind appealing activities in their speaking class such as; oral performance, debate, interview, role play, discussion and presentation. those activities above can be applied either individually or in a group. keywords: authentic assessment; junior high school; speaking skills introduction authentic assessment is one of the ways for teacher to make a creative learning process in order to assess students’ skills and their knowledge. authentic assessment can assess students’ knowledge, attitudes, and skills that engage students to demonstrate their competence (alfian et al., 2015). besides, it also a form of assessment with new paradigm that more appropriate and comprehensive to measure students’ ability. wangid et al., (2017) explained that in regulation system of assessment standard, the use of authentic assessment focused on students’ learning processes and the products. based on o’malley & pierce (1996), authentic assessment defined as a process of evaluation that include multiple forms of assessing performance that reflects students’ learning accomplishment, motivation and also attitudes with activities that instructionally-relevant to them in a real world. in learning a language, english for example, there are four skills that must be mastered by students such as listening, speaking, reading and writing. speaking can be considered as the significant skill in learning a language. the ability to speak a language can be a criterion that someone is mastering the language. in teachinglearning process the chance of teacher to encourage students to drill their speaking skills is a little due to some problems such as lack of vocabulary, lack of confidence, students’ motivation and so on. speaking difficulties elaborated by maji et al. (2022) and franscy & ramli (2022) in their studies. they clarified that students are having two aspects that affect http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 631 their speaking skills, there are linguistic and non-linguistic aspects. the linguistic aspects are the problem with vocabularies, students’ comprehension, pronunciation, grammar rule. then the non-linguistic aspects are the feeling of afraid when they make mistake, lack of motivation, shy, nervous, low of participation in the classroom and the mother tongue. kusuma (2021) added that even indonesian university students that study in the states feel anxiety when they have to participate in a class discussion. andini et al., (2020) claimed that “speaking is the hardest besides the other language skills for non-native speakers”. they added that the reason behind speaking english is hard because it is a foreign, a difficult language, and the effect of teaching-learning english in speaking skills. so, it is important for teachers to make learning speaking is fun and attract students’ psychology. supporting the notion above, harmer (2015) elucidated that teacher have to give students praise or comment when assess students’ speaking performance. to praise students’ speaking performance the use of authentic assessment is essential. since authentic assessment can help students learning speaking enjoyable also measure their speaking skill (saputri, 2021). speaking chosen in this study as the main topic by the reason of the problems that elaborated above. there are numerous previous studies that have been conducted by other researchers with similar topic. first, alfiani & wijayati (2022) explored english teachers' knowledge about the notion of authentic assessment. the study was descriptive-qualitative research that used twelve english teachers in two different schools. they found that those english teachers have a great knowledge about authentic assessment but they also found some challenges when applied authentic assessment in the class. other studies that examined teachers’ understanding about authentic assessment also conducted by mursyida et al. (2020), and saputri et al. (2018). english teachers’ understanding about authentic assessment was good. a study from afriadi et al., (2021) clarified the application of authetic assessment in a school by applying code switching from efl teachers. this descriptive-qualitative study used questionnaires, observation, and interview to three teachers and 43 students asked to fill the questionnaire. it showed that authentic assessment was so necessary to measure students' ability in learning english. in line with this research finding, daud et al., (2020) also found that an appropriate way of teaching speaking can improve students’ speaking ability. besides, putri et al., (2021) described the application of authentic assessment done by english teachers in online learning. unfortunately, they found that the teachers did not apply all types of authentic assessment as planned before due to time limitation, the number of students in a class, and the materials. then, aziz et al., (2020) clarified the obstacles faced by english teachers in esl classroom when they use authentic assessment. interviews and observations were conducted to the teachers. the result of this qualiatative study showed that those teachers faced multiple obstacles in organizing authentic assessment. in addition, those teachers used variety of authentic assessment to encourage students in their learning process. supporting the research finding about teachers’ challenges on authentic assessment, zaim et al. (2020) conducted a study that aim to: 1) expose teacher’s challenges in authentic assessment for evaluating students’ english-speaking skills in junior high school, 2) investigate the needs of teacher in authentic assessment and 3) develop a model for authentic assessment that appropriate for both teachers and students. this research design used addie model and to collect the data used questionnaires. the result showed teachers’ problem in implementing authentic assessment, teachers’ need, and the appropriate model for authentic assessment. in addition, junaedi (2019) outlined the application of authentic assessment that aimed to measure students' speaking skills in the class. in this case study, two english armita ayu sekarsari, muamaroh, mauly halwat hikmat authentic assessment of speaking skills in junior high school 632 lecturers chosen as the participants. the data taken from class observation, questionnaire, and interview. the study explained that two english lecturers had been appliying authentic assessment in their classroom, but they did not implement it properly in speaking class yet. studies from ningsih & wahyumiani (2020), rahayu et al. (2021), rukmini & saputri (2017), inayah et al. (2019) suported the finding. all of those studies revealed that the implementation of authentic assessment in schools had done by teachers, still they did not applied in appropriate way yet. even though there are some researchers who examined this topic, this study has distinction. this study focused on teachers’ application of authentic assessment for speaking skills in two different schools. the explanation about the variety activities applied by teachers when they teach speaking to the students in the classroom. method in conducting this study, the researchers used descriptive-qualitative method. a descriptive method is a way to collect some information about topic being discussed (creswell, 1994). the source of data taken from two english teachers in two different schools in boyolali and surakarta, central java. these two schools chosen since they have different status, which are private and public school, and their schools’ accreditation. the two english teachers selected purposively and interviewed to collect the data. the interview was structured-interview with questions about teachers’ notion about authentic assessment, teachers’ application of authentic assessment and the activities they organize to teach speaking in classroom. documentation also used in this research to deepen the information. the data validity of this research used triangulation data source. furthermore, the procedures in conducting the study can be seen as the followings. a) find the phenomenon existed in related topic the researchers find the phenomenon that related to authentic assessment. this topic chosen since the researchers want to get further information. b) collect the data for the research the researchers find the data. data taken from data source which is two english teachers. the data is significant as a research foundation in order to organize the research. c) determine the methodology of the research the methodology must be determined before conducting the research. it is used by the researchers as a guide in conducting research. so the research can be finished according to the plan. d) analyze the data after determine the method of the research, the data will be analyzed conscientiously. e) write the paper to finish the study, the researchers write the paper as final product of the research. results after analyzing the data from the teachers, the researchers found that authentic assessment applied in these school is valuable. some of these speaking activities below can be applied individually or in a group, so students can fulfill teachers’ instruction and do the assignment. 1. oral performance oral performance is the most frequent teachers applied to measure students’ speaking skills. in this activity, students given topic to talk about and perform it in front of the class. 2. debate debate is one of speaking activities that entail students deliver their opinion and facts ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 633 related to the notion given by the teachers in the class. 3. interview interview can be conducted between teacher-to-student or student-to-her/his classmate. in this activity, teacher can measure by watch students’ ability to answer the questions that uttered by the interviewer. 4. role play just like a drama, role play also can be used to assess students’ speaking skills by watch their performance as someone who pretending to be somebody. 5. discussion group discussion used in order to built students’ self confidence in speaking to their classmates. 6. presentation presentation is similar to performance activity that require students talk about their ideas of something in front of the classroom. in this activity students can add other media, like power point, when they talk about their ideas. based on those activities mentioned above, oral performance is the activity that dominate speaking assessment of a school in boyolali. the teacher elaborates the steps in conducting his speaking class: 1) students are given time about five to ten minutes to make points about their ideas, 2) students perform their ideas in front of their classmates. but, if there is any student or group that having problem, the teacher gives them chance to recalling it. if the students still blank and do not know what to say, he allows the students to read their notes within a short time. so, he can observe and measure their attitude, competence, and skills. below, the script of the interview. (r : researcher and t : teacher) r : “what do you know about authentic assessment?” t : “authentic assessment is a teaching method that stimulate students in order to be more active in many ways, such as in their attitude, knowledge, and skills. and this method is currently being developed in merdeka curriculum.” r : “have you apply authentic assessment in your class?” t : “i already use authentic assessment method.” r : “what kind of activities that you use to teach speaking in your classroom? please explain it.” t : “when i teach speaking, i usually use the oral performance method. so student are given 5-10 minutes to make the points to be discussed, then they come forward to present the results of their work. but for students who have tried several times and still fail, i allow them to skim through their book.” furthermore, in one of school in surakarta the teacher uses different kind of activities to her speaking class. for instance when she applied these activities to teach ‘asking and giving direction’ material. the students grouped into pairs, each of them has to perform by asking or giving direction alternately. the teacher uses different activities in conducting her class to make students do not feel bored when they learn speaking in the classroom. she informed that she also used writing essay, writing journal and observation to apply authentic assessment, but these activities only used for other language skills instead of speaking skills. the interview can be seen below. (r : researcher and t : teacher) armita ayu sekarsari, muamaroh, mauly halwat hikmat authentic assessment of speaking skills in junior high school 634 r : “what do you know about authentic assessment?” t : “authentic assessment is a learning assessment related to the real life context experienced by students.” r : “have you apply authentic assessment in your class?” t : “yes.” r : “what kind of activities that you use to teach speaking in your classroom? please explain it.” t : “i have applied authentic assessment in the form of a project. at that time the topic that i was teaching was report text where my students divided into several groups and then each group i asked to make a mind map related to the characteristics of a predetermined theme (pets), after that each group was tasked with presenting the results project in front of the class. this type of assessment is able to accommodate students with visual, kinesthetic, and auditory learning styles as well as accommodate students with an interest in speaking.” following to that explanation above, the implementation of authentic assessment in speaking skills in these two schools are well-structured. teachers can measure students’ ability with appealing activities that done by students. starting with making a plan before the class begin. the plan contains the procedure and the activities for students to assess their speaking skills. discussion the result of this study revealed that the enforcement of authentic assessment in both schools were nice. the finding was in accordance with the studies from afriadi et al. (2021), ningsih & wahyumiani (2020), mursyida et al., (2020) and rukmini & saputri (2017) that claimed the usage of authentic asssessment in the class was great and can be another option to appraise students’ speaking skills instead the traditional assessment. the similarities of this study with previous studies are the method and the subject of the research. the method used in these studies are interview, then the subjects are school teachers. however, the previous studies also have differences with this study. based on the subject of the research, junaedi (2019) chosen english lecturers as the source of data and daud et al. (2020) invited an english course to participate in the research. in order to find the result, daud et al. (2020) utilize an activity named a seminar. the finding also different from putri et al., (2021). they found three issues in teaching-learning process faced by the teachers, there are time limitation, amount of students, and the materials. in consecuences, the teacher can not apply the types of authentic assessement as he planned before. conclusion based on the explanation above, the authentic assessment for speaking skills that applied in these schools are great and the teachers know how to apply it in their teachinglearning process in the classroom. students are be able to follow the teacher’s instruction and perform their assignments. finally, this result can be additional information for teachers who want to apply authentic assessment in their classroom. for other researchers, this study can be a reference and additional information in conducting their study. references afriadi, z., arifuddin, a., & nuriadi, n. (2021). the implementation of authentic ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 635 assessment in speaking skills at mts as-suyuthy ireng. proceedings of the 2nd annual conference on education and social science (access 2020), 556. https://doi.org/10.2991/assehr.k.210525.083 alfian, a., aminah, n. s., & sarwanto, s. (2015). authentic assessment berbasis scientific approach sebagai implementasi kurikulum 2013 di smp kelas vii pada materi suhu dan perubahannya. jurnal inkuiri, 4(3), 39–50. issn: 22527893 alfiani, s., & hermilia wijayati, p. (2022). authentic assessment: is it good to be implemented in my classroom? kne social sciences, 2022, 261–267. https://doi.org/10.18502/kss.v7i7.10668 andini, t. n. , eun, l. y., khramova, a., & zok, a. (2020). elt comparison: increasing students speaking ability in indonesia, south korea, russia, and poland. elif: english language in focus, 2(2), 131–140. aziz, m. n. a., yusoff, n. m., & yaakob, m. f. m. (2020). challenges in using authentic assessment in 21st century esl classrooms. international journal of evaluation and research in education, 9(3), 759–768. https://doi.org/10.11591/ijere.v9i3.20546 creswell, j. w. (1994). research design: qualitative and quantitative approaches. usa: sage publication inc daud, a., chowdhury, r., mahdum, m., & mustafa, m. n. (2020). mini-seminar project: an authentic assessment practice in speaking class for advanced students. journal of education and learning (edulearn), 14(4), 509–516. https://doi.org/10.11591/edulearn.v14i4.16429 franscy, f. & ramli, r. (2022). problems encountered by indonesian efl learners in mastering speaking skills. plooner: journal of language and literature, 14(1), 1–14. https://doi.org/10.36841/pioneer.v14i1.1176 harmer, j. (2015). the practice of english language teaching. london: pearson education inayah, n., komariah, e., & nasir, a. (2019). the practice of authentic assessment in an efl speaking classroom. studies in english language and education, 6(1), 152–162. https://doi.org/10.24815/siele.v6i1.13069 junaedi, s. (2019). the implementation of authentic assessment to evaluate the students’ speaking skill. journal of english language teaching and islamic integration, 2(1), 121–130. http://ejournal.hikmahuniversity.ac.id/index.php/jeltii/index kusuma, i. p. i. (2021). speaking issues faced by indonesian students during classroom discussion in the us. electronic journal of foreign language teaching, 18(1), 5–17. armita ayu sekarsari, muamaroh, mauly halwat hikmat authentic assessment of speaking skills in junior high school 636 maji, e., samanhudi, u., & mokoagouw, m. e. (2022). students’ difficulties in speaking english: a case study in smkn 3 sorong. soscied, 5(1). mursyida, i. t., faridi, a., & suwandi, s. (2020). english teachers’ perception and implementation of authentic assessment for speaking based on 2013 curriculum. english education journal, 10(3), 273–281. https://doi.org/10.15294/eej.v10i1.36365 ningsih, r. s., & wahyumiani, n. (2020). evaluating the implementation of authentic assessments in junior high school english lesson. jurnal penelitian dan evaluasi pendidikan, 24(1), 116–124. https://doi.org/10.21831/pep.v24i1.28037 o’malley, j. m., & pierce, l. v. (1996). authentic assessment for english language learning: practical approaches for teachers. new york: addison-wesley publishing. putri, n. w. a. m., artini, l. p. p., sulistia dewi, n. l. p. e., paramartha, a. a. g. y., & wahyuni, l. g. e. (2021). the implementation of english teachers’ authentic assessment in junior high school during online learning. journal of education research and evaluation, 5(2), 216. https://doi.org/10.23887/jere.v5i2.30386 rahayu, n. k. a., paramartha, a. a. g. yu., & sulistia, n. l. p. e. (2021). the implementation of authentic assessment in english language teaching. jurnal penelitian dan pengembangan pendidikan, 5(1), 122–128. https://doi.org/doi.org/10.20961/eed.v6i3.35881 rukmini, d., & saputri, l. a. d. e. (2017). the authentic assessment to measure students’ english productive skills based on 2013 curriculum. indonesian journal of applied linguistics, 7(2), 263–273. https://doi.org/10.17509/ijal.v7i2.8128 saputri, i., nurkamto, j., & wahyuni, d. s. (2018). the implementation of authentic assessment in english language teaching. english education journal, 6(3). https://doi.org/doi.org/10.20961/eed.v6i3.35881 saputri, l. a. d. e. (2021). using authentic assessment to measure basic english speaking skill of students majoring in japanese study. kiryoku: jurnal studi kejepangan, 5(1), 130–135. https://doi.org/10.14710/kiryoku.v5i1.130-135 wangid, m. n., mustadi, a., senen, a., & herianingtyas, n. l. r. (2017). the evaluation of authentic assessment implementation of curriculum 2013 in elementary school. jurnal penelitian dan evaluasi pendidikan, 21(1), 104–115. https://doi.org/10.21831/pep.v21i1.15779 zaim, m., refnaldi, r., & arsyad, s. (2020). authentic assessment for speaking skills: problem and solution for english secondary school teachers in indonesia. international journal of instruction, 13(3), 587–604. https://doi.org/10.29333/iji.2020.13340a ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 637 the particular dialect or language that a person chooses to use on any occasion is called a code students’ perception on running dictation method in esp classroom opik dwi indah opik.dwi_indah@yahoo.com cokroaminoto palopo university, indonesia received : 28 maret 2019; accepted : 27 may 2019 url : http://ejournal.iainpalopo.ac.id/index.php/ideas abstract this research is intended to find and describe students’ perception about running dictation in esp classroom. descriptive method is used of this research. to gain students’ perception about running dictation, the researcher used a questionnaire. the population of this research was the fifth semester students of cokroaminoto palopo university. the researcher applied purposive sampling technique and took 15 students as samples of this research. the results show that the students’ perception has advantages and also disadvantages towards running dictation method. the advantages namely: it can increase students’ vocabulary, practice students’ cooperation, practice students’ concentration and memory, and then make the learning process be more fun, interesting and not boring. meanwhile, the disadvantages namely: it can make the students get injury and feel exhausted because of running. therefore, based on their perceptions, in solving those problems, the researcher finds a new technique by changing the running becomes walking. this change will be called walking dictation method. keywords: students’ perception, english banking vocabulary, running dictation introduction english for banking is one of the branches of english specific purpose (esp) which is taught in the classroom. this subject is focused to discuss about banking include all the vocabularies used in this area. therefore, vocabulary is one of the most important and essential aspect in learning esp particularly in mastering banking terms. it is considered as the core of a language because it can be used in all communication areas of banking such as in reading, speaking, listening and writing. teaching english vocabulary for banking needs a good method and technique to stimulate the students in mastering vocabulary. so, lecturers or teachers must give 1 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4129 (online) volume 7, number 1, june 2019 pp. 16 – 25 opik dwi indah: students’ perception on running dictation method in esp classroom full of attention and priority to teach vocabulary particularly in esp classroom, in order they can improve their students’ skills specifically in mastering english banking vocabularies. realizing many difficulties and troubles, this is not just enough for english lecturers to prepare their students by giving glossary and asking them to memorize all of those terms, but also needs an effort to find a new method or technique with different atmosphere which is more fun and relax. thus, the lecturers are expected can practice their students some exercises which can help them in improving their vocabulary without pushing them to memorize all the time. therefore, they need to find the best way by creating an efficient and effective method to teach vocabulary. dictation is described as a technique used in both language teaching and language testing in which a passage is read aloud to students, with pauses during which they must try to write down what they heard as accurately as possible (richards, platt, and platt, 1992) in arzban and abdollahi (2013). moreover, they explained that dictation is used as a technique where the learners receive some spoken input, hold this in their memory for a short time, and then write what they heard. this writing is affected by their skill at listening, their command of the language, and their ability to hold what they have heard in their memory. meanwhile, a running dictation orders the students out from their seats and do exercise that engages reading, speaking, listening, writing and also kinesthetic. this method is applied into a competition or race game. text of reading can be used in a variety of contexts such as article or just words. each of groups who do this game needs concentration and speed to read the words or sentences, memorize those words as many as they can, after that they will run to their friend and dictate him/her alternately until the time is over. according to sofyan r. et al. (2016: 8-12) in their research, there are some benefits of running dictation such as: increasing students’ motivation in learning speaking skill, learning process can be fun because the students can learn and play in same time, practicing students’ memory to increase their vocabulary and improving their pronunciation. focusing on those statements above about how to teach vocabulary well, the researcher also tries to apply this running dictation when she taught english for banking. this is hoped can give good contribution for her students in mastering english banking vocabulary. meanwhile, this research emphasized on the students’ perception on running dictation when studied english banking vocabulary in the classroom. arifiana (2014) in her research states that running dictation proven to improve students’ listening skill recount text. by using this technique, it can eliminate the drawbacks listen through the tape. in running dictation, students are required to memorize the word and tell their friends. then, zulraudah (2014) concludes that running dictation is a small group activity. it can give a good way in language teaching to get the good achievement. it also can motivate students in learning. it not only gives some benefits to education function but also to the social aspect. students can learn together and help each other. regarding the previous researchers above, this research is hoped it can give 2 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) some additional information about running dictation for the people. then, it is also expected can give benefit and contribution in developing teachers’ or lecturers’ teaching strategy, so it can inspire and motivate them to enrich or find out the best method or technique in teaching language particularly english vocabulary, in which their method can be appropriate with their students’ need in the future. beside that it is also expected to motivate the students in studying english vocabulary particularly banking terms. method this research applied descriptive method. it aims at finding and describing students’ perception on running dictation in esp classroom. the population of the research was the fifth semester students of cokroaminoto palopo university. the researcher applied purposive sampling technique and took class b from three classes as the sample of this research because that class was more active. then, from that class, she only took the students as samples who had done and knew running dictation method well. so, the total sample of this research was 15 students. a questionnaire was used to gain students’ perception towards running dictation method in teaching english for banking by writing their own words or opinions about advantages and disadvantages of running dictation based on their experience when did it. documentation was also used to support the data of this study. results the results of students’ perception are as follows: table 1 no. samples students’ perception the advantages of running dictation the disadvantages of running dictation 1. student 1  it can train speed, accuracy and students’ memory.  it can be applied to improve students’ vocabulary.  it can make us healthy.  it can increase students’ cooperation.  it can practice our pronunciation.  it can cause sprained.  the participants who are waiting their turn are very noisy, so they can disturb another participant who is doing his/her turn. 2. student 2 i think running dictation is very running dictation is still less to be applied by the teacher/lecturer. 3 opik dwi indah: students’ perception on running dictation method in esp classroom interesting method and it is very useful for the students and also for the teacher/ lecturer because it can practice the concentration and also it can be used to increase vocabulary. 3. student 3 i think running dictation is a method which is very effective to be used in the classroom because it can practice students’ concentration, it can improve students’ vocabulary and practice students’ cooperation not only individually but also in group. running dictation has disadvantage such as the implementation of this game in the classroom is still less causes the students need more time to understand its instructions and also need high concentration to do it in the beginning. 4. student 4  running dictation can practice speed and accuracy of the students in studying.  it can increase students’ vocabulary.  it can increase students’ interest in learning. if the students did not do it carefully when they were running, may be they will injured because of fall down or slip. 5. student 5  it can practice reading and writing skill.  it can improve a good cooperation among members of group.  it can practice students’ memory.  it can increase vocabulary.  it is not boring.  it can cause injury because of running.  it makes us tired. 6. student 6  it can make a solid team among students.  it can practice students’ memory.  this activity makes us tired because it is done by running.  when the students are 4 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online)  it can improve students’ vocabulary.  it can practice all skills. running, some of them fall down and get little injury because the floor is slippery. 7. student 7  running dictation is a good learning model to be applied because it can practice students’ concentration.  it can increase vocabulary.  it can practice the students on how to write a good sentence of english.  it can train a good cooperation among students.  only a few of lecturers/teachers apply this strategy, in order many students feel confuse about this game because unfamiliar.  because of lack to drill the pronunciation, many students pronounce the words incorrectly. so, the pronunciation is same with the written. 8. student 8  practicing the students to memorize the english vocabulary or sentence.  practicing the students how to write correct letter/words.  improving students’ concentration.  practicing and improving good cooperation among students.  there are many teachers do not apply this strategy, even though it is good enough to use in learning english.  because of this strategy is lack to be applied, many students do not know the rules, so when it is applied they do many mistakes. 9. student 9  running dictation can improve students’ vocabulary.  practicing students’ concentration.  practicing a good cooperation in a group.  making the students who are not active become more active.  this method is less in speaking skill because the students only read and dictate without knowing the right pronunciation.  a student who has weak condition will face trouble when apply this method. 5 opik dwi indah: students’ perception on running dictation method in esp classroom  making the situation in the class become more interesting. 10. student 10  practicing students’ memory.  practicing students’ concentration, accuracy and speed.  practicing students’ pronunciation.  practicing students’ cooperation.  running dictation can be a physical exercise.  this game is too noisy.  a student who has weak condition will face trouble in applying this method. 11. student 11 i think running dictation is a good learning method for the students because it can increase their vocabulary and also teach them about how important the cooperative learning is for them. teacher or lecturer never applies this method before. so, the students are little bit confused about this method. 12. student 12  it can practice students’ memory.  it can build cooperation, togetherness.  it can improve students’ vocabularies.  it can be a physical exercise.  someone who has short memory, she/he will forget those words fast.  someone who is lack of english vocabulary will be difficult to read, memorize, pronounce, listen and write those words. 13. student 13  this method can improve listening and speaking skill.  it can practice our memory.  it can increase good cooperation. someone who has low capability (in memorizing) can influence a team victory. 6 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online)  it can appear students' responsibility as a solid team.  it can increase students’ vocabulary.  it can make learning process be more fun.  it can raise a competition spirit. 14. student 14  it can improve students’ memory.  it can improve students’ vocabulary.  it can improve students' cooperation in a team.  it can practice reading, listening and writing skill.  it can practice speed and accuracy in reading, speaking, listening and writing.  it can cause exhausted because of running.  it can cause an injury because of running. 15. student 15  it can practice students’ concentration.  it can increase students’ cooperation.  it can practice students’ speed and accuracy in finishing the game.  it can improve students’ vocabulary.  it can practice students’ memory  it can increase and practice students’ competition to be sportive  it can improve students' motivation and their activeness.  it cannot practice students’ pronunciation  if a student does not run carefully, she/he will get injury  it is not suitable to be applied if the students feel unwell. the table above shows the students’ perception of running dictation. it indicates that running dictation method has advantages and disadvantages in its implementation 7 opik dwi indah: students’ perception on running dictation method in esp classroom to teach english particularly banking vocabulary. discussion in this research, the researcher found that all the students have good perception towards running dictation method. it can be proven by the students’ perception of number 1 until 15. according to them, there are some advantages of running dictation and most of them have same perception. for example, they stated that running dictation is a very interesting method and it is very useful for the students and also for the teacher/lecturer because it can practice the concentration. moreover, it also can be used to increase vocabulary. then, other same perception states that running dictation is a method which is very effective to be used in the classroom because it can practice students’ concentration, it can increase students’ vocabulary and practice students’ cooperation not only individually but also in group (students’ perception number 2 and 3). briefly, the researcher found five of students’ same perception such as: 1.) it could increase students’ vocabulary. 2.) it could practice their cooperation to be a good and solid team. 3.) it could practice their concentration and memory to memorize. 4.) it could practice and improve students’ skills in reading, speaking, listening and writing. 5.) it could make the learning process be more fun, interesting and not boring. those students’ perception can be shown in the table 1 above. based on their perception, it can be concluded that all of the students as samples of this research responded this running dictation well. sjachrun (2010:1) in his research stated that the mastery of vocabulary is one of the important aspects in learning english especially for the students at senior high school. so, how the students can master the english if they are lack of vocabularies. therefore, as good teachers or lecturers, they must do the best strategy on how to teach english vocabulary. to support and connect that statement with the students’ perception of this research, as proven, one of students stated “running dictation is a method which is very effective to be used in the classroom”. then, another student also stated “running dictation is a good learning method for the students because it can increase their vocabulary and also teach them about how important the cooperative learning is for them” (students’ perception number 3 and 11). referring to sjachrun’s statement above, the researcher sum up that running dictation is one of methods that can be used to teach english for banking in the classroom. this method is good to be applied because it can increase students’ vocabulary, it can practice students’ concentration and memory to memorize the words and also it can practice their good cooperation among them to be solid team, so it can motivate them in studying together. therefore, this method has many advantages and it can be used in all level starting from elementary school until university. besides, it also can be applied to teach english which can be used to improve students’ skills and vocabulary particularly in esp classroom. 8 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) meanwhile, the researcher also found the disadvantages of running dictation method. most of the students argued, when they were running, some of them was falling down and got little injury because the floor was slippery. briefly, this method could injure the students because of running. moreover, if someone felt unwell or she/he was in weak condition because of sick, it could make the situation be worst. it can be proven by the students’ perception number 4, 5, 6, 9, 10, 14 and 15. as proven, one of them states that it can cause exhausted because of running and also it can cause an injury because of running (students' perception number 14). according to their same perceptions, it can be concluded that they disagree if they have to be run when they apply this method. based on the findings above, the results show that the students’ perception has advantages and also disadvantages towards running dictation method. the advantages namely: it can increase students’ vocabulary, practice students’ cooperation, practice students’ concentration and memory, and then make the learning process be more fun, interesting and not boring. meanwhile, the disadvantages namely: it can make the students get injury and feel tired because of running. all of the students’ perceptions in this research hoped can give good contribution for the next researchers in developing this method in the future. then, as the findings of this research, hoped it also can be a suggestion for the teachers or lecturers to be more creative and innovative to design the new technique in implementing this method. therefore, it can resolve and revise the disadvantages of this method. as example, they can change the running dictation method become walking dictation method. in applying this method, the students do not need to run anymore, but they just do this method by walking slowly or quickly and they cannot run. they will start the game to the reading stage (approaching the wall or chair) as the place of reading text or words by walking. after that they will read the sentence and its structure or vocabulary carefully, and memorize that sentence and its structure or vocabularies as many as they can. the next, they walk again approach a friend who has a duty as a writer slowly or quickly without running while still memorizing and try to keep those sentences or words in their mind, then they dictate her/him clearly. that writer writes that sentence or vocabulary based on what she/he hears correctly. this change is expected can avoid the students to get injury and feel exhausted because of running. conclusion based on the results of this research, the researcher concludes that the students’ perception about running dictation in esp classroom has advantages and disadvantages. the advantages of running dictation are: it can increase students’ vocabulary, it can practice their cooperation to be a good and solid team, it can practice their concentration and memory in memorizing, it can practice and improve students’ skills not only one or two skills, but all skills namely reading, speaking, listening and writing. and then, it can also make the learning process be more fun, interesting and not boring. meanwhile, the disadvantages of this method are: it can make the students get injury and also they can 9 opik dwi indah: students’ perception on running dictation method in esp classroom feel exhausted because they have to run. therefore, based on their perception, to resolve those problems, the researcher finds a new technique by changing the running becomes walking. this change will be called walking dictation method. references arifiana. 2014. the implementation of running dictation to improve the student’s listening skill on tenth grade science program (x mia4) in sma negeri 4 malang. online: http://ejournal.umm.ac.id/index.php/jps/article/view/19 47 (accessed on september, 2016) arzban and abdollahi. 2013. the effect of partial dictation on the listening comprehension ability of iranian intermediate efl learners. online: http:// www.irjabs.com (accessed on september, 2016) good, crater v. 2004. dictionary of education. new york: mc graw-hill book company. oxford. 2008. new oxford learner’s pocket dictionary. united kingdom: oxford university press. sjachrun, rizal a.m. 2010. improving the vocabulary command of the eleventh grade students at sman 14 makassar through transearchuse game. makassar. a thesis. makassar: pps unm. sofyan, r. et.al. 2016. penerapan running dictation game dalam pengajaran keterampilan berbicara bahasa inggris di sekolah menengah pertama (smp) 1 kabanjahe. journal of abdimas talenta 1 (1) 2016: 8-12. online: https://docplayer.info/3 4229738-penerapan-running-dictation-game-dalam pengajaran-keterampilan-berbicara-bahasa-inggris-di-sekolah-menengahpertama-smp-1-kabanjahe.html (accessed on may, 2019) sugiyono. 2011. metode penelitian pendidikan pendekatan kuantitatif, kalitatif dan r&d. bandung: alfabeta. zulraudah. 2014. teaching writing by using running dictation activity for elementary school students. online: http://ejournal.unp.ac.id/index.php/jelt/article/view/ 4303/3366 (accessed on october 2016) 10 http://ejournal.umm.ac.id/index.php/jps/article/view/1947 http://ejournal.unp.ac.id/index.php/jelt/article/view/4303/3366 https://docplayer.info/34229738-penerapan-running-dictation-game-dalam-pengajaran-keterampilan-berbicara-bahasa-inggris-di-sekolah-menengah-pertama-smp-1-kabanjahe.html https://docplayer.info/34229738-penerapan-running-dictation-game-dalam-pengajaran-keterampilan-berbicara-bahasa-inggris-di-sekolah-menengah-pertama-smp-1-kabanjahe.html https://docplayer.info/34229738-penerapan-running-dictation-game-dalam-pengajaran-keterampilan-berbicara-bahasa-inggris-di-sekolah-menengah-pertama-smp-1-kabanjahe.html http://www.irjabs.com/ 503 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 503 513 paragraph hamburgers strategy in writing a report text azizah husda1; ribka simorangkir2; christine natalie zalukhu3; armitha miranda marbun4; lorenzo bindunose nababan5 azizahhusda@unprimdn.ac.id1, ribkasimorangkir846@gmail.com2 , titinnatalie26@gmail.com3, armithamirandamarbun@gmail.com4, lorenzonababan765@gmail.com5 1,2,3,4,5sastra inggris, universitas putera batam, batam, kepulauan riau received: 2023-05-09 accepted: 2023-07-27 doi: 10.24256/ideas.v11i1.3998 abstract the purpose of this study was to determine whether employing the paragraph hamburger strategy on the students’ writing report text at smk immanuel medan in the academic year 2022-2023. the writers used the quantitative method when carrying out this research. after doing this research, the writers got several findings. significant changes are made to students writing abilities after they are trained by using the paragraph hamburger strategy to learn writing skills. the results of this study allow it to be said that applying the paragraph hamburger strategy could have a significant effect on the student’s writing skills. using the paragraph hamburger strategy gave a more effective result than using a conventional strategy. the average scores from intensive classes were higher than the average from regular classes. from this pretest, the average test result from the regular class was 63.86, and after doing that post-test, the mean scores were 73.18. meanwhile, the pretest was completed by the intensive class, and the mean result was 66.00, and upon completion of the post-test, these mean scores were 82.80. the writers used the ttest to obtain the findings of this study. we might therefore say that the value was 5.64. after analyzing this data, the t-table was smaller than the t-t-test (1.67 > 5.64). that author displays a p-value of 0.05. the df was 47. by seeing the data, the writers could conclude that the paragraph hamburger strategy could have a significant effect on the students’ report text in smk immanuel medan. from this study, it might be said that paragraph hamburger had a big impact on the text written for a student report at smk immanuel medan. keywords: paragraph hamburger strategy; report text; writing skills introduction ability is to write well in expressing ideas and knowledge in written form. writing skills can be used as a communication system when spoken communication is not possible to be done. the learners can express ideas in written form. the learners can express their feelings, thoughts, experience, report, and so on by using http://u.lipi.go.id/1457703302 mailto:azizahhusda@unprimdn.ac.id1, mailto:ribkasimorangkir846@gmail.com2 mailto:titinnatalie26@gmail.com3 mailto:armithamirandamarbun@gmail.com4 mailto:lorenzonababan765@gmail.com5 azizah husda, ribka simorangkir christine natalie zalukhu, armitha miranda marbun lorenzo bindunose nababan paragraph hamburgers strategy in writing a report text 504 the written form. students should be able to comprehend english-language skills when learning the language. according to harmer (2001:12), students should be able to grasp four fundamental language skills: speaking, writing, reading, and listening. these four basic language skills are the parts of learning english because it is used as a foreign language. english has been taught across all levels of age from primary school. english is also learned either at home or school. people can write down their personal lives, experience, dreams, and problems both in paper form or digital form. english learners can learn and share through writing. english learners can share information by writing. grenville (2001:2) explained that writing is an activity done by a person that can involve an idea of someone which is poured into written form and sentences. the students can write down their ideas, feelings, and experience, by using the written form. to have good written form, the students must be able to know some processes in producing good writing which cannot be avoided. it is impossible to escape the processes that must be followed to produce good writing when writing. getting ideas, choosing or selecting the ideas, outlining (making a plan), drafting (completing a first draft from beginning to end), revising (cutting, adding, or moving parts of the draft as necessary), and editing by proofreading for grammar, spelling, and paragraphs are the six steps that make up any writing process, according to katie (2013:26). writing requires a wide range of talents and is a challenging intellectual job. some students lack writing skills and information. the writing techniques should be clear to the students. writing skills must be backed up by writing mechanics (grammar, sentence structure, spelling, etc.), planning a writing strategy, communicating ideas clearly and succinctly, building a reasoned, demonstrable case, successfully marshaling evidence and using the right sources, and effectively organizing ideas. in the school, many students still face many difficulties in writing. the students are not able to write down as they have limitations about techniques in writing. students will find it difficult to explain their views in writing if they are unable to write. less understanding of writing skills will cause kids to lose interest in them. due to their lack of understanding of the writing process, students struggle with writing assignments frequently. to support this research, the writers have done an observation before at smk immanuel medan. the writers conducted an observation in august 2022 at grade x at smk immanuel medan. after collecting the students’ answer papers, the author came to a certain conclusion. average student test scores continue to fall short of the kkm (kriteria ketuntasan minimal/minimum requirement of mastery) standard the students' inadequate understanding of text organization, english syntax, vocabulary, etc. prevents them from writing down. having this lack of knowledge, the students could not able to express ideas in written form. there are many strategies for teachers in teaching english, especially when teaching writing skills to students. english teachers can teach writing english by using the appropriate strategy. the hamburger strategy is one of the methods that ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 505 english teachers can employ. a graphic organizer known as a "hamburger paragraph" highlights the essential elements of paragraphs or other types of text. to ensure that the writer adheres to the proper format and content hierarchy, it defines the major points of a variety of writings, such as reports and essays. teachers can teach pupils how to organize their thoughts into text by using hamburger graphic organizers. most students benefit from its assistance in learning to communicate their ideas in coherent paragraphs and have a better understanding of paragraph structure. in supporting this research, the writers have read some research done by different researchers. firstly, the effectiveness of the paragraph hamburger strategy in enhancing palestinian 12th graders' creative writing abilities and attitudes about writing was examined in a study conducted by basima ramadan elsaer (2018). after performing the research, it was found that adopting the paragraph hamburger strategy was more beneficial than the conventional approach in developing the creative writing abilities of palestinian 12th-grade students. the researcher also discovered that the outcomes of the study showed a big effect size of applying the paragraph hamburger technique in the overall scores in the posttest, indicating that the effect size was statistically significant and crucial. second, fenty debora napitupulu (2017) researched the use of the paragraph hamburger technique in writing instruction. according to the research, the hamburger approach is an organizer of writing that entails outlining a paragraph's major ideas visually. students will learn how to recall how to build a paragraph and the significance of each element in a text when writing it down a text using the hamburger technique. third, hutami devari (2020) conducted a study on the use of the paragraph hamburger method in writing instruction. after conducting the investigation, it was shown that sma tadika pertiwi depok's writing skills could not be improved by using the paragraph hamburger strategy. following the application of the hamburger learning approach, students were able to write down ideas more quickly and with greater passion. the authors are considering using the paragraph hamburger technique to instruct writing skills to the eighth-grade students of smk immanuel medan. the paragraph hamburger approach will be employed by the authors to enhance the student's writing skills, notably in the field of report writing. that is why the authors will carry out a research, entitled: paragraph hamburger strategy in writing a report text. according to the explanation presented before, the problem in this research will be formulated by the authors. “does the paragraph hamburger strategy affect the students’ writing skills at smk immanuel medan?”. the objective of this study is going to find out the effectiveness of using the hamburger strategy in writing a report text at smk immanuel medan. the writers have the scope and limitations in carrying out this research. this azizah husda, ribka simorangkir christine natalie zalukhu, armitha miranda marbun lorenzo bindunose nababan paragraph hamburgers strategy in writing a report text 506 research will be focusing on the writing skill. the report text will be the subject of the writing skill. beginning in the academic year 2022-2023, it will be taught to students in smk immanuel medan’s eighth grade. in carrying out this research, there will be two major significances, in both theory and practice. the upcoming researchers who are going to conduct the next research on a topic that is similar to the topic of this research will be expected to use this study as a reference. this research is expected to be beneficial for english teachers and students at smk immanuel medan. it’s anticipated that the student will be more motivated to learn english, particularly while they are studying writing techniques. the students will have the spirit in practicing english every day. this research is expected to be used by english teachers as a reference in teaching writing skills at school. method the researchers use a quantitative approach to carry out this study. the impact of using the paragraph hamburger method on students’ writing abilities will be studied by the writers. the students from grade x to1 of smk immanuel medan were taught by using the paragraph hamburger strategy and grade x to2 students were taught by using the conventional teaching strategy. this study was conducted by the authors at smk immanuel medan. it is situated in medan, north sumatra, near jalan gatot subroto. there were three grades in this school: grades ten, eleven, and twelve. there were two classrooms per grade. the researchers studied tenth-grade students for this study. in the second term of the academic year 2022-2023, they were x to1 and x to2. students from x to2 were placed in the regular group whereas students from grade x to1 were placed in the intensive class. this study was conducted by the authors in march-may 2023. the population for this study's population was chosen by the author to be students. the authors selected students from this group to represent the sample in this study. the theory of fraenkel and wallen (2009:42) will be applied by the writers. fraenkel and wallen (2009:90) explained that the population is the biggest group that is expected to have research results. in this study, the students in grade x of smk immanuel medan served as the research population during the academic year 2022– 2023. in grade x, there were two courses. there were perhaps 50 students in total. there are 25–30 students in a single lesson. there were perhaps 150 students in attendance. the authors used cluster sampling to obtain the sample from the population as previously described. the authors used cluster sampling to identify the students from the two classes. in this study, the sample consisted of the students who had been previously selected. the intensive class was made up of pupils in grade x to1, and the regular group was made up of students in grade x to2. the authors used a technique for data collection in conducting this study. the writers used the information to determine this study’s findings. based on arikunto (2010:17), explained that data collecting must be consciously undertaken to get the data by applying methods systematically according to the standard procedure in doing research. there must be instruments for conducting research. the test of ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 507 writing skills was implemented to know the students’ ability in writing skills. occasionally, the writers applied the written test to get the information and to measure the student’s mastery of writing skills about report text. the post-test was administered by the authors to both the intensive group and the regular group. the authors collected the data after finishing the pretest and post-tests. the writers compared the data from each class after collecting it from each class. the paragraph hamburger tactic was used by the authors to compare the writing skills of their students to those of kids who received standard instruction. both the intensive group and the regular group of students were put to the test by the authors. after students had responded, the response sheets were collected. the writers collected all of the answer sheets, which were then examined and assessed. then the authors assigned grades to the previously collected answer papers. the data used in this study were the marks on answer sheets. the author decided to use students as the sample group for this investigation. from this group, the authors chose students to serve as the study's sample. the fraenkel and wallen (2009:42) theory will be applied by the authors. the population is the largest group for which study findings are anticipated, according to fraenkel and wallen (2009:90). the study's target group was grade x students at smk immanuel medan in the 2022–2023 academic year. there were two classrooms in grade x. there may have been fifty total students. a single lesson has between 25 and 30 students. there may have been 150 students present. cluster sampling was used by the authors to draw a sample from the population, as was already mentioned. the authors used cluster sampling to identify the students from the two classes. the students that had been previously selected comprised the study's sample. the intensive class consisted of students in grade x to1, and the regular group included students in grade x to2. the authors looked at homogeneity and normality testing. it was done before the creation of the analytical method's statistics. the authors used the normality test to determine whether or not the distribution was in a normal state before making the next choice. the writer applied chi-square in analyzing the data from this research. the writers took some steps to obtain the data. there were some steps involved in using chi-square, like determining the span (r), creating a lot of class intervals (p), making the frequency distribution table, figuring out the class boundary (bk) for each class of interval, figuring out the mean scores, figuring out the variants, figuring out the z score, figuring out the chi-square (x2), figuring out the x2 table, and figuring out the distribution normality. the authors investigated the uniformity of the test. the homogeneity test was to determine whether the homogeneity criteria were homogenous. the authors used the homogeneity test in a few different ways. the authors used the homogeneity test to determine and confirm if it complied with the homogeneity standards. there was some action in the uniformity test application. the author calculated the mean scores, identified the variations (s2), determined f, and then contrasted f value and f table. the writers azizah husda, ribka simorangkir christine natalie zalukhu, armitha miranda marbun lorenzo bindunose nababan paragraph hamburgers strategy in writing a report text 508 used a technique in this research. this technique was to t-test data from the independent sample analyzed. t-test from the authors utilized an impartial calculation to determine the efficiency of the strategy. findings students from smk immanuel medan place who were in intensive class orders were issued to report material from that authors using the paragraph hamburger technique. the writers used the paragraph hamburger technique to discover more about the students' report-writing abilities. when teaching the regular group of students how to produce a report, the authors applied a conventional method of instruction. the authors conducted this study from march to may 2023 at smk immanuel medan during the academic year 2022-2023. students in grade x to1 made up the intensive class, and students in grade x to2 made up the regular class. as an example, the effects of using the paragraph hamburger technique in teaching report text when they used a traditional teaching strategy in the regular group, the authors conducted pre-and post-tests. the writers assembled and examined all the facts. the authors had the students record an example of a descriptive essay as a test. each student had the option of selecting the course's topic. the authors tested students before and after using the paragraph hamburger technique in the intensive class and the conventional teaching method in the regular group to evaluate and compare students' competency in writing report materials. the authors completed the assessments, gathered the solution keys, and detailed examination of each key. by categorizing the students' levels, the authors could describe the students' abilities using this table. table 3.1. brown’s theory about the level of achievement grade level level level a level b level c level d level e scores 80-100 70-79 60-69 50-59 0-49 level of scores excellent good adequate inadequate failed testing was made available to participants in both the intensive and regular classes. there were 22 pupils in the regular class and 25 in the intensive group. students in the intensive class at smk immanuel medan during the academic year 2022–2023 came from grade x to1 students, while students in the regular class came from grade x to2. the authors collected all of the students' response sheets. the writers then examined them. the writers completed the pre-test in the intensive class. the mean score was 66.00, and there were 1,650 total points. the highest and lowest scores were 80 and 50, respectively. the authors in the intensive class also ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 509 took the post-test after completing the pre-test. 2.070 people received scores with an average of 82.8. the highest and lowest scores were 90 and 70, respectively. the pupils scored in the level c (60-69) range on the pre-test, according to the statistics on mean scores. after using the paragraph hamburger technique, the intensive class's average scores and classified into level a (80–100). the authors similarly administered a pre-and post-test to the regular class students. according to the pre-test data, all 22 students received 1,405 total points, with a mean score of 63.86. the highest and lowest scores were 70 and 50, respectively. also taking the post-test were the authors. the results following the posttest allowed for the conclusion that there were 1,610 total scores and that the mean scores were 73.18. the highest and lowest scores were 85 and 60, respectively. based on the table of student achievement, it is possible to conclude that the students scored in level c (60–69) on the pre-test and level b (70– 79) on the posttest, respectively, for the regular class student. table 3.2. data of students after doing pre-test catego ry excellent (80-100) good (70-79) adequate (60-69) inadequate (50-59) failed (0-49) classes inten sive reg ular inten sive reg ular inten sive reg ular inten sive reg ular inten sive reg ular freque ncies 1 11 6 10 13 3 3 percen tages 4 % 44 % 27.2 7 % 40 % 59.0 9 12 % 13.6 4 % table 3.3. data of students after doing the post-test catego ry excellent (80-100) good (70-79) adequate (60-69) inadequate (50-59) failed (0-49) classes inten sive reg ular inten sive reg ular inten sive reg ular inten sive reg ular inten sive reg ular freque ncies 20 3 5 17 2 percen tages 80 % 13.6 4 % 20 % 77.2 7 % 9.09 % azizah husda, ribka simorangkir christine natalie zalukhu, armitha miranda marbun lorenzo bindunose nababan paragraph hamburgers strategy in writing a report text 510 table 3.4. description of analysis after doing the pre-test no categories intensive class regular class 1 highest scores 80 70 2 lowest scores 50 50 3 mean scores 66.00 63.86 4 standard deviation 1,650 1,405 5 median 64 62 table 3.5. description of analysis after doing the post-test no categories intensive class regular class 1 highest scores 90 85 2 lowest scores 70 60 3 mean scores 82.80 73.18 4 standard deviation 2,070 1,610 5 median 78 72 table 3.6. data from the pre-test and post-test are compared variable regular class intensive class test pre-test session post-test session pre-test session post-test session mean 63.86 73.18 66.00 82.80 mean difference 9.32 16.80 improvement (%) 14.59 % 25.45 % table 3.7. normality test after pre-test and post-test group intensive class regular class n 25 22 tests pre-test session post-test session pre-test session post-test session ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 511 value at a significant level 5 % 5 % 5 % 5 % p 0.416 0.563 0.268 0,368 interpretation normal normal normal normal table 3.8. the homogeneity test findings variables after the pre-test after the post-test x to1 x to2 x to1 x to2 df1 1 1 df2 0.688 0.584 w 1,162 1,436 p 73 73 interpretation homogenous homogenous the reliability test revealed to the authors that r 0.72. it is possible to conclude that the reliability earned a high level based on the findings of the writers' investigation. the writer can determine the outcome was 5.64 by applying the t-test. the authors later discovered that using a significance threshold of 0.05, the degree of freedom was 54. according to the df 56, the authors also found that (p + 0.05) tobs > t-table. one could say that ha (alternative hypothesis) is a possibility. after conducting this research, the authors discovered the answer. the information was all collected by the authors from the students. the writers examined all the student data from the regular and intensive classes. the mean scores for regular class and intensive were different, the authors found after analyzing the data. the intensive students’ writers completed pre-test and posttests. after taking the posttest, the mean score increased to 82.80 from the pre-test mean score of 66.00. the writers in the usual group took the pre-test and post-test. after passing the pre-test, the mean scores were 63.86, and after the completion of the post-test, the mean scores were 73.18, according to the results. there may be a comparison between the mean scores of the intensive class and the regular class. following the post-test, it was possible to determine that the intensive students' mean scores were higher than the mean scores for the regular class. the average score difference was 9.62. the t-test was applied by the authors when conducting this study. it is clear from the data that the value was 5.64. after giving the findings of this study, it was acknowledged that the t-table (1.674 5.64) was less significant than the t-test. the authors were aware that p = 0.05. there were azizah husda, ribka simorangkir christine natalie zalukhu, armitha miranda marbun lorenzo bindunose nababan paragraph hamburgers strategy in writing a report text 512 47 df. after examining the data, the authors concluded that the paragraph hamburger strategy had an enormous effect on the students writing abilities in the intensive class, particularly in the creation of report material. the paragraph hamburger strategy has a big impact on the writing of the report text as ho is accepted, ha is rejected that paragraph hamburger strategy significantly affects to writing report text. conclusion the writers carried out this research and got a conclusion. the authors reached their conclusions after collecting and analyzing data from students in regular and intensive groups. the authors gave the intensive class and regular class, respectively, the pre-tests and post-tests. it was discovered that by using the paragraph hamburger technique on their report-writing assignments, the students in the intense class had improved their writing skills. the students made substantial progress when studying writing techniques, particularly when learning how to use report writing. pupils who attended the regular class learned to write report text by using a conventional teaching strategy, the result was not significant. there were some findings reached after the writers analyzed the data from the regular class and intensive class. the students in the intensive class had higher mean grades than those in the regular class. the mean scores from the regular class were 63.86 on the pre-test, and after taking the post-test, they weighed 73.18. after the pretest and after the post-test, the intense class's mean test scores were 66.00 and 82.80, respectively. to determine the outcome of this study, the authors utilized the t-test. we can infer that the value was 5.64. following data analysis, it was discovered that the ttable (1.674>5.64) was lower than the t-test. the authors noticed that p=0.05. there were 47 df. the results allowed the authors to conclude that the hamburger strategy could have a major impact on how students at smk immanuel medan write their report texts. this study suggests that it is possible to accept the null hypothesis (ho) while rejecting the alternative hypothesis (ha). the authors made several suggestions. the paragraph hamburger strategy can be applied by english teachers whenever teaching english, especially when teaching writing skills (report text). it is advised that english teachers incorporate more creativity and innovation to encourage students to participate in the educational process. the authors anticipate that additional scholars will concentrate on this subject. the authors also hope that other researchers will utilize this study as a reference when doing their research in the future. also, the hope is that more students will be engaged and interested in learning english, especially while mastering writing procedures (report text). references andreade, m. s., & evans, n. w. (2013). principles and practices for teacher response in second language writing: developing self-regulated learners. new york: routledge. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 513 ary, donald., et al. (2010, 2006). introduction to research in education (8th edition). wadsworth: cengage learning. asrul, n., & husda, a. (2022). enhancing pronunciation skills through phonetic method. riau: lp2m stai hubbulwathan duri bengkalis. azizah, h., & juliana, m. s. (2019). meningkatkan kemampuan menulis teks prosedur siswa dengan menggunakan urutan gambar. medan: university prima indonesia. brown, h. d., & abeywickrama, p. (2004). language assessment: principles and classroom practices. white plains, ny 10606, san francisco state university: pearson education, inc. burke, jim. (2012). writing across the curriculum. california: public schools of north carolina. chien, c. w. (2012). use of graphic organizers in a language teachers' professional development. english language teaching, 5(10), 49-57. devari, hutami. (2020). the effect of hamburger strategy on students’ writing recount text (a quasi-experimental study at the tenth grade students of sma tadika pertiwi depok in the academic. jakarta: fitk uin syarif hidayatullah jakarta. elshaer, b. r. (2018). the effectiveness of using paragraph hamburger strategy in improving palestinian 12th graders' creative writing skills and their attitudes towards writing. islamic university, gaza, palestine: (doctoral dissertation, master thesis). fraenkel, j. r., wallen, n. e. & hyun, h. h. (2012). how to design and evaluate research in education (vol. 7, p. 429). new york: mcgraw-hill. harmer, j. (2001). the practice of english language teaching, 3rd edition. harlow: pearson education esl. husda, a. (2017). the effect of speed reading technique on students` ability in reading comprehension. english language teaching journal. jeremy, h. (2004). how to teach writing. essex: pearson longman kothari, c. r. (2004). research methodology: methods and techniques. new delhi: new age international publishers (p) limited, publishers. 169 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 10, number 1, june 2023 pp. 169 – 180 development of a learning module for writing short stories in the religious genre for elementary school students nurfatwatul anan 1, edhy rustan2* nurfatwatulanan@gmail.com1, edhy_rustan@iainpalopo.ac.id2 1,2intitut agama islam negeri palopo, indonesia received: 2023-02-06 accepted: 2023-06-19 doi: 10.24256/ideas.v11i1.3893 abstract the purpose of this research is to find out the needs, develop, and find out the validity of the learning module for writing short stories in the religious genre that has been created. this product development research was carried out concerning the 4d development model, which consisted of four stages: defining, designing, developing, and disseminating. the research was conducted on students in class iv of sdn 50 bulu datu. the instruments used in the study were teacher interviews, teacher questionnaires, student questionnaires, and comprehension tests for students. the data obtained from the agencies were analyzed qualitatively. the results obtained from the needs analysis showed that students liked colorful, pictorial teaching materials. the type of question you are interested in is in the form of multiple choice. students also want to work on assignments in groups. the development is done by integrating the linguistics of short story material with islamic religious knowledge, especially the story of the prophet muhammad. product validation by three experts, namely language and material experts, religious content experts, and elementary school instructional design experts, obtained very valid results the module was feasible to use. keywords: learning module; religious genre; short story introduction the development of teaching materials is necessary to adapt the curriculum and the needs of students (aisyah et al., 2020). teaching materials are material delivered by the teacher to students in which knowledge, skills, and attitudes must be learned to achieve predetermined competency standards (helaluddin, 2019). teaching materials can broaden students' knowledge because the material is arranged according to needs, and the language is easy to understand. according to nasution et al. (2017), teaching materials are divided into teaching materials in printed form, teaching materials in the state of technology, teaching materials used during practice, and teaching materials used to interact with fellow human beings, which are carried out remotely. thus, it can be understood that teaching materials are tools teachers use in accordance with the curriculum and are arranged mailto:nurfatwatulanan@gmail.com ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 170 systematically. to facilitate students' understanding of the learning process, teachers must consider planning objectives such as textbooks and teaching materials in the form of modules and the like (faizah, 2017). modules are books in which there is material and activities that must be done and made for students to learn even without the help or direction of the teacher (fausih & danang, 2015). teaching materials in the form of modules are designed to enable students to study independently within a certain time unit so that students can master learning competencies (s.sirate & ramadhana, 2017). modules should be arranged systematically, interestingly and clearly (haristah et al., 2019). systematic means that the module includes the contents of the subject matter, methods and evaluations that can be carried out independently by students according to s.sirate & ramadhana (2017), there are several characteristics of good learning modules, namely: 1) self-instructional, students are able to learn independently without depending on other parties; 2) self-contained, all learning material from one competency unit studied is contained in one complete module; 3) stand alone, the developed module does not have to be used with other media; 4) adaptive, the modules developed have been adapted to the times including technology; 5) user-friendly, the module is easy for students to use; and 6) consistency, module writing is consistent so students can easily understand it. meanwhile, according to purwahida (2018), there are 3 main principles needed in compiling teaching materials namely relevance, consistency, and adequacy. modules are very useful in the learning process, including language learning. language learning is directed at improving students' indonesian communication skills, which are learned orally and in writing. four skills must be mastered by students, namely speaking, listening, reading, and writing skills. writing skill is the last language skill. writing activities are not just expressing ideas but also required to provide advice, knowledge, experience, feelings and wishes conveyed in the writing that is made (mustafa, 2016). the availability of learning writing modules helps students develop their writing skills. using modules, students can learn to write independently at home to improve their writing skills. however, writing learning modules, especially writing short stories for the elementary school level, are still limited in number and use based on the results of observations of researchers on fourth-grade students at sdn 50 bulu datu. one of the materials that is difficult for students to understand is writing short stories. students experience difficulties when given the task of making stories because students are less interested in writing. they play more than pay attention to the material explained by the teacher. teachers do not use other media besides textbooks. teachers are also lacking in explaining learning material clearly and only directly giving students assignments, so most students have difficulty understanding learning material. thus, it is necessary to follow up on these problems. in this study, the action taken to overcome this problem was the development of the learning to write short story modules. the religious genre can choose the short story learning module. this was done with the hope that module development could help students learn and increase students' knowledge about the characteristics of prophets and apostles. religious values are important to apply in formal and non-formal learning processes to build ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 171 students' noble personalities and morals (azizah & setiana, 2017; mukayanah, 2018). integrating religious values in learning introduces and familiarizes students with noble morals in social life (azizah & setiana, 2017). many relevant previous studies have carried out the development of teaching materials in the form of modules. like the research conducted by noprina (2017), who developed project-based learning modules. arsanti's research (2018) developed teaching materials for creative writing courses with religious values. muspiroh's research (2016) integrates islamic values into science learning. in contrast to these studies, in this study, the development of learning modules for writing short stories in the religious genre was carried out for elementary school students. based on this, this study aims to determine needs analysis, carry out module development, and test the validity of the short story writing module in the religious genre for fourth-grade students at sdn 50 bulu datu. method this research is a research & development (r&d) development research with a mixed method approach. the development model used in this study is the 4-d (four-d) model by thiagarajan (kurniawan, 2013). in this study, the subjects were fourth-grade students at sdn 50 bulu datu, totaling 28 students consisting of 9 male students and 19 female students. this research is limited in its implementation to product validation and does not carry out trials. the instrument used was a student questionnaire with ten questions, a teacher questionnaire with ten questions, a teacher interview with five questions, and a student understanding test with ten questions. in addition, teacher questionnaire sheets, student questionnaire sheets, and teacher interview sheets were also used, which were given to students and teachers after experts validated the instruments. table 1. short story writing skill test indicators no indicator 1 analyzing the level of students' cognitive abilities in learning short stories 2 analysis of the main skills of the short story 3 analysis of additional skills namely listening, reading, and speaking the data analysis technique used in this research is descriptive statistics. the results of the expert validation in the form of input and suggestions are analyzed then the results from the validator are used as a reference in revising the product. the validator fills out the instrument sheet provided by ticking on a 1-4 likert scale as below: score 1 : invalid (unable to use) score 2 : valid enough (can be used with major revisions) score 3 : valid (can be used with minor revisions) score 4 : very valid (can be used without revision) meanwhile, to determine product validity, the percentage of response ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 172 formula is used = 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑚𝑎𝑘𝑠𝑖𝑚𝑢𝑚 𝑡𝑜𝑡𝑎𝑙 𝑠𝑐𝑜𝑟𝑒 𝑥 100. the product validity level categorization is presented in the following table table 2. validation standard percentage 0 % category 81,25<×< 100 62,5<×< 81,25 43,75<×< 62,5 very good good not good (riduwan, 2011). results need analysis the results showed the application of learning to the research object, namely the 2013 curriculum. the questionnaires demonstrated that students liked short story teaching materials in printed form, pictures, and colours. based on teacher interviews, information was obtained that the teaching materials used had to be interesting and the language used was easy for students to understand. the teacher hopes there are teaching materials that guide students to have writing skills, add insight, provide experience, and provide a structured way of writing to convey story ideas. in addition, the teacher said that the model of questions that students liked was in the form of multiple choices. triangulation of data mining for students is related to tasks that students like, such as multiple choice of 70%, matching 10%, and descriptions of 20%. this is presented in the following pie chart. figure 1. tasks that students like further needs for the ability to write short stories according to the curriculum as measured by tests obtained from the results of 28 students; 80% were able to answer correctly, and 20% were unable to answer correctly. this percentage is very low, so the search for needs is continued by carrying out analytical tasks, preferred story material, and hierarchical material in the appropriate learning process given to students. the results of the analysis found are presented as follows. 70% 10% 20% multiple choice matching descriptions ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 173 figure 2. material that students like figure 2 provides information regarding the story topic: students liked 50% of the story of the prophet muhammad, 23.3% liked the prophet isa, and 26.7% liked the prophet musa. data related to the material hierarchy associated with learning patterns shows that 60% of students prefer group assignments. as for the skills needed by students before writing stories, the students responded by obtaining 76.7% needing story reading materials and 23.3% needing to listen to stories. the data in the development process needs to be adjusted to the learning objectives. this is arranged based on the basic competencies in the curriculum. the basic competencies in question are 3.9: observing the characters in the short story text. 4.9: delivering the results of identifying the characters in the short story text in writing and orally. even though basic competence emphasizes two aspects of skills, module development focuses more on writing short stories because it becomes an implementation problem in achieving competence. design and module development module development is carried out by integrating indonesian language education and islamic religious education. this was done by preparing short story material with the characteristics of selected prophets and apostles. short story material is divided into three parts, namely the definition of short stories, the features of short stories, and the building elements of the story. as for the features of the selected prophets and apostles, the focus is on the story of the prophet muhammad, made separately as writing material for students. the components referred to are student learning activities in the module. the description of the contents of the module is described in the following flowchart. 50% 23,3% 26,7% prophet muhammad prophet isa prophet musa ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 174 figure 3. flowchart of the religious genre short story module like the data obtained in the needs analysis, short story learning modules must be made as attractive as possible. this need is followed up by developing as interesting as possible to increase students' interest in knowing the module's contents. the design view is presented in the following figure. figure 4. short story modules likewise, the short stories presented are associated with the characteristics of prophets and apostles, namely the story of the prophet muhammad, which contains the features and journey of the prophet's life. in addition to stories, the answers to students' needs are outlined in the module, namely icons and communicative language. pictures, readings, or examples of short stories always accompany instructions and message instructions. in addition, the module is equipped with ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 175 practice questions in the form of multiple choices accompanied by an answer key. with this, it is expected to practice independently after reading the student's instructions contained in the module. figure 5. contents of the short story learning module not only individual activities this module also tries to answer the needs of students who enjoy group activities. in addition, to make it easier to use, the module is equipped with instructions at the beginning and ends with a summary. the summary is presented to make it easier for students to understand the essence of the material and, simultaneously, make it easier to answer practice questions and group assignments. not only that but the developed module is also equipped with a glossary to make it easier for students to understand difficult words in the story. as stated above, the module's appearance is presented as follows. figure 6. developed module supporting tool teaching material validity module validity is carried out simultaneously with product improvement. the improvement in question comes from the results of the validator's correction. the ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 176 results of the correction referred to are presented as follows. table 3. validator's suggestions and corrections no suggestion and correction validator 1. the writing of the word grace must be written like this, it is his gift 2. the conjunctions in writing must be considered as words that are believed and known must be connected 3. the colons must be aligned or aligned down to make it look neat 4. eliminate our words in writing 5. writing the word rabiul awal the initial letter must use a capital letter and the conjunction must relate to the words raised and breastfed 6. add the word saw to each name of prophet muhammad 7. be consistent in making questions referring to the suggestions for improvement from the validator, the language aspect dominates. there is only 1 in 7 related to instructional design. however, language corrections also include islamic content, which integrates stories into the modules being developed. not only in terms of content but the calculation of the validation score is also carried out at this stage. the analysis of the validation results with the percentage of the three experts on the resulting module is described as follows. table 4. validity test expert validity score elementary school instructional design language and material religious content 75% 92% 100% based on the table, it is known that the validity value of teaching materials for the learning module for writing short stories in the religious genre is categorized as very valid because it has a validity value of 89%. this indicates that the resulting module can be continued at the trial stage before being used. discussion need analysis the needs analysis results obtained from students showed that students prefer to learn by using teaching materials in print, pictures, and colours. this is the opinion of adipta et al. (2016), who said that students prefer teaching materials or book stories filled with pictures and colours. media learning supports the success of the learning process. the selection of teaching materials in the form of modules can be used by students in learning to write independently (s.sirate & ramadhana, 2017). with colorful pictures, students will be interested to foster interest in learning and improve learning outcomes (sumaryanti, 2020). ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 177 regarding appropriate assignments for students. most students like to do assignments in groups. according to pratiwi et al. (2018), students are encouraged to work together or do activities to avoid bad behaviour, such as being selfish. while the results of the data obtained from the teacher, namely, students prefer to do assignments in multiple choice. multiple choice questions have two parts, namely the subject matter (stem), which contains the problem to be asked and several choices or possible answers (options) (hanifah, 2014). students like multiple-choice questions because they are more objective and consistent and can eliminate wrong answers (yustika, 2018). thus, students like to work on assignments in groups with multiple-choice questions. for the selection of teaching materials, short story modules integrated with the characteristics of prophets and apostles must be interesting and easily understood by students. this is in line with rochaeni & khaerunnis (2020) that teaching materials must be balanced with text and illustrations so that students are interested in learning, such as integrating religious elements (lisnawati, 2021). the selection of materials must be by what is required of teaching materials or modules so that students can easily understand them. the short story material presented in the module focuses on the story of the prophet muhammad saw. design and module development the researcher's development stage is to design teaching materials in the form of modules based on needs analysis. the paper size used is a4, while the typeface uses times new roman, and the font size is 12. the module has prefaces, a table of contents, basic competencies, learning objectives, a glossary, teacher usage instructions, concept maps, short story material, the story of the prophet muhammad, group assignments, summaries, practice questions, answer keys and bibliography. then create a validation sheet to evaluate module teaching material products that three validators will validate. after the design phase is completed, the module development stage is carried out. the module results that have been printed are then validated by three validators. researchers have made improvements according to the direction of the validator. this is in line with what was revealed by gazali (2016) that making modules must be revised to produce teaching materials that can be used, as for the improvements that the writer has created. namely, the writing of the word his gift, conjunctions, consistency in making evaluation assignments, and the cover design must be adapted to the situation. this is reinforced by murti & muhtadin (2019) that in making modules, the implementation uses language and subject matter that is not too difficult to understand so that modules suitable for use can be produced. teaching material validity after three experts assessed the module, the data on the validity of the learning module for writing religious genre short stories were analyzed. the fact of sd instructional design was obtained with a range value of 75% so that it could be categorized as valid. the point of language and material of the module teaching materials was obtained in the range of 92% and was included in the very good category. at the same time, the validity of the religious content of teaching materials ideas, vol. 10, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 178 received a value of 100%, which can be said to be very good. from the three results of the validity test, it was obtained an average of 89% with a very good category. this is in line with the opinion of tani (2017), who said that the material in module development could be assessed by validators such as language and materials experts, religious content experts, and sd instructional experts to obtain a validity value to facilitate users in the learning process. referring to the results of the validity test, the learning module for writing short stories in the religious genre that has been developed can be said to be feasible to use. this is supported by wardianti & jayati (2018), who say that learning modules can be used if the validity value of experts is sufficient. conclusion the need for modules in learning short stories in grade iv students’ needs communicative teaching materials that attract attention to learning. the modules students like are books with pictures and colours, multiple choice assignments, work on studies carried out in groups, reading material, and religious genres. students must easily understand the language used in the module. design and development are done by integrating knowledge or concepts of indonesian language learning with islamic religious knowledge. the development resulted in a learning module for writing short stories in the spiritual genre. content validation resulted in six corrections on the language aspect and one on the instructional design aspect. confirmation by categorizing the results of the percentage gain from the three validators produces a validity value of 89% which means it is very valid or the product made can be 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(2018). pembelajaran biologi melalui latihan soal pilihan ganda untuk siswa sma. jurnal pengabdian pada masyarakat, 3(1), 7–14. https://doi.org/10.30653/002.201831.40 https://doi.org/10.24256/ideas.v10i2.3227 514 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 514 525 metaphors and similes in the book of revelation susan maria 1, *barli bram 2 *corresponding author: barli bram (barli@usd.ac.id) 1, 2 sanata dharma university, yogyakarta 55281, indonesia received: 2023-05-05 accepted: 2023-07-31 doi: 10.24256/ideas.v11i1.3891 abstract the article aimed to examine meanings of the figurative language, namely metaphors and similes in the book of revelation in the bible. the figurative languages found in the book of revelation were used to emphasize terms, parables, or visions about what john saw. the data containing metaphors and similes were collected from the verses in the book of revelation. this document analysis used a qualitative method to analyze the data descriptively. the findings showed 34 figurative languages of metaphors and similes in the revelation in 26 verses. the metaphors appeared in four verses, while the similes occurred in 30 verses. metaphors were less frequent compared to similes because in the book of revelation, there were not many words of god but parables about what would happen in the future according to john's vision. the similes used animals and objects, comparing the characteristics of the human body and objects, comparing the condition or situation of humans and objects, and comparing objects, both concrete and abstract. the findings of the research would be an alternative way to learn and understand the figurative language in the bible: book of revelation. keywords: bible; figurative language; metaphor; revelation; simile introduction language is a tool used by humans to communicate with each other to express thoughts, and feelings and convey information. according to dewi et al, (2020), language is a communication tool that humans always use to be able to help, find, and share ideas and information that can be useful for people around them. language brings peacefulness, and happiness to the world, it can convey thoughts, ideas, feelings, and emotions in life. in prehistoric times, early humans used sounds and voices produced by their mouths and bodies to communicate. however, the more modern the language, the more developed and different. starting from the mother tongue, second language, foreign language, body language, and even slang created by very creative teenagers. language is defined as a tool for communicating and interacting with others using signs, symbols, and codes to make it easier to understand orally and in writing (mkandawire, 2018). based on yanto, et al. (2023), communication will be disrupted when the rules, patterns, sounds, word order, and sentences in the language are violated so it will cause confusion and miscommunication with other people. therefore, in addition to spoken language, it can also be written (coded), and gestures can also be used as language cues to stay http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 515 connected and communicate with each other in social life in society. in learning a language, one thing that must be deepened is being able to find what is implicit or explicit meaning in a language used by using semantics. semantics function is to study the meaning of sentences; words, and phrases (nafisa, 2021). in analyzing semantics one thing that must be understood is how to interpret the meaning of words implied in a work, utterance, or argument into a meaning that has the same meaning as what is implied by the author according to the interpretation of the reader. the knowledge of semantics is very useful for various groups in the world of education, for example for researchers or teachers, it is useful for analyzing the meaning of a word being studied. objects that are usually used in analyzing semantics are poetry, songs, sentences in novels, and the bible which uses figurative language. based on buta, et al. (2018), figurative language is one of many forms of literature studies that we need to understand well the real meaning behind an utterance or sentence that appears or is uttered by someone. figurative language is the language used to convey imagination and interpretation of meaning for readers (ketaren et, al. 2021). to make the language more expressive in conveying ideas that provoke emotions, figurative language is used. (chakrabarty, 2022). figurative language can be categorized into 12 types, namely the simile, metaphor, personification, apostrophe, metonymy, symbol, irony, hyperbole, understatement, synecdoche, allegory, and paradox (perrine, 1992). amung (2021) states that figurative language is displayed and used in literary works like poetry, prose, rhymes, and novels, and also in the bible aims to convey a different meaning according to the interpretation of each reader. figurative language is also used to show the creativity of the author and to make the language of his writing more beautiful and interesting to read. the researchers focused on two figurative languages used in the book of revelation, namely similes and metaphors. according to rahmadhanti et, al (2022), a metaphor is substituting words for others with whom they share characteristics and style of meaning. a metaphor is figurative language that describes something with direct and precise comparisons based on similar or perhaps the same characteristics (matrix education, 2018a). it is usually called comparative figures of speech or equations. for example: "the lord is my shepherd", "i am the bread of life", “i am the way and the truth and the light”, and "you are the salt of the earth". there are some ways how to analyze the meaning of the metaphor: compare two objects (tenor and vehicles), the comparison without “like” or “as”, the similarities of the objects, and how the meaning is being represented by the metaphor (condliffe, 2017). laila marfirah & afriana negative politeness strategies in ”the menu” movie 516 figure 1. how a metaphor works – a flow chart a simile is a figurative language used to compare two things that logically have different forms but is considered to have almost the same meaning focusing on their characters; it is stated explicitly with words “like” and “as” (matrix education, 2018b). a simile is used to describe the nature or character of a thing by comparing. according to resi, et, al. (2021), the simile is divided into two; explicit and implicit. explicitly compares two objects openly, while implicitly comparing objects hidden then the reader must be able to infer the meaning of the comparison. for example: “the day of the lord will come like a thief in the night”, and “the kingdom of heaven is like treasure hidden in a field.” samadova, (2022) argues that in its use, simile has a function as an efficient way of communicating to use language in alternative ways. the bible is not a work of art like novels, poetry, or songs that use figurative language to beautify writing, but the bible is god's utterances which are recorded in a book containing various kinds of commands, prohibitions, and also suggestions that humans must understand and follow. even though the bible is not a work of human literary art, figurative language is also used for emphasis and makes the gods’ words strong and can be delivered and translated according to the perspective of each human well. the bible is divided into two, namely the old testament and the new testament. in the old testament, there are stories of prophets from the prophet adam to the prophet before jesus was born, while the new testament contains history before jesus was born until his ascension which consists of four different books and letters from his followers. the book of revelation is the last chapter of the new testament in the bible. revelation contains several things that were conveyed by john about his visions in life after jesus left. unlike previous books and letters which have words that are rather easy to understand and adapt. even in revelations, there are also figurative words used to describe something that happened in john's vision, but its disclosure requires a detailed understanding. but compared to the new testament, the old testament has many examples of metaphors and similes in a simpler sense (seely, 2017). several studies have studied this topic, toar, et al. (2023) researched the types of figurative language; metaphors used in the song of songs. meanwhile, amung (2021) examines the figurative language used in the bible: new testament, so seven figurative languages and two meanings are found, namely conceptual meaning and connotative meaning. resi, et al (2021) examined the figurative language used in the psalms and the results found several figurative languages in the psalms, namely metaphor, simile, paradox, and hyperbole. based on the background above, the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 517 following research question was formulated: what are the meanings of metaphors and similes used in the book of revelation? method research design the method used in this study was descriptive qualitative. padilah (2017) argues that qualitative research methods aim to collect, analyze, interpret data, and draw conclusions from the research. descriptive methods in the research were carried out by revealing and showing the facts that appeared during the research (data from the object), it appeared from something that would be observed and then continued by analysis and reasons. this research was designed to identify, and analyze the figurative language (metaphor and simile) used in the bible: book of revelation. data collection to collect the data needed in this study used document analysis of the research subject. morgan (2022) states that document analysis is a research method for analyzing written documents such as books, newspapers, journals, and visual documents such as photos, videos, and films. in this study, the researchers used steps to collect the data: 1. use the bible: the book of revelation 2. found and selected the figurative language → metaphor and simile used in the book of revelation 3. write down the data found, and, 4. arranged the data into the classification. data analysis to analyze the data found in this study, the researchers used several steps: 1. identified the subject found: after the data collection process is complete, then identified the data found based on the kinds of figurative language (metaphor and simile) that appear in the research. 2. classified: classified figurative language (metaphor and simile) that has been found in tables. 3. data analysis of findings: analyzed, interpreted, and reported the data findings into a qualitative research result. results the findings from this research will be explained in detail in this chapter. after processing and analyzing the document of the bible: the book of revelation, it found several verses used figurative language metaphor, and simile. table 1. simile and metaphor on the book of revelation no statement of the revelation figurative language 1 “i am alpha and omega, the beginning and the ending (1:8) metaphor 2 “a great voice, as of a trumpet” (1:10) simile 3 “his head and his hairs were white like wool, as white as snow” (1:14) simile laila marfirah & afriana negative politeness strategies in ”the menu” movie 518 4 “and his eyes were as a flame of fire” (1:14) simile 5 “and his feet like unto fine brass, as if they burned in a furnace” (1:15) simile 6 “and his voice as the sound of many waters” (1:15) simile 7 “and his countenance was as the sun shined in his strength” (1:16) simile 8 “i am the first and the last” (1:17) metaphor 9 “the seven stars are the angels of the seven churches” (1:20) metaphor 10 “and the seven candlesticks which thou sawest are the seven churches” (1:20) metaphor 11 “his eyes like unto a flame of fire” (2:18) simile 12 “and his feet are like fine brass” (2:18) simile 13 and he shall rule them with a rod of iron; as the vessels of a potter shall they be broken to shivers (2:27)” simile 14 “i will come on thee as a thief (3:3) simile 15 “so then because thou art lukewarm, and neither cold nor hot” (3:16) metaphor 16 “and the first voice which i heard was as it were of a trumpet talking with me” (4:1) simile 17 “and he that sat was to look upon like a jasper and a sardine stone”(4:3) simile 18 “and there was a rainbow round about the throne, in sight like unto an emerald” (4:3) simile 19 “and in the midst of the elders, stood a lamb as it had been slain” (5:6) simile 20 “and i heard, as it were the noise of thunder, one of the four beasts saying, come and see” (6:1) simile 21 “and the sun became black as sackcloth of hair” (6:12) simile 22 “and the moon became as blood” (6:12) simile 23 “and the heaven departed as a scroll when it is rolled together” (6:14) simile 24 “and there arose a smoke out of the pit, as the smoke of a great furnace” (9:2) simile 25 “and they had hair as the hair of women” (9:8) simile 26 “and their teeth were as the teeth of lions” (9:8) simile 27 “and his face was as it were the sun” (10:1) simile 28 “and his feet as pillars of fire” (10:1) simile 29 “and cried with a loud voice, as when a lion roared” (10:3) simile 30 “and i heard a voice from heaven, as the voice of many waters” (14:2) simile 31 “and as the voice of a great thunder” (14:2) simile 32 “and i saw as it were a sea of glass mingled with fire” (15:2) simile 33 “and i john saw the holy city, new jerusalem, coming down from god out of heaven, prepared as a bride adorned for her husband” (21:2) simile 34 “and he showed me a pure river of water of life, clear as crystal, proceeding out of the throne of god and of the lamb (22:1)” simile the results of the observation and analysis found 34 figurative languages; metaphors, and similes used in the book of revelation which consists of 26 verses. to make it clearer and easier, the researchers displayed them in table 2. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 519 table 2. quantity of metaphors and similes in revelation figurative language quantity verses metaphor 4 1:8, 1:17, 1:20, 1:20, 3:16 simile 30 1:10, 1:14, 1:14, 1:15, 1:15, 1:16, 2:18, 2:18, 2:27, 3:3, 4:1, 4:3, 4:3, 5:6, 6:1, 6:12, 6:12, 6:14, 9:2, 9:8, 9:8, 10:1, 10:1, 10:3, 14:2, 14:2, 15:2, 21:2, 22:1 discussion in this chapter, we will discuss the analysis of the meaning of data used in figurative language that has been found in the book of revelation. consists of metaphors and similes. metaphor a metaphor is a figurative use of language in which a new meaning is evoked by a word or phrase by shifting from its own literal meaning (rafat, 2022). a metaphor is a figure of speech that is used to express something imaginatively to compare two things directly. to understand the meaning of a metaphor, the reader needs to recognize the following three things: the topic being discussed (noun 1), its image/description (noun 2), and the similarities between the two things before interpreting it. metaphor 1 : ”i am alpha and omega, the beginning and the ending (1:8)” based on the phrase from this verse, the topic is i (god/jesus), and the image is alpha and omega. this phrase means that god is eternal, existing from the beginning of the world to the end of the world. god is also always there everywhere in every life in this world. metaphor 2 : “i am the first and the last (1:17)” similar to the previous verse, the topic of this verse is me (god/jesus), and the image is the first and the last. this verse means that god is the only being/thing that existed for the first time long before the existence of this world, and he will also exist at the end of this life because he is eternal. metaphor 3 : “the seven stars are the angels of the seven churches (1:20)” the topic of this verse is seven stars, and the image is the angels of the seven churches. this verse means that the seven stars of the angels are followers who are placed in seven sections to be able to spread happiness to all people in the world. metaphor 4 : and the seven candlesticks which thou sawest are the seven churches (1:20)” the topic of this verse is seven candlesticks, and the image is the angels of the seven churches. this verse means that god's followers who are placed in various parts of the world are like a candle flame that always illuminates the earth and humans so that they can live a good life according to god's commands. metaphor 5 : “so then because you are lukewarm, and neither cold nor hot (3:16)” laila marfirah & afriana negative politeness strategies in ”the menu” movie 520 the topic of this verse is you (human) and the image is lukewarm. this verse means people that be depicted as lukewarm are the people who are neutral and they didn’t choose anything in their life so they didn’t fully trust everything that they saw and heard. simile similes and metaphors are figurative languages that have almost the same meaning, which is used to compare two things and then convey ideas and meaning directly. a simile is a direct comparison that states that two or more objects have something in common by using "as" or "like" (tampubolon, 2017). to understand the meaning of a simile, readers must take the following steps to get the true meaning of a phrase; the phrase must use "as" or "like", the comparands are related to each other, the themes of the simile are related, and the last is interpret it. according to lestari et al. (2022), the analysis of simile is divided into four: (a) comparing animals and objects, (b) comparing the characteristics of the human body and objects, and (c) comparing the condition or situation of humans and objects, (4) comparing objects, both concrete and abstract. a. comparing animals and object 1. “and in the midst of the elders, stood a lamb as it had been slain (5:6)” this verse compares two things about “lamb” and “it had been slain”. the similarities between these two are the characteristic of the lamb that had been slain is poor and weak. b. comparing characteristics of the human body and object 1. “his head and his hairs were white like wool, as white as snow” (1:14) this verse compares several things, “white head and hair”, “wool”, and “snow”. the theme of this verse is the color and texture of hair, wool, and snow. this verse is also a simile because it compares related things to one another. this verse means that john saw god in the form of a human with a head and hair that was soft, and pure white so that those who saw it would be dazzled by his charm. 2. “and his eyes were as a flame of fire” (1:14) this verse compares two things between "his eyes" and "flame of fire", the theme of this verse is the characteristics of eyes and flame of fire, the similarity between these two is sharp and fiery. the phrase means that the god seen by john has sharp, red, and angry eyes towards mankind who are still doing injustice and evil on earth after god left. 3. “and his voice as the sound of many waters” (1:15) this comparison is about the “voice” and “sound of many waters”. the theme of the verse is about the characteristics of voice and the sound of water which means that the voice makes the listener feels so comfortable and makes calm because of the good rhyme. 4. “his eyes like unto a flame of fire” (2:18) this verse compares two things about “eyes” and “flame of fire”, the theme of this comparison is characteristics. this verse means that the eyes look so shaped and feel scary to other people. 5. “and his feet are like fine brass” (2:18) ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 521 this verse compares two things about “feet” and “fine brass”, still the same as the previous verse, it has a characteristic theme. it means that the feet look so strong and powerful to make everything around it can break easily. 6. “i will come on thee as a thief” (3:13) this verse compares two things, "i" and "thief", this verse has the meaning that god will come to this world without signs, without prior announcement, and will come without permission so we as human beings should always be on guard and always do well then we may enter his kingdom. 7. “and he that sat was to look upon like a jasper and a sardine stone” (4:3) the things that compare in this verse are about “ a man” and “a sardines stone”. the similar characteristics of these two are about someone who has a great position that is respected by everyone. 8. “and his face was as it were the sun” (10:1) this verse compares two things of “his face” and “sun”, this verse means that the face is full of happiness, friendly, and warm so many people want to be the people of him. 9. “and his feet as pillars of fire” (10:1) the things that compare in this verse is “his feet” and “pillars of fire”, these verse means that god’s feet look so strong, and powerful. c. comparing the condition or situation of humans and objects 1. “and his feet like unto fine brass, as if they burned in a furnace” (1:15) the things that compare in this verse are “his feet” and “brass burned in a furnace”. the theme of this verse is the form of feet and brass that are hard, stiff, strong, and powerful. it means that god’s feet have powerful and strong to keep humans on the earth. 2. “and his countenance was as the sun shined in his strength” (1:16) this verse compares two things about “countenance” and “sun shined”, the theme of this verse is the condition of the objects. this verse means that the face or the countenance of god looks so warm and friendly. 3. “and he shall rule them with a rod of iron; as the vessels of a potter shall they be broken to shivers” (2:27) this verse compares two things about “people that had been ruled” and “vessel of a potter”. the condition shown in this verse is in a state of complete disrepair. this verse means that john also saw a group of people who were burned and also crushed without any residue from his own actions in the world. 4. “and the first voice which i heard was as it were of a trumpet talking with me” (4:1) this verse compares “voice” and “trumpet”. the theme of this simile is the condition when the sound is heard. john said that the voice that he heard is like the trumpet, which means that the voice is so louder and more powerful so it makes everyone who heard feel so frightened and surprised. laila marfirah & afriana negative politeness strategies in ”the menu” movie 522 5. “and i heard, as it were the noise of thunder, one of the four beasts saying, come and see” (6:1) the things that compare in this verse are “the voice” and “the noise”. the similarity between this verse is the sound that is produced by something in the sky. this verse means that there is a great sound, louder, and more powerful that comes to the earth and then makes everyone amazed. 6. “and they had hair as the hair of women” (9:8) this verse compares two things about “their hair” and “hair of woman”. this verse talked about the condition of the people’s hair, it means that the “something” that john saw in his vision of the groups of people who have long and beautiful hair as the hair of the woman. 7. “and their teeth were like the teeth of lions” (9:8) the things that compare in this verse are “their teeth” and “teeth of the lion”. the similarity between these two is the condition of human teeth with animal teeth. it means that human teeth look very scary and have strong fangs that can easily tear their opponent's body apart. 8. “and i john saw the holy city, new jerusalem, coming down from god out of heaven, prepared as a bride adorned for her husband” (21:2) there are “new jerusalem” and “bride”, the theme of this verse is something new. this verse means that god has prepared new life, a new world for the people who believe in him and follow everything that he orders us to do. d. comparing objects, both concrete and abstract 1. “a great voice, as of a trumpet” (1:10) this verse compares two things about "great voice" and "trumpet", the theme of this verse is “sound”. the similarity between these two is produced big and loud sounds. this simile means that everyone will immediately hear god’s voice and know where the sound is coming from. referring to the entire verse, this phrase means that john heard god speaking to his people in a loud and clear voice so that people would understand and believe in him. 2. “and there was a rainbow round about the throne, in sight like unto an emerald” (4:3) the things that compare in this verse are “rainbow” and “emerald”. the similarity between these two is characteristic. the rainbow that full of beautiful colors and also the emerald that precious and wonderful. this verse means that someone who wears the crown is a very fascinating person. 3. “and the sun became black as sackcloth of hair” (6:12) two things that are compared in this verse are “black” and “hair”. the similarity of these two is a characteristic. many people have black hair, and black seems like darkness and full of something strange. the verse means that the sun will be blocked out by the moon or the cloud then it fell like the night, full of darkness and negative energy. 4. “and the moon became as blood” (6:12) the thing that is compared in this verse is “moon” and “blood”. the similarities between these two are the characteristics of them. the verse ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 523 means that the moon that saw by john was colored red like blood, and in this era, people call it the blood moon or the red lunar eclipse. 5. “and the heaven departed as a scroll when it is rolled together” (6:14) two things that are compared in this verse are “heaven” and “a scroll and rolled”. the similarity of these objects is characteristic. heaven/sky will be ravaged and divided. 6. “and there arose a smoke out of the pit, as the smoke of a great furnace” (9:2) this verse compares two things “smoke out of the pit” and “smoke of a great furnace”. the similarity of these objects is the characteristics of the smoke. the verse means that the smoke that arose out of the pit was so wide and made everyone cannot breathe in. 7. “and cried with a loud voice, as when a lion roared” (10:3) this verse compares two things of “loud voice” and “the lion roared”. the similarity between these two is the characteristics of the sound produced. this verse means that there will be many people who cried loudly. 8. “and i heard a voice from heaven, as the voice of many waters” (14:2) the things that compare in this verse are “voice from the heaven” and “voice of many waters”. the similarity between the objects is the characteristics of the sound produced. the verse means that there will be the sound of heaven that is serene, calming, and make comfortable for the listeners. 9. “and as the voice of a great thunder” (14:2) this phrase is also a kind of simile, it compares the voice produced by something. this verse is the continuation of the previous phrase, it means the voice that was heard is also very scary and makes people who hear it fearful. 10. “and i saw as it were a sea of glass mingled with fire” (15:2) the verse compares two things about “something that john saw” and “sea of glass mingled with fire. the similarities of the objects are the characteristics. this verse means that something that john saw is something terrible and full of fear, all kinds of things flying around aimlessly and destroying each other. 11. “and he showed me a pure river of water of life, clear as crystal, proceeding out of the throne of god and of the lamb” (22:1) two things that are compared in this verse are about “pure river of water of life” and “crystal”. this verse has a meaning that at the end of john’s vision, he saw the new world of his kingdom, full of everything good, love, and happiness. this research has some similarities and differences with previous studies of toar, et al. (2023), amung (2021), and resi, et al. (2021). the similarities are examining the types of figurative language in documents, two, the documents studied are the bible, and three, the data analysis method uses descriptive qualitative analysis. meanwhile, the difference from previous studies is that the research aims to analyze and interpret the meaning contained in the verse that used figurative language. laila marfirah & afriana negative politeness strategies in ”the menu” movie 524 conclusion based on data findings and discussions in this research on metaphors and similes from the book of revelation in the new testament bible, it can be concluded that 34 figurative languages were found in the 22 verses consisting of five metaphors and 29 similes. the 29 similes are divided into the things; first comparing animals and objects is 1 data: second comparing the characteristics of the human body and objects is 9 data; third comparing the condition or situation of humans and objects is 8 data; and fourth comparing objects, both concrete and abstract are 11 data. based on the data finding and the analysis of the document, the metaphors are less compared to similes because metaphors are a direct comparison without using "as" or "like" which are usually found in the word of god for example; "i am the light of the world". the book of revelation is written about john's vision of the future that will happen so there are many parables about what he saw (similes), therefore there are only five metaphors used in this book because god does not contain many words of god. the book of revelation provides a lot of teachings and suggestions about what things humans should understand about what will happen in the future. in this book, people are reminded that later, at the right and proper time, god will return, without warning, without notification, and without signs so people must always be prepared, and on guard. references amung, y. (2021). an analysis of figurative language found in the bible new testament. doctoral dissertation, universitas mahasaraswati denpasar. buta, b., leder, d., miller, r., schoenborn, n. l., green, a. r., & varadhan, r. (2018). the use of figurative language to describe frailty in older adults. the journal of frailty & aging, 7, 127-133. chakrabarty, t., choi, y., & shwartz, v. (2022). it’s not rocket science: interpreting figurative language in narratives. transactions of the association for computational linguistics, 10, 589-606. dewi, e. n. f., hidayat, d. n., & alek, a. (2020). investigating figurative language in “lose you to love me” song lyric. loquen: english studies journal, 13(1), 6-16. ketaren, s. v., sipahutar, s. r., marpaung, e. m., & saragih, e. (2021). figurative language used in song lyrics in english textbook senior high school. linguistic, english education and art (leea) journal, 4(2), 300-305. kutsyuruba, b., & basch, j. 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(2023). an analysis of figurative languages used in the lokamase ceremony. acitya: journal of teaching and education, 5(1), 34-43. https://doi.org/10.46743/2160-3715/2022.5044 https://doi.org/10.58425/llj.v1i1.97 738 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 738 745 the implementation of hypnoteaching method in improving students’ reading comprehension 1abdullah syukur, 2ardhy supraba abdullah.syukur07@gmail.com 1faculty of computer engineering, universitas cokroaminoto, palopo, indonesia 2faculty of teacher training and education, universitas cokroaminoto, palopo, indonesia received: 2023-07-09 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.3974 abstract the objective of this research is to find out the implementation of hypnoteaching method in improving students reading comprehension. the researcher applied quasi-experimental design. the population of this research is the second semester students of informatics study program at cokroaminoto palopo in 2022/2023 academic year. the researcher used cluster random sampling technique, where two classes were taken randomly as sample. the sample consists of 27 students of experimental class and 27 students of control class. there were two variables in this research, namely the implementation of hypnoteaching method as independent variable and the students reading comprehension as dependent variable. the data was collected through reading test administered in pretest and posttest of each class. the result of data analysis shows that t-test value is greater than t-table value (5.34 > 2.056) at level of significance (p) = 0.05 with degree of freedom (df ) = 26. it means that there is a significant difference of reading comprehension between two classes and it indicates that null hypothesis (h0) is rejected and alternative hypothesis (h1) is accepted. therefore, based on the findings and discussion of this research, it can be concluded that the implementation of hypnoteaching method improves students reading comprehension. keywords: hypnoteaching; reading comprehension introduction english becomes the most essential and very powerful language in the world. therefore, the role of english is required to face the era of globalization. one of the essential part in english is reading skill. it is one of the skills that must be learned and considered as the most important one because it can influence other language skills (listening, speaking, and writing). reading is a complex process which involves not only to read the text but also their experience to comprehend it. reading is a process of obtaining messages from the written text. it means that the reader extracts the information from the text as efficiently as possible. hornby (1998) said that reading comprehension is not only reading by loudly voice but also reading is established to understand the meaning of words, sentences, and paragraph senses relationship among the ideas. if the students just read and cannot understand the content of the text, it means that the failure in comprehensions. alexander (in wahyono, 2019) explained that comprehension is a specific kind of http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 739 thinking process that the readers comprehend by actively constructing meaning internally from interacting with the material that is read. greene (in syukur, 2020) said that effective reading means being able to read accurately and efficiently, and to understand as much of the passage as you need in order to achieve your purpose. to achieve the purpose of reading, we can apply some reading techniques: a. skimming skimming is a kind of reading that makes our eyes move quickly in order to get the main idea of reading material. skimming enables people to select content that they want to read and to discard which is in consequential for their purpose. b. scanning scanning is reading the text quickly to answer a specific question, this technique enables people to locate specific information without reading all the materials. the scanning serves two functions. it uncovers relevant information and accelerates reading speed flexibility. c. pre-reading pre-reading is a technique that readers use before they begin to read the material. it will improve their comprehension and recall. the teacher has role as motivator. therefore, teachers should motivate the students when they are teaching in the classroom. the teachers have to motivate the students who do not have encouragement to study english. the success of teacher in teaching is the teacher who is clever to encourage the students in learning (prajoko, 2010). another learning method being improved now is hypnoteaching. hypnoteaching is combination of two words, hypnosis and teaching. hypnosis means giving suggestion and teaching means transferring knowledge. so, hypnoteaching can be comprehended as suggesting the students to be smart (nurcahyo,2010). hypnoteaching involves conscious and unconscious mind. hypnoteaching learning method is learning method delivering lesson material by using unconscious languages to emerge suggestion for the students into full concentration about materials explained by the teachers because unconscious mind has a large dominant to the working process of our brain (jaya, 2010). hypnoteaching can be simply understood as a way to send down the frequency of brain wave of the learners in order to make them more relax and suggestive in getting the positive value of a teaching process (prajoko, 2010). based on the definitions, it can be comprehended that hypnoteaching is a relax and suggestive state in teaching learning process. in practically, a teacher must take (hypnotize) the students into relax condition, unconscious mind. shortly, how teachers use languages can make relax and comfortable for the learners. these are concerning about teacher speaking skill. besides that, a good improvisation technique, a well ordered intonation, more persuasive, quality of vocal, selection of words, etc are important in hypnoteaching process. when the learners are in alpha state, the teacher gives positive suggestion into students’ unconscious mind. there are some advantages of hypnoteaching learning such as emerging teaching learning process more dynamic and there is a good interaction between teachers and learners. the learners can obtain improvement according to their talent and interest. it gives many skills and its learning process is multiple diverse. the learners are able to dominate materials easily because they are motivated to study. the learners are able to imagine and think creatively. the students will study cheerfully and its result will be faster and keep it in long memory because the students do not memorize. the students’ attention will be fully focused to the materials. 1abdullah syukur, 2ardhy supraba the implementation of hypnoteaching method in improving students’ reading comprehension 740 what can be done with hypnotherapy? many. we can help to cure inner injury or trauma which has become burden life of someone for years. we can help someone to overcome phobia like phobia of snake, mathematics, and the others. we can lighten feeling of physical pain. we can help to cure inner conflict, feeling of non self confident, progress motivation and focus, help to raise and develop career, raise academic achievement and the others. about 75% from all physical disease which is suffered by many people actually sourced from mental and emotional problem (gunawan, 2007:11). based on the previous background, the researcher formulates a research question as follow: does the implementation of hypnoteaching method improve students’ reading comprehension at the second semester students of informatics study program at cokroaminoto palopo university in 2022/2023 academic year? method this research is a quantitative research. it is a quasi-experimental design. the design used is pretest-posttest design that involves two classes of students. one class belongs to the experimental class and the other belongs to control class. in this study, the treatment given is by applying hypnoteaching method in teaching learning process. the design is presented as follow: 01 x1 02 01 x2 02 where : x1 : experimental class (treated by using hypnoteaching method) x2 : control class (treated by using conventional method) 01 : pretest 02 : posttest gay (2006:255) there are two variables involved in this research, namely: independent variable namely hypnoteaching method and dependent variable namely students’ reading comprehension. the population of this research is the second semester students of informatics study program at cokroaminoto palopo in 2022/2023 academic year. the sample is taken by using cluster random sampling technique. as the total of population was big, two classes are taken randomly. the sample consists of 27 students of experimental class and 27 students of control class. the experimental class is treated by using hypnoteaching method, while control class is treated by using conventional method. in collecting data, the researcher employs the multiple choice test for pretest and posttest. the pretest intends to know the students’ reading comprehension before the treatment, while the posttest intends to know the students’ reading comprehension after the treatment. to collect the data, the researcher conducts the procedures as follows: 1. pretest a. the researcher explains what the students will do and then distributes the writing test for the two classes taken randomly to know the students’ reading comprehension before treatment. b. the reasearcher gives score to the students’ result test. 2. treatment after giving a pretest, the researcher treats each class. the researcher gives the treatment for four times, each meeting runs for 90 minutes. the experimental class is treated by using hypnoteaching method while the control class is treated by using conventional or classical method. the materials taught to both of classes are the same. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 741 a. the experimental class the steps in teaching english by using hypnoteaching method are: a. 1st meeting: 1) the researcher enters the class and begins the lesson by magical opening (alpha state, positive words, or shocking). 2) creating emotional shyncronizing by matching position, movement, language, and wave brain to students. 3) delivering the main material of english lesson by giving attention to visual, vocal, and verbal in order to get an interesting presentation. 4) giving praise to the students heartily and honestly especially when the students are successful in getting achievement although it is only a low achievement. 5) showing good model through utterance and behavior consistently. b. the procedures of the treatment in 2nd, 3rd and 4th meeting are the same, but the materials about english are different. b. control class in control class, the researcher gives a conventional or classical treatment to the students. the researcher compares how the students reading comprehension without giving treatment of hypnoteaching method. 3. posttest a. after giving the treatment (for experimental and control class), the students were given a set of writing test both experimental and control class. b. the researcher gave score to the students’ result test. some formulas in this research were used to process the data as follow (syukur, 2021): 1. giving score to the students’ answer by using the following formula 2. classifying the score of the students’ pretest and posttest 3. calculating the percentage of the students score 4. calculating the mean score of the student 5. finding standard deviation of the students pretest and posttest. 6. finding out the significant difference between the pretest and posttest from the experimental class and the control class by calculating the value of the test. results a. findings based on the statistical data, the implementation of hypnoteaching method improved students reading comprehension as indicated by the result of mean score of pretest and posttest that can be seen as follows: table 1: mean score and standard deviation at pretest and posttest no. class mean score standard deviation pretest posttest pretest posttest 1. experimental 32.44 78.81 10.13 8.14 2. control 34.07 60.44 12.22 16.47 table 1 shows that for experimental class, the mean score at pretest was 32.44 with standard deviation was 10.13 while the mean score at posttest improved to be 78.81 with standard deviation was 8.14. it indicates that the students reading comprehension improved significantly after giving treatment by using hypnoteaching method. in other side, the mean score of control class at pretest was 34.07 with standard deviation was 12.22. control class also had a progress but it was not as significantly as experimental class. the mean score of control class at posttest was 60.44 with standard deviation was 16.47. the 1abdullah syukur, 2ardhy supraba the implementation of hypnoteaching method in improving students’ reading comprehension 742 mean scores for both experimental and control class were obtained from the students’ classification score as follows: table 2: students’ classification score at pretest and posttest table 2 shows the students’ classification score for both experimental and control class at pretest and posttest. in experimental class, students reading comprehension at pretest was very low. the data shows that there were not students who got very good and good score at pretest. it shows that there were 3 students (11.11%) out of 27 students got fair score, 13 students (48.15%) got poor score, and 11 students (40.74%) got very poor score. in posttest, there was an improvement of students’ score. there were 3 students (11.11%) out of 27 students got very good score, 20 students (74.07%) got good score, 4 students (14.81%) got fair score, and no one got poor and very poor score. for control class, there were not students who got very good and good score at pretest. the data shows that there were 3 students (11.11%) out of 27 students got fair score, 12 students (44.44%) got poor score and also 12 students (44.44%) got very poor score. while in posttest, the improvement was not really significant. the data shows that there were not still students who got very good score. it shows that there were 8 students (29.63%) out of 27 students got good score, 13 students (48.15%) got fair score, 3 students (11.11%) got poor score, and 3 students (11.11%) got very poor score. from table 1 and 2, the researcher concludes that the students’ rate percentage in posttest was greater than the rate percentage in pretest. experimental class score was also greater than control group score. it means that there was an improvement of students reading comprehension after giving treatment. after finding the mean score and standard deviation as well as students’ classification score, the researcher calculated whether both of groups were in statistically significant difference or not at level of significance (p) =0.05 with degree of freedom (df ) = 26. the result of those calculations is presented in the following table: table 3: t-test and t-table value at pretest and posttest no variable t-test t-table 1 pretest 0.55 2.056 2 posttest 5.34 2.056 n o . classifica tion score experimental class control class pretest posttest pretest posttest f % f % f % f % 1 . very good 90-100 3 11.1 1 2 . good 70-89 20 74.0 7 8 29.6 3 3 . fair 50-69 3 11.1 1 4 14.8 1 3 11.1 1 13 48.1 5 4 . poor 30-49 13 48.1 5 12 44.4 4 3 11.1 1 5 . very poor 10-29 11 40.7 4 12 44.4 4 3 11.1 1 total 27 100 % 27 99.9 9% 27 99.9 9% 27 100 % ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 743 table 3 shows that t-test value at pretest was -0.55 and t-table value was 2.056. in this case, t-test value was smaller than t-table value (-0.55 < 2.056). it indicates that there was no significant difference between those mean scores. therefore, null hypothesis (h0) was accepted and alternative hypothesis (h1) was rejected. it is different from the result found in posttest. the t-test value was 5.34 and t-table value was 2.056. in this case, t-test value was greater than t-table value (5.34 > 2.056). it indicates that the difference between those mean scores were statistically significant. therefeore, null hypothesis (h0) was rejected and alternative hypothesis (h1) was accepted at posttest. based on this hypothesis testing, it can be concluded that there was a significant difference between the students who were taught by using hypnoteaching method and without hypnoteaching method (conventional method). so, the students reading comprehension taught by applying hypnoteaching method were higher than the students reading comprehension taught without applying hypnoteaching method. it means that the implementation of hypnoteaching method is effective to be implemented in improving the students reading comprehension. b. discussion in the findings, the pretest mean score of two classes were almost statistically the same. it means that both experimental and control class have an equal reading comprehension before being given treatment. the two classes were taught reading materials under different method. experimental class was taught by using hypnoteaching method while control class was taught without using hypnoteaching method (conventional method). and each of classes was given treatment for four times. after giving treatment, the students reading comprehension at experimental class improved significantly from 32.44 up to 78.81. this improvement was affected by many factors, such as; unconscious languages and positive suggestion in hypnoteaching method that made the students more receptive and stimulate in learning. on the contrary, the students reading comprehension at control class did not improved significantly, from 34.07 up to 60.44. it happened because the students felt bored and they were not actively involved in teaching and learning process during the treatment. they just listened to the explanation and finished the task monotonously. therefore, their reading comprehension did not improve as significantly as at experimental class. it is believed that the differences of students reading comprehension after treatment are influenced by treatment given to them. it was proved by the result of statistical data analysis indicated to the students’ progress for each treatment. therefore, it can be concluded that there was a significant difference of reading comprehension between students who were taught by using hypnoteaching method and without using hypnoteaching method. conclusion based on the result of data analysis and findings, the researcher puts forward the following conclusions: 1. there is a significant difference of the students reading comprehension between the students taught by using hypnoteaching method and the students taught without using hypnoteaching (conventional method). it implies that using hypnoteaching method is more effective than using conventional method. 2. the reading comprehension of the second semester students of informatics study program at cokroaminoto palopo in 2022/2023 academic year improves after being given treatment by using hypnoteaching method. it means that the implementation of hypnoteaching method is effective to improve the students reading comprehension. 1abdullah syukur, 2ardhy supraba the implementation of hypnoteaching method in improving students’ reading comprehension 744 references alexander j, estill. 1987. teaching reading third edition. usa : scott foresman and company. gay, l.r. 2006. educational research: competencies for analysis & applications (eigth edition). columbus, ohio: pearson merril prentice hall. gunawan a w. 2007. hypnotheraphy the art of subconscious restructuring. jakarta: pt gramedia pustaka utama. hornby, a.s. 1998. oxford advanced learner’s dictionary of current language. oxford: oxford university press. jaya, novian t. 2010. hypnoteaching, bukan sekadar mengajar. bekasi: dynamic brain. nurcahyo, heriyanto. 2010. hypnoteaching. no place. no publisher. prajoko, setiyo. 2010. hypnoteaching, cara pembelajaran dengan menghipnotis siswa. no place: no publisher. porter d, bobbi, reardon m. 2001. quantum teaching. bandung: penerbit kaifa. syukur a, supraba a, wahyono e. the implementation of herringbone pattern in improving students’ reading comprehension. edumaspul: jurnal pendidikan. vol 4. no 1. hal 269-309. 2020. syukur a. the application of communicative language teaching (clt) to improve grammar ability. deiktis: jurnal pendidikan bahasa dan sastra. vol 1. no 2. hal 183-188. 2021. wahyono e. correlation between students’ cognitive reading strategies and reading comprehension. jurnal studi guru dan pembelajaran. vol 2. no 3. hal 256-263. 2019. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 745 the particular dialect or language that a person chooses to use on any occasion is called a code teaching english vocabulary through think talk write method amalia yahya amyatadju@gmail.com institut agama islam negeri palopo received : 9 maret 2019; accepted : 10 mei 2019 url : http://ejournal.iainpalopo.ac.id/index.php/ideas abstract the research focused on the use of think talk write method developing students’ english vocabulary at the eighth year students smp datuk sulaeman putri palopo. the research problem is that: does think talk write method effectively develop students’ vocabulary at the students of smp datuk sulaeman putri palopo? . the population of this research is the eighth year students of smp datuk sulaeman putri palopo. consists of 120 students. in this research, the researcher used vocabulary test to assess and examine the students’ writing vocabulary. the test are pre-test and post-test. the researcher collected data by using vocabulary test. the result of this research shows that there is significant development on students’ vocabulary at the eighth year students of smp datuk sulaeman putri palopo after conducting the treatment by using think talk write method. in which of tcount (26.544) is bigger than the score of ttable (2.048). it means that think talk write method gives significant contribution towards students’ vocabulary development. keywords: think talk write method, vocabulary introduction one of strategy which is suitable in teaching vocabulary is think-talk-write (ttw). think-talk-write (ttw) starting with thinking through reading, the result of reading is communicate through presentation, discussion, and making note about the result of discussion. there some activities students do in think-talk-write (ttw). the think-talk-write strategy builds in time for thought and reflection and for the organization of ides 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 (andriani, 2008). 1 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4129 (online) volume 7, number 1, june 2019 pp. 154 – 163 amalia yahya: the effectiveness students’ english vocabulary through think talk write method thinking and talking are important steps in the process of bringing meaning into student’s writing. classroom opportunities for talking enable students to connect the language they know from their own personal experiences and backgrounds with their vocabulary. talking encourages the exploration of words and the testing of ideas. talking promotes understanding. when students are given numerous opportunities to talk, the meaning that is constructed finds its way into students’ writing, and the writing further contributes to the construction of meaning . 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. so, the researcher conclude that this strategy suitable in teaching vocabulary, especially in vocabulary in a descriptive text. the reason that the researcher applies think-talk-write (ttw) method in developing students’ english vocabulary are (1) to create new styles of teaching rather than old fashioned direct instruction. (2) the researcher assumes that the students can encourage, and they can enjoy with many activities in think, talk, write method. (3) activities in learning process contain motivational aspects and will increase the interesting in learning. in reality, in daily classroom activity, student often find difficulty in vocabulary and how to differentiate those vocabulary. at junior high school grade in eighth year less knowledge of vocabulary.. in teaching learning process faces many problems, for example, when the teacher explained some topic, some of student look bored, annoying their friend, they can’t keep silent, etc. so, word grouping activity is one of way stressful, more relaxed, and more enjoyable. based on the researcher’s observation, it was found that the students face some problems in vocabulary. when the researcher asked the students of the eight year of smp datuk sulaeman putri palopo. to translate some vocabulary, some of them cannot answers the questions. the students state that they don’t really enjoy the method applied in their class. it is because the learning vocabulary was monotonous. and the other problems were the students have low motivation and were not interested in memorizing vocabulary. usually the students were taught by the teacher without being given appropriate method, appropriate technique and interesting media in learning vocabulary. basically, there are many method and ways to teach vocabulary effectively. however, the researcher just uses think talk write method. it is believed that through think talk write method, the students will be easy to understand and interested to learn vocabulary. this method is reasonable to be applied at the students of junior high school especially in smp datuk sulaeman putri palopo. because many students less understand mastered of vocabulary. the researcher believes that the problems are influenced by many factors such as student’s lack of vocabulary, shy to speak, lazy to practice or students don’t know what they want to say. but in this cases though think talk write method recognized to reveal students problem in the effectiveness their english vocabulary. it is important to teach vocabulary since in can influence the communication skills. when people could master grammar and pronunciation better than vocabulary, they will be difficult to communicate but if their master vocabulary is better than grammar and pronunciation they will be easy to communicate (widya,1997) based on the background above, the researcher interested in carrying out an experiment research entitled “teaching vocabulary through think talk write method” at the eight year students of smp datuk sulaeman putri palopo. in line with background of study, the main purpose of this study is to find an effective method in developing english vocabulary. so, the formulated research problem is that “does think-talk-write method effectivelly develop students’ vocabulary at the students of smp datuk sulaeman putri palopo.?”. the objective of this research is to find out whether or not the think – talk – write method effective to facilitating the students’ vocabulary skills of the eighth year students at smp datuk sulaeman putri palopo.. the finding of the research is expected to provide contribution and recommendation in 2 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) identifying some problems faced by the english teachers in teaching english, especially in english writing ability. it is expected to motivate students in learning english and the result of the study are expected to give contribution for english teacher, student, school, vocabulary and next research. review of related literature penny ur (1999) defines vocabulary: it is as the words we teach in the foreign language however a new item of vocabulary may be more than a single word. in another view jhon read comment out that vocabulary is a list of words, sometime phrase, usually arrange in alphabetical order and defines as a dictionary, glossary, or lexicon some words may be recognized by some people but not necessarily. (read, 2000) while according to martin manser (1980) in his dictionary oxford learner’s pocket dictionary, that vocabulary is all the words that a person knows or uses: all the words in a language; list of words that a person knows or uses: all the words with their meanings especially in a book a foreign language. after seeing some definition of vocabulary above the researcher concludes that vocabulary is a list of words or phrases of a language that has a meaning and function in a language which is used of person to communicate with the other person. zulkarnaini (2011:82) states that think-talk-write strategy is facilitating the exercise of the language both oral and written fluently. this strategy based on the interpretation that learning is a social action. think-talk-write (ttw) strategy encourages the students to think, talk, and write based on the particular topic. think-talk-write strategy is used to develop the writing fluently and exercise the language before write them. huinker and laughlin, say that, 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. think-talk-write (ttw) is one of learning strategy which is purpose to improve student” understanding ability said martinis yasmin (2008). based on yasmin and ansari states this is the steps of think-talk-write (ttw): a. students reading a text and make notes about what they have read (think), then discuss with their group. b. the students do interaction and collaboration with their group to discuss the notes (talk). in this activity. the students using their own words to explain ideas in their group. c. the students express the result of discussion in form written text (write). writing can help the students realize one of learning purpose and measure students understanding the material have learned. d. the last learning activity is make a reflection and conclusion about what they have learned. one of the students from each group presentation their answers, while other group give an idea.1 on this strategy, had some step for implementation, that are: the first step is think. think is a vocabulary that the students read a text (a theme/material). in this vocabulary the students should think possibility the answer, and the students make a little script about ideas that obtained on the text. the second step is talk. talk is an activity that certain make a discussion with their friends in a group. in there the students should to sharing the idea that was had at the think step. and make a reached with the groups. the third/ last step is write. in this vocabulary the students appreciation their ideas to an essay about the material that was been given. write is an activity of all brains that make the right (emotional) and the left (logic) of brains. a good essay make all of brains. the students give a theme or some material. and the researcher asks to the students for thinking about this theme vocabulary. the second step is talk. in there the researcher devid es the students in the class to some groups. one group composes from four until five students. we ask to students to discussion with their friends in the groups. and the last step is write. we ask to students to write the result from 1 3 amalia yahya: the effectiveness students’ english vocabulary through think talk write method their discussion. method in this research, the researcher applied a pre-experimental research method. it aimed to know “the student’s vocabulary developing through think talk write method”. design in this research was one group pretest-posttest design. this research involved one class of students with pre-test, treatment and post-test design. this design of research can be described as follows: pre –test independent variable treatment post test o1 x o2 this research involved two variables, such as dependent variable and independent variable. the dependent variable is the students’ writing vocabulary and independent variable is write method vocabulary. the population of this research is the students at the eighth year of smp datuk sulaeman putri palopo.that consists of number of the population are + 120 students who are consist of 4 classes. this research used purposive sampling. the researcher took viii.b class as the sample, the number of sample were 30 students, all of the students at class viii.b have a good participation and easy to understand with the lesson so that is way the researcher chooses class viii.b as research object. the researcher used vocabulary test to assess and examine the students’ writing vocabulary ability. the tests are pre-test and post-test. the pre-test is given to assess and to examine the students’ vocabulary ability by write the meaning of vocabulary in indonesian or english based the test in the previous treatment while post-test is given after treatment of applying vocabulary through write the meaning of vocabulary in indonesian or english as the manner to asses and examine the students’ writing vocabulary ability. both pre-test and post-test are used to find out the development of the students’ vocabulary ability after the treatment by using vocabulary test. the data was collected by using the procedures as follow: 1. giving pre-test before doing the treatment, the students were given pre-test to know their achievement in vocabulary. in this pre-test, the researcher asked the students to do answer the every vocabulary, in the test there are the indonesian and english vocabulary. the test untill 30 about the noun, verb and adjective vocabulary. the students used 45 minutes. 2. giving treatment after giving the pre-test, the students gave treatment for some meetings by applying think talk write (ttw). the treatment was conducted in four meetings: the writer taught vocabulary by using think talk write method by using the following steps: a) teacher will asked to the students about noun. b) teacher asked to the students to gave example and write in whiteboard to noun vocabulary. c) the teacher divided the students in some small group. d) the teacher gave the reading text every group. e) the students reading the text and make notes about what they have read (think is a vocabulary that the students read a text/material). f) the students write. in this vocabulary the students appreciation their ideas about the material that was given, so from this activity the students can make the classification noun, verb and adjective from the text. 4 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) g) the last learning activity is make a reflection and conclusion about what they have learned. one of the students from each group presentation their answers, while other group give an idea. h) do the discussion about noun from the text. i) the teacher explained noun especially. j) the teacher tried to play the think talk write and especially to noun vocabulary. k) all of the students tried to answer without see the vocabulary which is given. l) teacher asked the students difficulties as long as teaching learning process. m) teacher gave conclusion about material. 3. giving post-test after pre-test and treatment, the post-test was conducted to find out the students’ vocabulary achievement after the treatment. it used to check the result of treatments;. in this research, the researcher analyzed the data that had been collected from the sample by using following techniques. 1. scoring the students answer from the vocabulary test that was given score = totalcorrect answer totaltest items x 100 2. classifying the students’ score into the following classification: a) 9,5 – 10 = excellent b) 8,6 – 9,5 = very good c) 7,6 – 8,5 = good d) 6,6 – 7,5 = fairly good e) 5,6 – 6,5 = fairly f) 3,6 – 5,5 = fairly poor g) 0 – 3,5 = poor 3. calculating the rate percentage of students score by using the following formula as follow: p = f n x 100% where: p = percentage f = the cumulative frequency of subjects n = total number of subjects 4. in determining the means score, standard deviation, test of significance and standard significance. the researcher calculated it by using significance t test to measure the effectiveness of think talk write in teaching vocabulary. results the mean score of the students in pre-test were 10.38 and the mean score of the students in post-test were 22.03. the result of the table above shows that the mean score of students in post-test was higher than the mean score of students in pre-test. in addition, based on the statistical test result, it shows that tcount (t0) with the value (26.544) was higher that ttable (tt) with the value (2.048) with degree of freedom (df) = 28 and on the level 0.05. it means that there was a significant difference between the result of post-test. table of the t-test of the students variable tcount (t0) ttable (tt) x1 – x2 26.544 2.048 5 amalia yahya: the effectiveness students’ english vocabulary through think talk write method the table of ttest shows that the value of t0 was higher than tt, it can be conclude that the research hypothesis was confirmed. this is indicating that applying think talk write gives good contribution to english teacher in teaching their students especially vocabulary the students enjoyed getting material and the situation of classroom to be good and fun. the students also participated actively in learning process continuing and the students competed to remember the vocabulary after giving treatment think talk write. the writer recommends that the teacher should try to apply think talk write when they want to teach the students. in addition, think talk write can develop the ability of students after treatment. the problem of students can be solved especially their vocabulary mastery. during the teaching with think talk write method, the students competed to remember the vocabulary after treatment in teaching process. this is in line with the previous research who states that think-talk-write strategy is facilitating the exercise of the language both oral and written fluently (zulkarnaini, 2011:82). furthermore, think talk write method can give a better effect towards students’ vocabulary. it could be seen in the result of the students’ mean score and standard deviation after treatment of post test. it was proven that think talk write method was effective in develop the students’ english vocabulary. from the respondents’ vocabulary skill in post-test, it can be concluded that there is improving of the student’s vocabulary. finally, in comparing the result of t count and ttable, the researcher found that the value of tcount was higher than ttable, t0 > tt (26.544 > 2.048). it means that there was significance difference between the result of pre-test and the result of post-test. conclusion think talk write is effective to develop the students’ english vocabulary at the students of smp datuk sulaeman putri palopo.. the students’ result in pre-test with mean score 10.38 and post test of mean score 22.03. there is a significant difference between score before and after treatment think talk write. it can be proven by the students’ result in pre-test and post test with showing that score tt 2.048 and score to 26.544, its mean that null hypothesis is rejected while the alternative hypothesis is accepted and the other word that think talk write is effective to develop students’ english vocabulary. references ali muhammad subkhan, the implementation of think talk write (ttw) in teaching writing to xth grade students at sman 1 ngawen blora academic year 2015-2016. (thesis s1: universitas nusantara pgri kediri), unpublished. 2015. arikunto, suharsimi, prosedur penelitian suatu pendekatan praktek. jakarta : bina aksara. 1999. arikunto, suharsimi, presedur penelitian. jakarta: pt rineka cipta. 2002. arikunto, suharsimi, presedur penelitian : suatu pendekatan baru dalam teori dan praktek. jakarta : pt rineka cipta. 1992. asmur, achievent on vocabulary of the second year students of sltp negeri 3 anggareja enrekang, thesis s1. (pare-pare : ikip unismuh) 2003. ag. bambang. setiadi, learning english as foreign language. jakarta : graha ilmu. 2006. bryant in renee, assessing vocabulary, carambrige university.2003. 6 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) fowle and clyde, vocabulary notebook implementation and outcome, new york : oxford university. 2002. harmer, jeremy, the praktice of english language. new york : longman. 1992. jane wills, teaching vocabulary through english, usa : longman. 1981. henriksen, b, three dimensions of vocabulary development. studies in second languange acguestion, 1999. john, read, teaching foreign-language skills. second edition, (chicago and london: united states of america), 2000. journal research, ingrid laurensia simanungkalit and sortha silitonga, the effect of applying think talk write strategy on students’ achievement in writing spoof text. unpublished. locky and jhon paul, maximizing vocabulary development by sistematically using a depth of lexical procesing taxonomy and effective strategies, seinam women’s university. 2002. liana pratika maizal hartini, the master of english vocabulary of the fifth grade students of sd 1 padurenan gebog kudus in academic year 2011-2012 taught by using think talk write strategy, thesis s1 : university muria kudus. 2012. michael j.w, teaching vocabulary, oxford : english language book sosiaty. 1982. maritis yasmin and ansari bansu i, taktik mengembangkan kemampuan individual siswa, jakarta : gaung persada. 2008. m. subana. et. al., statistik pendidikan,. cet. i : bandung cv pustaka setia, 2000. nation, learning vocabulary in another language, cambridge : university. 1992. pieter a napa, vocabulary depelopment skills, yogyakarta : kanisius. 1991. penny ur. methodology in language teaching, united state of america: cambridge university press,1999. tigor hutapa, statistik : teori dan aplikasi. bandung. cet i : stie-ibek. 1995. widya. master vocabulary is better than grammar and pronounciation, 1997. wilga m.rivers, teaching foreign-language skill,(second edition; london: the university of chocago press, 1981. westfall, tanja, language learning strategies. 2005. yamin, m. 2008. taktik mengembangkan kemampuan individual siswa. jakarta : gaung persada press. 2012. zulkarnaini, model kooperatif tipe think talk write (ttw) untuk menigkatkan kemampuan menulis karangan deskripsi dan berpikir kritis. unpublished universitas pendidikan. 2011. 7 the particular dialect or language that a person chooses to use on any occasion is called a code 232 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 232 241 the efficacy of using problem solving approach in teaching speaking to indonesian english as foreign language (efl) students yanpitherszon liunokas yanpiters69@gmail.com nusa cendana university, kupang ntt received: 2023-03-07 accepted: 2023-06-26 doi: 10.24256/ideas.v11i1.3988 abstract this research aims at finding out the efficacy of using problem solving approach in teaching speaking especially describing to indonesian english as foreign language (efl) students. the main question of this research: is the use of problem-solving approach effective in teaching conditional sentences to indonesian efl students? the research can be an addition to the persisting teaching speaking in english through the use of problem-solving approach. this research was conducted at first semester students of the english study program of nusa cendana university, kupang. the population of this research was first semester students of the english study program of nusa cendana university, kupang. the number population is 160 in four classes. the research used a pre-experimental method with a pre-test and post-test design. the pre-test was given to find out the basic ability of the students in mastering speaking and the post-test given to find out the students’ improvement in mastering speaking after giving the treatment by using problem solving approach. the findings show that using problem solving is effective in teaching speaking to indonesian efl students. it is supported by the result of the significance test through spss 20 program that the p was 0.00. therefore, it is recommended to use problem solving approach in developing students’ speaking of indonesian efl students. keywords: indonesian efl students; problem solving approach; teaching speaking http://u.lipi.go.id/1457703302 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 233 introduction language is used as a communication tool, speaking ability or communicating with others taking an important role. people certainly know how to express thoughts, opinions, feelings, and ideas through language. furthermore, lyle (1993) in bertram (2002) states that spoken language is links that are very important in the process of learning and thinking of student’s development. oral language provides the basis for other developments language skills. when children talk about themselves and their experiences, they are learning to organize their thoughts and focus their ideas. bertram (2002) also added that it was important to provide opportunities for spoken language continue to grow in the foundation's classroom. before students achieving proficiency in reading and writing, spoken language is important means of learning and gaining knowledge. even throughout life, oral language skills remain important for communication of ideas and intelligence conversation. to achieve improvement in communication using english, students must have abilities that are good in pronunciation and grammar. speaking is a productive skill, like writing. it involves using speech to express meanings to other people (spratt, et.al, 2005: 34). however, speaking is different from writing in some aspects. brown (1994) in weigle (2002) mentions a list of characteristics which differentiates written language from the spoken one. the characteristics are permanence, production time, distance, orthography, complexity, formalty, and vocabulary. furthermore, brown (2000:270-271) asserts other characteristics of speaking which can make oral performance easy as well as difficult in some cases. they are clustering, redundancy, reduced forms, performance variables, colloquial language, rate of delivery, strees, rhythm, and intonation, and interaction. when the writer did observation first semester students of the english study program of nusa cendana university, kupang, he found that some of the students do not know really master the speaking skills. he found that the students still didn’t have a good skill in expressing the ideas in english. even though the students always learn it before the writer did observation there, they still confused about it. to solve these problems, the english teacher try to apply various teaching techniques, or the teacher has to create class atmosphere of how to encourage student’s speaking ability. a teacher plays an important role in teaching and learning process in classroom activities. he or she is responsible to determine the aim of teaching and has to create favorable situation in motivation the students to study. to teach successfully, an english teacher has to use certain strategies to make the students understand the lesson.one of the techniques that can be used by a teacher in teaching speaking namely using cup stacking game. a problem-solving approach is a process or steps to find a solution to the problems raised by a teacher in the classroom as a matter of discussion in learning. in this case, heriawan (2012) explains that the problem-solving approach is the way of presenting the lesson material by making the problem as yanpitherszon liunokas the efficacy of using problem solving approach in teaching speaking to indonesian english as foreign language (efl) students 234 the starting point of discussion to be analyzed and synthesized to find solution/answers by the students. according to gunantara (2014) problemsolving ability is a skill or potential possessed by a person or student in solving problems and applied in everyday life. according to muzanni and muhyadi (2016) problem solving is learning to solve problems by using various strategies to the problems presented in the lessons and problems encountered in daily life about environmental changes. in line with that, nurmala (2017) states that a problem-solving approach is one approach that requires students to solve problems by understanding problems, preparing problem-solving, analyzing and finding solutions to problems encountered. the steps that are followed in problem-solving according to dewey in heriawan (2012) are as follows: 1) the learner is faced with a problem; 2) the learner formulates the problem; 3) the learner formulates the hypothesis; 4) the learner tested the hypothesis, and; 5) the learner practices the best possible solution. meanwhile, according to pristiwanto (2016) problem-solving approach steps are as follows: 1) formulating the problem by understanding the problem; 2) formulating the hypothesis; 3) collecting data, and 4) concluding the results of processing or data analysis that may generate a conclusion. step-by-step methods of problem-solving according to kodariyati and astuti (2014) are 1) student-oriented on the problem; 2) organizing students to learn; 3) guide individual or group investigations; 4) develop and present the work; 5) analyze and evaluate the problemsolving process. from the above explanation, it can be concluded that the steps of problemsolving method are: (1) focusing students on the problem; (2) making the group according to the number of students in the class; (3) guiding students in discussion groups; (4) presenting the results of the discussion; and (5) analyzing and evaluating the problem-solving process. excess problem solving according to heriawan (2012) is; (1) making education in school more relevant to life, especially with the world of work; (2) the learning process through problemsolving to familiarize students with and deal with the problem skillfully; and (3) stimulating the development of students' creativity and thorough thinking skills. accordingly, according to sanjaya (2014), the advantages of problem solving include; (1) being able to challenge students' ability; (2) improving student learning activities; (3) helping students how to transfer their knowledge to understand real-life problems; (4) developing students' ability to think critically; and (5) developing student interest to continually learn even when learning on formal education is over. lack of problem solving according to heriawan (2012) is; (1) determining a problem whose level of difficulty corresponds to the level of student thinking; (2) ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 235 the learning process with this method often requires considerable time; and (3) changing students' learning habits by listening and receiving information from teachers and looking for various learning resources to solve problems. accordingly, according to sanjaya (2014) lack of problem solving, is; 1) when students have no interest or confidence that the problem being studied is difficult to solve, then they will be reluctant to try; 2) the success of the problem-solving approach takes quite a long time to prepare, and; 3) must use understanding and critical thinking. based on the explanation, the researcher is interested in conducting a research under the topic “the efficacy of using problem solving approach in teaching speaking to indonesian english as foreign language (efl) students” ,as a result in real situation he does not find an adequate and appropriate strategy teaching reading in sma kristen mercusuar kupang, an indonesian high school it may be caused by most english teachers still teach by using conventional method in teaching reading. therefore, it is very important to provide an alternative media to improve student; it is assumed that using subtitled video might for improve the students’ ability in mastering reading skills. from the background of the study, the researcher formulated the research questions such as below: is the use of problem-solving approach effective in improving students’ speaking skills? then, the researcher formulates the objective of the research as follows: to find out the effectiveness of using problem solving approach in improving the ability in speaking. this research is expected to be useful information for teacher and the students about teaching reading through subtitled video. also, it expected to be a reference for the next researcher who wants to do a research about teaching speaking. the scope of the research focused on improving students’ speaking skills in the comprehension context by using problem solving there are some previous studies related to the research. the first research which has relevance with this research was conduct by riska (2017) universitas malang entitled using fishbowl technique to improve 8th grader’s speaking skill at smpn 11 malang). based on the result of the study which showed this technique successfully improved the students’ speaking skill, the researcher suggested english teacher to apply the fishbowl technique in teaching and learning activities, especially in speaking activity. astir ratnsari (2016) universitas malang (fairies’ wheel: an instructional medium to improve speaking skill of junior high school student). the result of study showed that the medium was appropriate and suitable to support teaching and learning process, especially for improving speaking skill for seventh grade. english teacher can also use this medium for other text types such as narrative text and procedure text. further researchers can also develop this media to make it better regarding some of the weaknesses. in addition, the further researcher can do another research about this media on different skill such as reading or writing. then, sari irianti(2011) uin syarifhidaytullah jakarta entitled using role play in improving students’ speaking ability (a classroom action research in the second year yanpitherszon liunokas the efficacy of using problem solving approach in teaching speaking to indonesian english as foreign language (efl) students 236 students class viii.1 of sma pgri ii ciputat. the writer says, role playing (ramatization) helps to bring the language to life and to give the learners some experience of its use as a means of communication. therefore, the main purpose of role play is to develop communication situation. the realistic communication situation gives the students new experience in using the language they have learned, and the experience is good for remembering what they have learned. nasikhatun listya atika farah (2013) universitasnegeri yogyakarta entitled improving the students english speaking skills through cue cards media at grade vii of mts n rowokele in the academic year of 2012/2013.masruroh, sitilutfiyah(2015)universitas malang, using achievement cards to improve the speaking skill of seventh graders at smp negeri 9 malang. based on the result of this research, it is suggested that english teachers use achievement card as the media to teach students to speak english. for other researchers especially those who want to conduct similar research, they can conduct the research in higher level of education. other researchers are also recommended to conduct the further research in different areas of language skills, such as reading, writing, and listening. all the research above were to improve the students speaking skill. from some of the studies above related to improving students' speaking skills, it can be seen that there are similarities and differences from previous researchers and writers. equations that can be seen clearly are both aimed at improving students' speaking abilities. meanwhile, the difference between previous researchers and writers is that they both use games but in different forms or types of research to be conducted on students. method in this research, the researcher applied a pre-experimental method. preexperimental design used pre-test and post-test where pre-test was held before treatment and post-test after treatment. the design of the research is as follow: o1 x o2 where: o1 = pre-test x = treatment o2 = post-test (best 1997:103) the population of this research was the first semester students of the english study program of nusa cendana university, kupang.. in determining the sample of this research. the researcher took 24 students as sample of this research. the ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 237 writer used reading test to measure the students’ ability in mastering reading text. before and after giving treatment. the data was collected by using the procedure below: 1. giving pre-test firstly, the researcher introduced himself to the students and explained purpose of her coming in their class. the researcher gave pre-test to the students to measure the speaking skill of the students before giving treatment. 2. giving treatment the researcher conducted the treatment to the students for sixth meetings by using problem solving approach in teaching speaking. the steps as follows: (1) focusing students on the problem; (2) making the group according to the number of students in the class; (3) guiding students in discussion groups; (4) presenting the results of the discussion; and (5) analyzing and evaluating the problem-solving process. 3. giving post-test the students were given the same activity in the pre-test after the treatment. the researcher gave reading test and asked the students to answer. it aimed at finding out the students’ability in speaking skill after giving treatment. in analyzing data, the researcher giving score to the students based on the result of their speaking test in pretest and posttest. the last step of the data analysis was the hypothesis testing. the hypothesis was tested by using inferential statistics. in this case, the researcher used t-test (testing of significance) for paired sample ttest, that is, a test to know the significance difference between the result of students’ mean score in pretest and posttest. findings from the result data analysis, shows that the mean score of the student’s pretest was 45 and the mean score of posttests was 75 it means that using problem solving approach in teaching can enhance the students’ achievement especially for the students’ speaking skill. from the statistical analysis, the researcher concludes that there is a significant difference between pretest and posttest in enhancing the students’ speaking ability through problem solving approach as a way to deliver learning speaking. problem solving approach is effective in enhancing the students’ speaking ability. based on the describing above, the researcher concludes that one of important point that teacher should accommodate he/she should give full the attention especially in speaking skill. therefore, in teaching speaking, one of technique that the teacher may use this game in teaching, especially in some speaking skills. after calculating the result of the students’ pretest, the mean score and standard deviation of both groups are presented in following table: pretest posttest mean 53 85 yanpitherszon liunokas the efficacy of using problem solving approach in teaching speaking to indonesian english as foreign language (efl) students 238 standard dev. 8.30 10.49 max 60 90 min 21 56 the data shows the mean score of the student’s pretest was 45 and the mean score of posttests was 75. standard deviation of pretest was 8.22 and the standard deviation of posttest was 11.27. it means that using problem solving approach in teaching speaking can enhance the students’ achievement in speaking. the hypothesis was tested by using inferential statistics. in this case, the researcher used t-test (testing of significance) for paired sample t-test, that is, a test to know the significance difference between the result of students’ mean score in pretest and posttest. assuming that the level of significance (𝛼) = 0.05, the only thing which is needed; the degree of freedom (df ) = n – 1, where n = 25, then the t-test is 10.81 p is 0.00 from the analysis, the researcher concluded that there was a significant difference between pretest and posttest in enhancing the students’ speaking ability through problem solving approach as a way to deliver learning process. the result of statistical analysis for level of significance (p=0.05) with degree of freedom (df )= n1, where (n) = 25, df = 24. the probability value was smaller than α (0.00<0.05). it indicated that the alternative hypothesis (h1) was accepted and the null hypothesis (h0) was rejected. it means that using problem solving approach is effective in enhancing the students’ speaking ability. discussion based on the result of data analysis, the researcher found out that the use of problem solving is effective in developing students’ competence in speaking skill at the first semester students of the english study program of nusa cendana university, kupang.. actually, there some techniques that we can use to teach reading but the researcher using problem solving approach, moreover the application of problem-solving approach gave good effect in enhancing the students’ skill in speaking. based on the data collected, using problem solving approach in teaching speaking can enhance the students’ achievement. it was proved by students’ score on the speaking test. all students’ score was improved after conducting the treatment through the use of problem-solving approach. this research result was in line with previous research findings. according to muzanni and muhyadi (2016) problem solving is learning to solve problems by using various strategies to the problems presented in the lessons and problems encountered in daily life about environmental changes. in line with that, nurmala (2017) states that a problem-solving approach is one approach that requires students to solve problems by understanding problems, preparing problem-solving, analyzing and ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 239 finding solutions to problems encountered. conclusion the researcher concludes that the use of problem-solving approach is effective in developing students’ competence in mastering speaking skill at the first semester students of the english study program of nusa cendana university, kupang. it was proven by there was a significant difference between the students’ mean score of pretest and posttest. the result of statistical 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(2013). model pembelajaran neurolinguistic programming berorientasi karakter bagi peningkatan kemampuan menulis siswa smp. jurnal ilmu pendidikan, 19(2), 177–186. http://e-/ http://journal.lppmunindra.ac.id/index.php/ http://e_journal.stkipsiliwangi.ac.id/index.php/ http://jurnal.iicet.org/index.php/ http://journal.uny.ac.id/index.php/ the particular dialect or language that a person chooses to use on any occasion is called a code the use of running dictation in teaching listening skill at the sixth semester of cokroaminoto palopo reski yusrini islamiah yunus reski24yunus.ry@gmail.com musfirah musfirahvire@gmail.com cokroaminoto palopo university received : 1 april 2019; accepted : 25 may 2019 url : http://ejournal.iainpalopo.ac.id/index.php/ideas abstract this study aims at finding out whether running dictation method is effective in teaching listening skill at the sixth semester of cokroaminoto palopo university. this study is pre-experimental design which consists of pre-test, treatment and post-test. the population of this study is the sixth semester of cokroaminoto palopo university. the technique used to select the sample is simple random sampling. the data analyzes using significant t-test (paired sample t-test). the result of the study shows that the value of mean score of pre-test (66.13) is lower than the mean score of post-test (75.90). it means that the use of running dictation is effective in teaching listening. the result of paired sample t-test shows that the value of sig. (2-tailed) is lower than alpha (α) (0.00<0.05) (0.00<0.05), it means that null hypothesis (h0) is rejected and alternative hypothesis (h1) is accepted. therefore running dictation method is significantly effective in teaching listening at the sixth semester of cokroaminoto palopo university. keywords: listening, running dictation introduction listening is one of the skills that must be mastered by learners of english when they want to become teachers or continue their education. in the world of education, lecturers are required to be able to conduct studies through reading and when 188 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 7, number 1, june 2019 pp. 188 – 196 http://u.lipi.go.id/1457703302 mailto:reski24yunus.ry@gmail.com mailto:musfirahvire@gmail.com ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) communicating with others. sensitivity to what is heard influences success in the communication process (richards 2008). in the teaching and learning process, before students can respond to the teacher, they must first listen to get information and concepts. in term of listening, listening comprehension is tougher than that of just listening. (nation and newton 2008). lecturers while teaching indirectly transfer information to the students then students focus to acknowledge the information transferred. this process is in progress during teaching and learning in the class. according to (schultz 2003), teachers of english is the central point of listening process when they are teaching in the classroom. this process stresses that listening ability places important role for students to learn and to comprehend content of listening activities. at present, students are required to be able to communicate not only using mother tongue but also using foreign languages, namely english. based on the experience of researcher in teaching listening to the sixth semester students of english education study program, most of them had problems in learning listening skills. in general, the students did not know what the speaker said, consequently it makes it difficult for them to do the listening task. another factor that might influence is the teaching method given by the teacher is not suitable or appropriate for listening learning. not all methods can be used in learning; there may be methods that are appropriate or suitable in reading learning but not appropriate for listening learning. therefore the lecturer must actively find the teaching method for listening (field 2008). teacher or lecturer must be able to transfer knowledge using creative method particularly in teaching listening. there are many ways to overcome student difficulties in listening; one of the methods is running dictation. this method is not only in the process of listening of facts, but also shows the overall structure of the subject and the relative importance of each part that is heard. this helps students to associate ideas, think creatively, and make them able to deduce what they are listening to (wan chai 2011). besides that, this running dictation also aims to improve vocabulary and listening skill and create fun 189 reski yusrini islamiah yunus & musfirah: the use of running dictation in teaching listening skill at the sixth semester of cokroaminoto palopo learning situations because they are applied in the form of games. according to (nation and newton 2008), teaching procedure used by the teacher in teaching writing by using running dictation technique are as follows: 1) students are divided in to small groups, each group consists of 3 students 2) one student becomes a runner and another student becomes a writer. 3) the activity takes the form of a relay in which the first runner reads the first sentence of the short text and then runs to another and tells them what they have read. 4) the second student then runs to a third and does the same. 5) the third student in turn tells the scribe what they have heard. the steps above emphasize the dictation process, where the writer contributes to the result of the students writing to assess the students listening ability. method this study is a pre-experimental study that aims to assess the effectiveness of running dictation in listening teaching. research design can be seen as follows (cohen, manion, and morrison 2000): o1 x o2 where: o1 : pre-test x : treatment o2 : post-test this study has two variables, namely independent and bound variables. the independent variable is the use of running dictation in listening learning, while the dependent variable is the skill of listening to students. it was conducted at cokroaminoto palopo university at the sixth semester of the english education study program on march 2019. population and sample the population in this study was taken from all six semester students of the english education study program consisting of 2 classes with a total of 80 students. the 190 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) sampling model uses simple random sampling. the researcher took 30 students randomly from 80 students. instrument of the research instrument used in this study must be valid and reliable in order to create an appropriate instrument. the instrument is listening test. the number of tests given amounted to 30 questions in the form of comprehending story. the result of students were assessed through rating scale of score. the following is rating scale of score used to score the result of students listening ability in pretest and posttest. table 1. rating scale of score detail score the word mean and spelling are correct 3 the word mean is correct, the spelling is less precise 2 the word mean and spelling is not quite correct 1 no answer 0 procedure of collecting data the procedure of collecting data is explained as follows: 1) giving pre-test; pre-test was given before treatment. the researcher gave a listening test to find out the previous achievement of the students. 2) after giving the pre-test, the researcher gives treatment. the treatment given is in the form of teaching listening using the running dictation method. the treatment was conducted for 6 meetings. 3) the final step of data collection was done by giving a post-test. this step aims at finding out the achievement of the students after being given treatment. technique of data analysis the data analysis used is descriptive statistics aimed at evaluating the data obtained. furthermore, the analysis used to find out the significant different between pre-test and post-test uses a different test method (t-test). to analyze this data, researchers used the spss application for windows. 191 reski yusrini islamiah yunus & musfirah: the use of running dictation in teaching listening skill at the sixth semester of cokroaminoto palopo finding and discussion the data presented in this study taken from the result of pre-test and post-test done by the sixth semester students of cokroaminoto palopo university. the results of the students pre-test and post-test are presented in as follows. pre-test before giving the treatment, the class have been given a pre-test to examine the students’ speaking skill. the number of students following the pre-test is 30. based on the analysis of the result of the pre-test of the students’ listening, it describes that the highest score reaches 85.00 and the lowest score reaches 50.00. meanwhile, the mean score of the student’s listening skill in the pre-test is 66.13, median is 66.50, and standard deviation is 7.62. the summary of the descriptive statistic of the students’ listening skill in the pre-test is presented in the following table. table 2. the descriptive statistic of the score of the students’ listening skill in pre-test n valid 30 missing 0 mean 66.1333 median 66.5000 mode 70.00 std. deviation 7.61909 variance 58.051 range 35.00 minimum 50.00 maximum 85.00 sum 1984.00 the distribution of scores and frequency scores of the students’ listening skill in the pre-test is presented in the following tables. 192 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) table 3. the distribution of scores of the students’ listening skill in pre-test frequency percent valid percent cumulative percent valid 50.00 3 10.0 10.0 10.0 60.00 4 13.3 13.3 23.3 63.00 1 3.3 3.3 26.7 65.00 7 23.3 23.3 50.0 68.00 1 3.3 3.3 53.3 69.00 1 3.3 3.3 56.7 70.00 9 30.0 30.0 86.7 72.00 1 3.3 3.3 90.0 75.00 1 3.3 3.3 93.3 77.00 1 3.3 3.3 96.7 85.00 1 3.3 3.3 100.0 total 30 100.0 100.0 post-test after giving the treatment, the class would have been given a pre-test to examine the students’ speaking skill. the number of students following the pre-test is 30. based on the analysis of the result of the post-test of the students’ listening, it describes that the highest score reaches 88.00 and the lowest score reaches 65.00. meanwhile, the mean score of the student’s listening skill in the pre-test is 75.90, median is 75.00, and standard deviation is 5.08. the summary of the descriptive statistic of the students’ listening skill in the pre-test is presented in the following table. table 4. the descriptive statistic of the score of the students’ listening skill in post-test n valid 30 193 reski yusrini islamiah yunus & musfirah: the use of running dictation in teaching listening skill at the sixth semester of cokroaminoto palopo missing 0 mean 75.9000 median 75.0000 mode 75.00 std. deviation 5.08107 variance 25.817 range 23.00 minimum 65.00 maximum 88.00 sum 2277.00 the distribution of scores and frequency scores of the students’ listening skill in the pre-test is presented in the following tables. table 3. the distribution of scores of the students’ listening skill in pre-test frequency percent valid percent cumulative percent valid 65.00 1 3.3 3.3 3.3 70.00 6 20.0 20.0 23.3 71.00 1 3.3 3.3 26.7 75.00 10 33.3 33.3 60.0 78.00 2 6.7 6.7 66.7 79.00 1 3.3 3.3 70.0 80.00 5 16.7 16.7 86.7 82.00 2 6.7 6.7 93.3 84.00 1 3.3 3.3 96.7 88.00 1 3.3 3.3 100.0 total 30 100.0 100.0 significant t-test significant t-test is used to measure the difference between pre-test and post-test after giving treatment. the result of significant t-test (paired sample t-test) is presented in the following table. table 5. the result of paired sample t-test between pre-test and post-test paired samples test paired differences t df sig. (2194 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) tailed)mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 var00001 var00002 69.51667 7.79503 1.00633 67.50300 71.53034 69.079 59 .000 based on the table 5, it describes that the value of sig. (2-tailed) is 0.00. if the value of sig. (2tailed) is lower than alpha (α) (0.00<0.05) (0.00<0.05), it can be concluded that thre is significant difference between pre-test and post-test after giving treatment. it means that null hypothesis (h0) is rejected and alternative hypothesis (h1) is accepted. therefore running dictation method is significantly effective in teaching listening. conclusion the data on finding shows that the use of running dictation in teaching listening skill is effective. it can be seen from the value of mean score of pre-test (66.13) is lower than the mean score of post-test (75.90). the result of paired sample t-test shows that the value of sig. (2-tailed) is lower than alpha (α) (0.00<0.05) (0.00<0.05), it means that null hypothesis (h0) is rejected and alternative hypothesis (h1) is accepted. therefore running dictation method is significantly effective in teaching listening. references cohen, louis, lawrence manion, and keith morrison. 2000. research methods in education. 5th ed. london ; new york: routledgefalmer. field, john. 2008. listening in the language classroom. cambridge, uk ; new york: cambridge university press. nation, paul, and jonathan newton. 2008. teaching esl/efl listening and speaking. 0 ed. routledge. https://www.taylorfrancis.com/books/9781135857318 (june 27, 2019). richards, jack c. teaching listening and speaking. cambridge: cambridge university press. schultz, katherine. 2003. listening: a framework for teaching across differences. new york: teachers college press. wan chai. 2011. using dictation to develop pupils’ listening and writing skills. (hongkong: the english language education section of curriculum development institute, education bureau). yusuf ali, abdullah. 2006. the holy qur’an arabic text with english 195 reski yusrini islamiah yunus & musfirah: the use of running dictation in teaching listening skill at the sixth semester of cokroaminoto palopo 196 the particular dialect or language that a person chooses to use on any occasion is called a code 181 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 181 195 the curriculum of elt education in indonesian and vietnamese universities: a comparison study zohri hamdani1, balqis husain2 zohrihamdani703@gmail.com 1pendidikan bahasa inggris, universitas muhammadiya lampung, lampung 2 ilmu pendidikan bahasa inggris , universitas pasifik morotai, morotai received: 2023-02-16 accepted: 2023-06-19 doi: 10.24256/ideas.v11i1.3940 abstract both indonesia and vietnam provide english as foreign language instruction. in contrast to indonesia, where english proficiency is low, vietnam has a moderate level of english proficiency. although vietnam has a moderate level of english proficiency, its curriculum is nearly identical to that of indonesia, making it suitable for comparative research. this research aimed to identify the significant differences between indonesian and vietnamese universities’ english language teacher education curricula. this study employed a qualitative methodology to compare the english as a foreign language teacher education curriculum in vietnam and indonesia. in this study, descriptive analysis was utilized. the english education curricula documents obtained from the university’s website were used for data analysis. the research settings were universitas pasifik morotai in indonesia and the giao su-iesus evangelical school of universal studies in vietnam. the finding showed that vietnamese universities stressed the dimension of content knowledge, communication competence, contextual knowledge, and professionalism practice theory. however, teaching competence, research knowledge, community practice membership, and general knowledge are often overlooked. compared to the efl curriculum in vietnam, the indonesian curriculum, particularly at universitas paisfik morotai, emphasized communication skills, content knowledge, research knowledge, and teaching competence/pedagogical aspects keywords: comparison study; curriculum; efl teacher education introduction it is not surprising that each country included in asian has its own policies regarding english language teaching and english proficiency level. some asian countries, such as malaysia, the philippines, and singapore, use english as their primary language of instruction medium. in terms of english proficiency level, http://u.lipi.go.id/1457703302 zohri hamdani, balqis husain the curriculum of elt education in indonesian and vietnamese universities: a comparison study 182 singapore stands out as a country with very high levels of english proficiency. malaysia and philippines follow closely behind, with similarly high levels of english proficiency. while vietnam is categorized at a moderate level, thailand and indonesia falls into the low level of english proficiency; lastly, the other countries such as cambodia and laos are grouped into the lowest level of english proficiency. studying the english language teaching curricula in several asean countries, particularly countries with a higher level of english proficiency, for instance, singapore, malaysia, vietnam, and the philippines, is considered worthy of comparison with the curriculum in indonesia. therefore, the curriculum from that country can be adopted and used as a supplement or guidelines to improve indonesia’s english proficiency. according to lie (2007), how english is taught has a significant impact on its position, identity, and achievements as a foreign language in indonesia. in general, english as a foreign language in vietnam, even in teaching english, functions as a foreign language that is worthwhile to learn. thus, the vietnam curriculum is almost similar to indonesia, so it is feasible to use it as a comparative study compared to malaysia, the philippines, and singapore, where english is used as a daily communication tool and teaching english serves as a second language. furthermore, some prior studies have conducted studies related to the efl teacher education curriculum. several studies focus on the efl/esl area to establish well-equipped educators and students with sufficient instructional knowledge and skills. tsang’s (2017) finding clarifies that the professional competence and instructional knowledge of efl/esl teachers play an important role in establishing student engagement in the classroom. alkhawaldeh (2011) states that english language teachers need to meet the following standards in order to be considered effective in their professions. these standards include the following: creating appropriate curricula with teacher input, providing high-quality instructional materials, increasing student motivation, and ensuring that students develop a positive view of english as a language of communication; having training courses for interacting with native english-speaking communities; using a variety of teaching methods; attempting to understand educators’ new roles as facilitators; having a counselor and a director in the language classroom; as well as implementing an effective teacher in-service training programs. instead, h. t. nguyen et al. (2015) claim that curriculum updates, modern instructional approaches, and proper facilities and equipment impact the quality of efl learning instruction in a vietnamese university. in his study, m. h. nguyen (2013) compares the australian and vietnamese english language teacher curricula. he voices that australian universities emphasize contextual knowledge, pedagogical skills, and knowledge, whereas vietnamese universities emphasize english proficiency and subject material. lan & thuy (2018) examine a vietnamese university’s english language teacher education curriculum. in contrast, to analyze and examine the efl teacher education curriculum in ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 183 indonesia is conducted by sulistiyo et al. (2019), susilo (2015), and lie (2007). at the same time, sari & wardani (2018) try to analyze the similarities and differences between the efl curricula designed for secondary schools in indonesia and turkey to improve education quality. istiqomah (2014) conducts a comparison study of australia and indonesia’s upper primary school english curricula. at the same time, suarman (2011) attempts to compare the english curricula of indonesia in 2004 and the philippines in 2011. however, there are limited studies in the indonesian context to compare indonesia and vietnam’s english language teaching curricula. hence, this study is crucial and plays a major role in enhancing indonesian universities’ efl teacher education curriculum, specifically in the english education study program at universitas pasifik morotai. the research questions investigated: what significant differences exist between and within indonesian and vietnamese universities’ english language teacher education curricula? some factors hindered the success of efl instruction in indonesia. marcellino (2015); mattarima & hamdan (2011) assert that no more than ten percent of teachers have the expertise and inadequate resources and materials for teaching (malik et al., 2021). in addition, most efl students lack learning skills and motivation, skepticism (dearden, 2014; paziura et al., 2021; malik et al., 2021), limited study schedules, and very few skills associated with learning english as a foreign language (malik et al., 2021). according to songbatumis (2017), several difficulties arise in indonesia’s efl instruction problem. she classifies the phenomenon into three parts, firstly originating in part from students, secondly from teachers, and lastly from the school’s facility. the students present the obstacles, such as; lack of vocabulary mastery, low concentration, lack of discipline, exhaustion, and speaking problems. in the meantime, teachers face a shortage of teacher training, a problem with language proficiency, limited mastery of teaching methods, lack of experience with information technology, and a lack of professional development. inadequate resources and facilities, as well as a limited time allocated, are also facilities-related concerns in addition, it is believed that dissatisfaction with efl teaching in indonesia is influenced by the fact that although the government continues to revise the curriculum, the government ignores several inhibiting factors. the inhibiting factors include the huge number of learners and different enthusiasm levels, intellectual ability, cultural background, and high access to educational resources, so the curriculum does not work effectively in all areas of indonesia (lie, 2007). marcellino (2015) states that since 1975, english curriculum changes in indonesia have not substantially impacted the success of english language teaching (elt) classes. harmonies with kirkpatrick’s (2012) statement, he claims that english instruction in indonesian schools and universities has been unsatisfactory over the past several decades. due to a lack of strategies or alternatives provided in the curriculum to deal with issues related to teaching english as a foreign language. conversely, moss et al. (2019); tadesse & melese (2016) claim that curriculum zohri hamdani, balqis husain the curriculum of elt education in indonesian and vietnamese universities: a comparison study 184 reform is necessary to increase student’s engagement in a subject matter and strengthen their understanding of a phenomenon, concepts, or ideas, as well as improve learning in the classroom and students’ potential. as a result, teachers are stakeholders, and the curriculum is their product. teachers are supposed to be able to analyze the students’ needs and help them determine the content or pedagogical knowledge within the curriculum that best suits their students through close and intimate relationships between teachers and students during the teaching and learning process. even though vietnam is a low-income country of 80 million people, its national education metrics demonstrate a great commitment to education, with significant gains in spreading and making improvements in schooling to achieve additional growth in the economy (watson, 2003). several enhancements have been made, including creating a new accreditation and quality assurance system, strengthening a national qualification system, and a 125 percent increase in higher education enrollments. another goal of vietnam’s educational reforms is to globalize the university system by broadening english-language education (t. nguyen, 2017). generally, the vietnamese school system is divided into three levels before the students enter the university. grades 1-5 are categorized as primary level from 6 to 11 years old, grades 6-9 are grouped into the secondary level from 11 to 15 years old, and grades 10-12 are classified as high school level for the age of 15 to 18 (thuy, 2016). since 2002, the vietnamese government has required all third-grade students to know and learn english as an optional subject, and english has become a mandatory subject for students in grades six through twelve. in a 35-weeks of the academic year, it is estimated that one student has spent approximately 600 periods of time studying english as a foreign language, with an average of three periods per week. at the same time, curricula can be used for foreign language studies in higher education with 10 to 12 percent of total credit hours (t. nguyen, 2017). although positive changes have been attempted, it cannot be denied that poor english learning quality remains a major scourge in vietnamese education. to (2010) reveals that vietnamese students’ english proficiency remains limited. although 98 percent of students in vietnam have known and studied english for more than seven years, they still perform poorly in basic english communication (nhan, 2013). with the announcement of the vietnam national foreign language project 2020, the government adopted a policy that has had a significant impact on the teaching of english in vietnam. the 2017 international common european framework of reference for languages (cefr) standard is the foundation for this project. this program aims to prepare qualified english teachers to instruct english to produce students with confident english communication skills and expand their opportunities to study and work in a multilingual integrated, and multicultural environment (moet, 2008). this project requires students to graduate from elementary school if they meet level a1 requirements, high school if they meet level a2 requirements, and level b1 for senior high school students. while university ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 185 students with non-english majors must reach level c1, english specialization majors must reach level c1. in addition, another step taken by the vietnamese government to produce competent teachers is the development of the vietnam language proficiency framework (vlpf) based on the vietnam standardized test of english proficiency (vstep). the test consists of four skill competencies: speaking, listening, writing, and reading. the test is intended for english teachers, and every english teacher in vietnam is required to take the vstep test (manh et al., 2017) the researchers can deduce from the description above that both indonesia and vietnam offer english as a foreign language. in contrast to indonesia, which has a low level of english proficiency, vietnam has an acceptable level of english proficiency. although vietnam's english proficiency is moderate, its curriculum is substantially identical to that of indonesia, making it suited for comparison research. method this study aimed to identify the differences between indonesian and vietnamese universities’ english language teacher education curricula. this study employed a qualitative methodology to compare the english as a foreign language teacher education curriculum in vietnam and indonesia. in this study, descriptive analysis was utilized. the document used for data analysis was the english education curriculum obtained from the university’s website. the research settings were universitas pasifik morotai in indonesia and the giao su-iesus evangelical school of universal studies in vietnam. these two universities offer a four-year degree program in education. the total number of credit points in the universitas pasifik morotai curriculum was 150, while the total number of credit points in the giao su-iesus evangelical school of universal studies curriculum was 132. although there were some differences between the curricula, the strengths in the curriculum at the giao su-iesus evangelical school of universal studies in vietnam can be adopted by the universitas pasifik morotai in indonesia. as is well known, vietnam had a medium level of english proficiency compared to indonesia, which was a low level of proficiency even though both countries teach english as a foreign language. the document was thoroughly examined and coded for the aspects of knowledge and skill for language teachers, modified from richards’ (2010) dimensions of skill and expertise in language teaching. these dimensions shape teacher education’s knowledge base or content in sl/fl. each course’s goal was meticulously examined and coded using richards’ teacher knowledge and skill dimensions. thus, the percentage of total credit points for each domain of knowledge and skill was used to calculate the proportion of each domain. results several weaknesses of the efl curriculum at universitas pasifik morotai zohri hamdani, balqis husain the curriculum of elt education in indonesian and vietnamese universities: a comparison study 186 according to the curriculum documents that have been analyzed, the curriculum of the english education study program at universitas pasifik morotai has a number of shortcomings; therefore, curriculum development and improvement are required. the analysis of curriculum documents reveals that the english education curriculum at morotai pacific university is still based on the tingkat satuan pendidikan curriculum (ktsp) or the 2006 curriculum, even though indonesia has recently implemented two curriculum reforms, the kkni-based curriculum and the merdeka curriculum. nonetheless, universitas pasifik morotai continues to use a no longer appropriate curriculum. moreover, the curriculum used by the universitas pasifik morotai is not provided via the university website; however, hard copy documents are still used, so not all academic stakeholders can access the curriculum at the universitas pasifik morotai. furthermore, because this curriculum keeps going using the ktsp curriculum, it does not appear specifically for the courses that define the study programs offered. one of the scourges of this curriculum is the burden of overlapping courses; most courses have a credit point of 2, so students focus on contracting courses and meeting the minimum study load rather than strengthening their knowledge. another barrier is course naming, particularly in language proficiency components that are still general and have not yet been integrated. of course, this makes determining and achieving the ultimate learning objectives for each subject in each semester difficult for teachers and students. universitas pasifik morotai, especially the english language education study program, has several elective courses. however, the number of elective courses is limited; there are only 5 elective courses that students can contract. whereas the elective courses offered should be 10 to 11 courses, students have many options to choose and contract elective courses based on student needs to meet graduation credit points or achieve certain target scores. last but not least, this curriculum does not include any courses that focus on information technology-based learning media. whereas, over the last few decades, the use of technology in education has increased dramatically, particularly in the teaching of efl. as a result, ict-based courses must be included in this curriculum. the goal and content of the efl curriculum at universitas pasifik morotai in indonesia the goal of efl teaching at universitas pasifik morotai is to provide prospective english foreign language teachers with qualified english skills, professional academic competencies, the ability to translate and interpret target language texts into source languages and vice versa, english teaching skills and competencies to evaluate, understanding the language, language teaching, and learning theory, and entrepreneurial insight. the total credits for the english language education study program are 150 credits, according to the universitas pasifik morotai curriculum document. the total credits of english education study program courses are divided into four categories: ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 187 study program courses (104 credits), elective courses (10 credits), faculty courses (16 credits), and university courses (20 credits). meanwhile, subjects and credits are classified as follows: 8 credits of personality development courses, 108 credits of language proficiency courses, 12 credits of creative courses, 12 credits in working behavior, and 10 credits in social life. table 1. parameters of language teacher knowledge and skills at universitas pasifik morotai dimensions subject offered total credit points language proficiency listening comprehension (1 to 4), reading (1 to 5), writing (1 to 5), speaking (2 to 4), vocabulary (1 to 2), structure (1 to 4), translation (1 to 2), pronunciation practice, dictation 67 (45%) content knowledge english phonology, intro to linguistic, intro to literature, language testing, prose, english syntax, semantics, curriculum and material development i and ii, sociolinguistics, psycholinguistics, and error analysis, applied linguistics, 24 (16%) teaching competence english teaching planning, teaching practicum project i and ii, english teachinglearning strategy, teaching english foreign language. 13 (9%) contextual knowledge cross culture understanding, english for specific purposes, bussiness correspondence, civic education i and ii, religion, bahasa indonesia, 14 (9%) pedagogical reasoning skill teaching and learning theory 2 (1%) community practice membership fieldworks 4 (2%) professionalism practice theory introduction to education, students development, education profession 6 (4%) research knowledge research on elt, seminar on elt, statistics of education, thesis 16 (10%) general knowledge basic natural science, entrepreneurship, computer base 6 (4%) the language teacher knowledge and skills indicator used was based on zohri hamdani, balqis husain the curriculum of elt education in indonesian and vietnamese universities: a comparison study 188 indicators developed by richards (2010). the indicator had ten dimensions. however, two indicators were missing from the efl curriculum: practical theory and language teacher identity. however, the curriculum included two additional dimensions: research and general knowledge. the table above shows that the language proficiency dimension was reported for 45 percent of the efl curriculum load, followed by the content knowledge dimension (16 percent), teaching competence and contextual knowledge (9 percent) respectively, research knowledge (10 percent), while general knowledge, professionalism practice theories (4 percent) respectively, and community practice members (2 percent), finally followed by pedagogical reasoning skill at (1 percent). furthermore, language proficiency was declared for the largest proportion of this curriculum dimension (45 percent), consistent with a previous study conducted by m. h. nguyen (2013), which found that foreign language education teaching materials generally emphasize the language proficiency dimension over other dimensions. richards (2010) claims that language proficiency is the greatest element for language student teachers to obtain. the goal and content of the efl curriculum at giao su-iesus evangelical school of universal studies in vietnam the program is intended for students who study english as a foreign language. it covers the concepts and principles required for language development and literary composition. this program is also unique because it combines english language teaching methodology, literature, and linguistics modules. the students investigate the linguistic systems that underpin language, delving deeply into how language is structured, acquired, used, and taught. the total credit points are divided into academic credits and social credits. the total academic credits are 120 credits, and the total social credits are 12 credits. thus, the total credit points are 132 points. table 2. parameters of language teacher knowledge and skills at giao su-iesus evangelical school of universal studies in vietnam dimensions subject offered total credit points language proficiency basic grammar of english usage, advanced english grammar, comprehensive english, modern grammar, critical and creative thinking, structure of english language, pattern to college writing (literary writing part i and ii), translation theory and practice 27 (20%) content knowledge introduction of english phonetics and phonology, introduction of literary terms, foundations of english language and linguistics, morphology of english, phonetics and phonology analysis, introduction to 39 (30%) ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 189 literature, english syntax, second language acquisition, english semantics and pragmatics, critical discourse analysis, applied linguistics, sociolinguistics, world literature. teaching competence methods and materials of english teaching. 3 (2%) community practice membership social project i to iii, english internship (social project iv) 12 (9%) contextual knowledge major english authors, children and adolescent literature, basic composition, literature of the bable 1 to 2, american realism and naturalism 18 (14%) professionalism practice theory critical theory and practice, critical theory today, history of the english language, a history of literary criticism, a brief history of english and literature 15 (11%) research knowledge specialized course (research on single author), elt seminar and report writing, research project 9 (7%) general knowledge introduction of computer application, introduction of documentation, introduction to media study 9 (7%) the table indicates that the knowledge content dimension (30 percent) was the highest dimension adopted in the giao su-iesus evangelical school of universal studies curriculum. it was followed by 20 percent for language proficiency, 14 percent for contextual knowledge, 11 percent for professional practice theory, 9 percent for community practice membership, 7 percent for general knowledge and research knowledge dimension, respectively, and 2 percent for teaching competence. zohri hamdani, balqis husain the curriculum of elt education in indonesian and vietnamese universities: a comparison study 190 figure 1. the comparison between two universities’ curricula according to the data presented in the diagram above, universitas pasifik morotai prioritized students’ language proficiency, whereas giao su-iesus evangelical school of universal studies prioritized the content knowledge dimension. furthermore, universitas pasifik morotai highlighted english communication skills based on four: reading, writing, listening, and speaking, whereas the giao su-iesus evangelical school of universal studies provided integrated communication knowledge. furthermore, the giao su-iesus evangelical school of universal studies lacks pedagogic skills and teaching competence compares to the universitas pasifik morotai, which prioritizes teaching skills, knowledge of teaching materials, and pedagogical reasoning skills. according to the curriculum documents at each university, the goal of the efl teaching curriculum at universitas pasifik morotai is to prepare qualified english teacher candidates. in contrast, the giao su-iesus evangelical school of universal studies curriculum objectives focus on english as a communication medium covering concepts and principles in language development and literary composition. nevertheless. this curriculum is considered an innovation program is integrating english language teaching, literature, and linguistics courses. interestingly, several points are highlighted regarding the primary differences between these two curricula. all courses adopted by giao su-iesus evangelical school of universal studies have three credit points. it is obviously in contrast to the curriculum load at universitas pasifik morotai, where the majority of courses have two credit points load. the number of credit points in a course undoubtedly influences the distribution of courses in each semester. it can be seen that the distribution of courses on giao suiesus evangelical school of universal studies during the odd semester is five 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% general knowledge contextual knowledge language proficiency teaching competence pedagogical reasoning skill community practice professionalism practice theory research content knowledge 4% 9% 45% 9% 1% 4% 4% 10% 16% 7% 14% 20% 2% 0 9% 11% 7% 30% vietnamese indonesian ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 191 courses, while the distribution of courses during the even semester is six courses. due to the small credit points for each course, students on the universitas pasifik morotai must take 10 to 11 courses in one semester, even and odd semesters. however, in terms of the research knowledge domain, vietnam does not place a high priority on the field of research. it can be seen that the number of credit points for thesis writing is three credit points, which is the same as the number of credit points in other courses. in contrast to indonesia, the thesis topic has received considerable attention, evidenced by the six credit points. furthermore, the universitas pasifik morotai strongly encourages students to gain research knowledge by offering research support courses such as statistics for education. each university has a different classification system regarding how courses are classified at the two universities. the courses at universitas pasifik morotai are categorized as general knowledge/university courses, pedagogical knowledge/faculty courses, subject matter knowledge/study program subjects, and electives. nonetheless, giao su-iesus evangelical school of universal studies divides its offerings into academic courses and social projects. moreover, this university curriculum emphasizes the integration of three scientific fields of language: english language teaching, literature, and linguistics. however, in teaching, less emphasis is placed on this, as evidenced by the relatively small number of the giao su-iesus evangelical school of universal studies courses related to teaching competence. unlike the case at universitas pasifik morotai, the curriculum prioritizes teaching knowledge both in practice and theory. even indonesian universities have teaching practicum project i and ii programs. in this program, students get micro-learning, aiming to prepare students who practice in the workplace and are taught to make syllabus or learning tools needed when teaching. after successfully passing the micro-learning, students continue with practical teaching. under any condition, a language teacher education curriculum should emphasize both linguistics and pedagogical practice (de dios martinez agudo, 2017; shahab et al., 2013; coskun & daloglu, 2010). they discovered that a teacher education program whose curriculum fails to accommodate and balance theory and practice would inevitably result in ineffectiveness and flatness during the process. ko mu r (2010) reveals that knowledge and practice have not been fully integrated with language teacher education programs. according to coskun & daloglu (2010), teaching programs tend to be theoretical rather than practical; therefore, coscun and daloglu recommend that theoretical and practical components go hand in hand. in the general course domain, universitas pasifik morotai offers entrepreneurship skills as one of the required competencies. although this is an elective course that not all students can take, the knowledge and skills acquired through this course enable students to pursue careers other than english teaching. the objective of this course is to inspire students to innovate in the business sector in order to support their future economy. despite vietnam’s concern for international economic development, giao su-iesus evangelical school of universal studies does not offer entrepreneurship courses. zohri hamdani, balqis husain the curriculum of elt education in indonesian and vietnamese universities: a comparison study 192 in addition to the differences mentioned, there are similarities between the two curricula, particularly in it-related courses. these two universities recognize the importance of students mastering technology, and it is considered crucial in the current digital era for any program study. so, the students are not only mastering teaching-learning and language acquisition skills but also expertise in technology areas. as can be seen, universities in vietnam include technology-based courses such as introduction to computer application and introduction to media study as mandatory subjects that students must master, as is the case with universitas pasifik morotai, which has computer-based courses to serve the students with basic computer skills. unfortunately, this is an elective course, and not all students will have the opportunity to contract it. based on the differences and similarities identified between the two curricula, it is possible to conclude that the universitas pasifik morotai curriculum requires reform in several areas. it can be seen that the naming of courses in the domain of communication skills is still general and not yet integrated. in contrast, communication skills knowledge in vietnamese has been carried out in an integrated manner. for instance, the naming of the writing courses at universitas pasifik morotai appears to use the old style (writing i, writing ii, writing iii, writing iv, and advance writing), necessitating an integrated course naming transformation; it is considered crucial to reform because the course is a comprehensive learning experience that could be transformed through learning. as a result, to accommodate the achievement of learning outcomes, there must be a transformation in the naming of well-conceived and specific courses. writing i, writing ii, writing iii, writing iv, and advanced writing courses, for example, can be replaced with written integrated english, descriptive and narrative writing, expository and argumentative writing, paragraph writing, and paper writing course. each course can be a continuation of the courses from the previous semester. so, by transforming course naming, it can help students to expertise in writing, including critical thinking practices, writing strategies, writing processes, and building unity and coherence. furthermore, the total credit point for learning activities in the english education study program at universitas pasifik morotai is minor; the majority of compulsory subjects have two credit points, so students must allocate a significant amount of time to contract 10 to 11 courses in one semester. moreover, the number of courses that students must enroll in influences the focus of their learning. other courses can be reduced or integrated into other courses by increasing the number of credits in one course. as a result, students can focus on and cultivate their scientific fields without being burdened by the large number of courses required to meet the minimum study load. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 193 conclusion based on the findings and discussion above, it is possible to conclude that the efl curriculum at both universities in indonesia and vietnam primarily prepares students with skills in foreign language acquisition and teaching foreign languages, particularly english. in terms of content, the number of credit points required to complete four years of study at these two universities is relatively different. universities in vietnam give students more credit points for content knowledge, communication competence, contextual knowledge, and professionalism practice theory. however, teaching competence, research knowledge, community practice membership, and general knowledge are often overlooked. compared to the efl curriculum in vietnam, universities in indonesia provide more credit points in communication, content knowledge, research knowledge, teaching competence, or pedagogical aspects. references alkhawaldeh, a. 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(2003). english language teacher training project (elttp) vietnam. 434 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 434 444 an analysis of directive speech acts in “xo, kitty” television series kristin enjelina sidabutar1, mhd. johan2 pb171210025@upbatam.ac.id1 thorshid@mail.com2 department of english literature, university of putera batam, batam, indonesia received: 2023-04-27 accepted: 2023-07-17 doi: 10.24256/ideas.v11i1.3997 abstract this research aimed to reveal directive speech acts performed in “xo, kitty” television series which were shown in the characters’ dialogues. the objective of this research was identifying the types of directive speech act. directive speech acts is about getting other people to do some certain actions that the speaker intended to, and it has several types which are commanding, requesting, asking, permitting, advising, inviting, and prohibiting (searle, 1979). also, descriptive qualitative research theorized by creswell (2014) was applied in this research. in addition, the observational method and non-participatory technique by sudaryanto (2015) were applied for collecting the data. next, analyzing data was done by applying the “metode padan” and “teknik pilah pembeda” by sudaryanto (2015). the result of this research showed that there were seven types of directive speech act revealed with 14 data found consisted of 2 data of commanding, 2 data of requesting, 4 data of asking, 1 data of permitting, 2 data of advising, 2 data of inviting, and 1 data of prohibiting. last, the highest type of directive speech act found in the research was asking, and the least found were permitting and prohibiting. keywords: directive speech act; pragmatics; television series introduction an effective communication is one of the ways how a person connects with other people in society. additionally, it has function to let people deliver their messages, also the other people may do some particular actions based on the messages. therefore, there is a study called pragmatics that concerns about the meaning of the words that uttered by speaker also the interpretation by hearer (yule, 1996). furthermore, there are some fields of study in pragmatics, and one of them is speech acts. there are some speech acts, including directive speech acts. directive speech acts is about getting other people to do some certain actions that the speaker intended to (searle, 1979). there is a phenomenon of directive speech acts found in accompany meeting as below. company director : “please show me the salesreport.” http://u.lipi.go.id/1457703302 mailto:pb171210025@upbatam.ac.id1 mailto:thorshid@mail.com2 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 435 sales manager : “yes, sir." in the conversation above, the company director was the speaker, and the sales manager was the hearer. the speaker intended to see the sales report by commanding the hearer to show the report. next, the hearer followed the command by showing the report. by seeing the report, the speaker could understand if the sales progress or result was good. a command in an utterance can be categorized as a directive speech acts. from the phenomena above, it showed directive speech acts can be found in certain utterances because it has some typical characteristics. the characteristics of directive speech acts are not commanding only, but there are also some characteristics too. generally, directive speech acts can be identified by speaker’s utterances. based on searle (1979),directive speech acts have some types as below. a. commanding commanding requires the speaker to be on a certain position or level to have an authority or power for giving command to the hearer (searle, 1979). hearer is not given an option to refuse the speaker’s order in this type. commanding also can be a direction for someone to do or not do something. sometimes, commanding can be identified by the using of imperative sentences in the utterances, example is shown as below. “look! they’re responding!” (fitria, 2019) b. requesting requesting is different with commanding. the hearer is allowed to refuse or fulfil the speaker’s demand because it does not have any relation with the speaker’s or hearer’s power (searle, 1979). generally, requesting can be identified when the speaker asks for some help to the hearer. therefore, it is mostly uttered politely by the speaker. one of requesting examples is shown as below. “please, help. my daughter!” (amanda & marlina, 2018) c. asking another type of directive speech act is asking. asking contains of question by the speaker to the hearer (searle, 1979). the question could be a yes-no question, or it needs a clear explanation from the hearer. sometimes, the question also can be asking someone to do something for the speaker too. it depends on the speaker whether it only needs an answer from speaker without doing some actions or the hearer needs to do some actions before giving the answer. the example of asking is as below. “who’s absent today?” (suryandani & budasi, 2021) d. permitting permitting is also type of directive speech act. permitting is occurred when someone agrees or approves a permission by other people to do something (searle, 1979). additionally, an utterance also can be classified as permitting if itis kind of kristin enjelina sidabutar, mhd. johan an analysis of directive speech acts in “xo, kitty” television series 436 forgiving, allowing, dismissing, or releasing. furthermore, the example is shown as below. “ugh, well come on in, rest your haunches for a minute” (kumala & rohmah, 2021) e. advising advising is found when the speaker gives the idea of an action that they believe may be beneficial to the hearer or interested by the hearer (searle, 1979). often, advising contains the idea or conclusion by the speaker. in this type, the hearer does not have obligation to do or not do the advice. the example of advising directive speech act is shown as below. “you should worry about yourself, abu sufyan.” (yuniati et al., 2018) f. inviting inviting is a speech act which showing the speaker encourages or invites the hearer to do some actions (searle, 1979). in this type, the hearer may accept or reject the invitation. it depends how the speaker persuades or influenced the hearer to do the actions. the example of inviting can be seen as below. “let’s go down to the river, and cut a lot of news fish-poles” (fitriyah, 2022) g. prohibiting prohibiting occurs when the speaker prohibits the hearer to do some particular things (searle, 1979). the speaker has intention to forbid or prevent the hearer to do some certain things for whatever the reason is. furthermore, the example is shown as below. “postpone activities involving many participants”(sari &utomo, 2020) directive speech acts is found not only in real life, but also in movies, novels, or television series. nowadays, television series can be streamed online too. there is a streaming service called netflix where variety of films, television series, and many more. based on surette & connolly (2023), there are several best television shows on may 2023, and one of them is “xo, kitty”. “xo, kitty” is an american romantic comedy drama that tells about a teenager’s complex relationship. it is a spin-off series of “to all the boys i’ve loved before” and it is also appeared in top 10 shows must watch in netflix. in the dialogues of this television series, the researchers realized there were some directive speech acts applied by the characters. for example, it is shown as below. dan covey (s) : “what’s this about, kitty?” kitty (h) : “there'll be time for questions at the end.” the utterance by dan cover as the speaker contains question to kitty as the hearer. the speaker’s question was related to a presentation showed by the hearer because he was not sure about what the hearer’s intention for showing the presentation. according to searle (1979), asking is a speech act which is found when the speaker gives question to hearer. therefore, the utterance above can be ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 437 categorized as directive speech act of asking. from the phenomena showed in one of “xo, kitty” scenes above, it can be stated that the characters of “xo, kitty” television series performed directive speech acts.the questions in this research were how many types of directive speech act in “xo, kitty” television series and which type was the most applied in the dialogues of “xo, kitty” television series. for that reason, this research had the objectives to identify and examine the applied directive speech acts types in “xo, kitty” television series which consists of 10 episodes. there were directive speech acts research done by previous researchers. first, virginia & ambalegin (2021)identified the directive speech acts types in “i care a lot” movie. they applied the theory by searle (1979) and they also used the method of descriptive qualitative research in their research. the result showed that the data related to directive speech acts were 15 utterances, and asking was the highest type among all the types found in the research. second, there was a study of directive speech act in “onward” film bykumala & rohmah (2021). the research was done by applying the theory of searle (1969). the descriptive-qualitative method was also applied in the research. next, the result of the study revealed there were six types of directive speech acts performed in the film. finally, the most dominant types found were requests and questions. the similarity of previous research and present research were the objective of the research. the objective of the previous research and present research were identifying and analyzing the types of directive speech acts. also, the previous research and present research were applying the theory of searle. however, the difference of previous research and present research was the data source because present research used “xo, kitty” television series as the data source. as there were directive speech act performed by the characters in the data source, the researchers were interested to identify and investigate directive speech act types that applied in “xo, kitty” television series by applying the theory searle (1979). method this research implemented descriptive qualitative research. descriptive qualitative research is a study that applicable for case study, phenomenology, and grounded theory creswell (2014). therefore, descriptive qualitative research is applicable in this research because this research applied the study of phenomena in society which performed by the characters in the data source. the observational method and non-participatory technique by sudaryanto (2015)were applied for collecting data which done by observing the dialogues of data source without involving in the dialogues. there were three steps for collecting data from the data source. first, the researchers searched the “xo, kitty” television series by streaming netflix. second, the transcript was downloaded by the researchers. third, the researchers watched the “xo, kitty” television series while underlined the transcript which related to directive speech acts. the collected data were analyzed by applying “metode padan” and “teknik pilah pembeda” by sudaryanto (2015). next, the researchers analyzed the directive speech acts types according to theory by searle (1979). three steps were done in analyzing the data, first the researchers identified & classified the underlined kristin enjelina sidabutar, mhd. johan an analysis of directive speech acts in “xo, kitty” television series 438 utterances on transcript which related to directive speech act. second, the researchers analyzed the data according to the directive speech act types. last, the researchers concluded the highest type of directive speech act applied and presented it descriptively. results the research showed the directive speech act types performed in “xo, kitty” television series. total of 14 utterances were found and all of them were related to directive speech act. the types of directive speech act were commanding, requesting, asking, permitting, advising, inviting, and prohibiting. below table is the total of directive speech acts found in “xo, kitty” television series. table 1. the total of directive speech acts found in “xo, kitty” television series types utterances total commanding “report to the library after school. they'll you assign a tutor.” “everybody, get back to your dorms!” 2 requesting “i need you to sit with lee.” “can you... tell me what to do?” 2 asking “what’s this about, kitty?” “are you all right? can i get you anything?” “how did you not get caught?” “did you make up with dae?” 4 permitting “you can go.” 1 advising “i'd move the barrette up a little higher.” “kitty, you should move.” 2 inviting “we should have dinner.” “let's get your blood pumping. let's do some jumping jacks. okay?” 2 prohibiting “don't touch anything!” 1 total 14 discussion commanding data 1 lee (s) : “report to the library after school. they'll you assign a tutor.” kitty (h) : “i'm pretty sure that there…” (scene in episode 3, 00:15:10-00:15:20) the utterance of directive speech act above occurred when a teacher namely lee gave a command to his student namely kitty. in this conversation, lee as the speaker command kitty as the hearer to report to library and get tutored because kitty’s grade was not good enough. the hearer could not reject the command that the speaker uttered as the speaker was right, moreover the speaker had the right to command the hearer to study harder. therefore, the utterance above was considered as the type of directive speech act called commanding. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 439 data 2 alex (s) : “everybody, get back to your dorms!” min ho (h) : “alex. thank god you're here!” (scene in episode 6, 00:21:43 –00:21:51) this dialogue occurred when alex as the speaker saw all his students were having party in a club. the students were not allowed to have party in a club. therefore, he commanded all the students to get back to their dorms. however, the music was too loud, and only one of his students namely min ho who heard him. min ho as the hearer had been requesting his friends to end the party but no one listened to him. once he saw the speaker came, he felt thankful as his friends would follow the speaker’s command. as the result, the utterance above can be considered as commanding type of directive speech act. requesting data 3 kitty (s) : “i need you to sit with lee.” min ho (h) : “that sounds like a you problem.” (scene in episode 5, 00:17:23 –00:17:26) the utterance above was spoken by kitty to min ho as the hearer. the speaker requested the hearer to sit with their teacher namely lee. the request was able to be rejected or granted by the hearer because they both were friends. next, the hearer granted the speaker’s request with a purpose to help the speaker. finally, the utterance is classified as type of directive speech act which is requesting. data 4 dae (s) : “can you... tell me what to do?” kitty (h) : “the dae i used to know would have figured that out for himself.” (scene in episode 8, 00:15:50 –00:15:59) the conversation above happened when dae as the speaker requested kitty as the hearer to tell him how kitty could forgive her. in this scene, the hearer did a mistake and he had apologized. however, the hearer still could not forgive him. therefore, the speaker needed to know how the hearer could forgive him by asking the hearer to tell him what to do. since the hearer rejected to give answer to the speaker, the utterance by speaker is considered as requesting which is a type of directive speech act. asking data 5 dan (s) : “what’s this about, kitty?” kitty (h) : “there'll be time for questions at the end.” (scene in episode 1, 00:02:43 –00:02:45) kristin enjelina sidabutar, mhd. johan an analysis of directive speech acts in “xo, kitty” television series 440 the utterances above were spoken by dan covey as the speaker and kitty as the hearer. the relationship between them were a father and daughter. the speaker uttered the question above while kitty was showing a presentation in the living room. the speaker asked about the purpose of the hearer’s action. even though the hearer did not give the answer directly, the speaker’s utterance had performed the type of directive speech act which is asking. data 6 alex (s) : “are you all right? can i get you anything?” kitty (h) : “nevermind.” (scene in episode 2, 00:02:00–00:02:04) the conversation above occurred when alex as the speaker saw kitty as the hearer was crying. at that moment, the speaker did not know why the hearer cried. because the speaker was a teacher at the school, he thought that he should do something when he saw his student cried. therefore, he asked if the hearer was alright. as asking is a type of directive speech act, the utterance by the speaker is classified as directive speech act. data 7 min ho (s) : “how did you not get caught?” madison (h) : “please, i've snuck out of every window of every boarding school from here to antarctica.” (scene in episode 7, 00:07:15 –00:07:20) the dialogues above were uttered by min ho as the speaker and madison as the hearer. they both were in library because the speaker was on detention and the hearer accompanied him. the speaker was curious how the hearer was the only person who did not get caught while all of their classmates got caught including the speaker himself. thus, the speaker asked the hearer by uttering question. the utterance by the speaker is categorized as directive speech act with the type of asking. data 8 min ho (s) : “did you make up with dae?” kitty (h) : “yes.” (scene in episode 10, 00:27:30–00:27:32) the utterance above was uttered by min ho as the speaker when kitty as the hearer and he were on a flight. in this scene, actually the speaker fell in love with the hearer and he had intention to know if the hearer had made up with dae, the hearer’s ex-lover. thereby, the speaker asked the hearer about it. the action of giving question by the speaker is classified as type of directive speech act which is asking. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 441 permitting data 9 dan (s) : “you can go.” kitty (h) : “i can? i can? oh, my god, thank you! thank you! i love you!” (scene in episode 1, 00:05:58 –00:06:01) the utterance of permitting above was spoken by dan as the hearer. dan was the father of kitty, the hearer. previously, the hearer planned to study abroad and she was asking the speaker’s approval. at first, the speaker did not agree with the hearer’s idea. at the end, the speaker agreed and gave the hearer permission to study abroad. finally, the utterance above is considered as the type of directive speech act which is permitting. advising data 10 quincy (s) : “i'd move the barrette up a little higher.” kitty (h) : “thanks.” (scene in episode 3, 00:03:03 – 00:03:06) the dialogues above were uttered by quency as the speaker and kitty as the hearer. in the conversation, the hearer was trying to use a barrette on her hair. when the speaker saw it, the speaker advised the hearer to move the barrette because it would look better. as the result, the utterance by the speaker is categorized as advising type of directive speech act. data 11 dae (s) : “kitty, you should move. you can't live with that girl anymore.” kitty (h) : “i tried to move. there are no other rooms.” (scene in episode 4, 00:23:04 –00:23:10) the conversation above occurred when the speaker and hearer found that the hearer’s roommate recorded the hearer sleeping and uploaded it on internet. therefore, the speaker was worried and advised the hearer to move out from the dorm. the advice purposed to protect the hearer from the bad roommate. for that reason, the utterance above is classified as type of directive speech act called advising. inviting data 12 kitty (s) : “we should have dinner. i mean, you should come to the dinner. that i'm planning on campus for all of us expats. like a friendsgiving.” alex (h) : “you may have failed this, but you just aced being a great person. thinking of others who have nowhere to go, cooking a massive feast...” (scene in episode 5, 00:05:11 –00:05:20) kristin enjelina sidabutar, mhd. johan an analysis of directive speech acts in “xo, kitty” television series 442 the dialogues above were uttered by kitty as the speaker and alex as the hearer. the speaker wanted to discuss something with the hearer, so she found an idea to invite the hearer to a dinner where she had not planned before. the utterance that the speaker uttered showed the invitation to the hearer. therefore, it can be categorized as inviting type of directive speech act. data 13 quincy (s) : “let's get your blood pumping. let's do some jumping jacks. okay?” kitty (h) : “yeah.” (scene in episode 9, 00:14:18 –00:14:21) the utterance by the speaker occurred when the hearer told the speaker about how she lost the passion to study. for that reason, the speaker uttered the words with purpose to invite the hearer for doing jumping jacks. after the dialogues above, both of them were doing jumping jacks together. therefore, the utterance by the speaker is categorized as inviting type of directive speech act. prohobiting data 14 min ho (s) : “don't touch anything. got a method.” kitty (h) : “you know, you are the last person that i would expect to know how to cook.” (scene in episode 5, 00:10:17 – 00:10:23) the dialogues above occurred when min ho as the speaker and kitty as the hearer were in kitchen. the speaker was cooking while the hearer was opening a lid of a pan. at that moment, the speaker prohibited the hearer to touch the lid of the pan because he did not want the hearer messed the food that he had cook. for that reason, the utterance of the speaker is considered as type of directive speech act which is prohibiting. conclusion based on the results and discussions above, the researchers concluded that speech acts have an important role for communication in society. additionally, there ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 443 were seven types of directive speech act revealed in “xo, kitty” television series. the types of directive speech act revealed were commanding, requesting, asking, permitting, advising, inviting, and prohibiting. additionally, the total of data found was 14 utterances. next, the 14 data found consisted of 2 data of commanding, 2 data of requesting, 4 data of asking, 1 data of permitting, 2 data of advising, 2 data of inviting, and 1 data of prohibiting. as the result, the most dominant type of directive speech act found in the research was asking, and the least found was permitting and prohibiting. the researchers suggested future researchers to find and analyze type of directive speech act from other data sources such as movie, web-series, novel, news, or interviews script to study the directive speech act in fiction and real life. the researchers also suggested future researchers to apply other theories of directive speech act to investigate more about directive speech act. also, the researchers suggested to future researchers and readers to apply directive speech act in society. finally, the researchers realized this research was not perfect. for that reason, the researchers would appreciate any suggestion and input related to this study. kristin enjelina sidabutar, mhd. johan an analysis of directive speech acts in “xo, kitty” television series 444 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(2018). directive speech acts in the movie “the message” by moustapha akkad. vision: journal for language and foreign language learning, 7(2), 92–102. https://doi.org/10.21580/vjv7i228 the particular dialect or language that a person chooses to use on any occasion is called a code the use of think, pair and share (tps) strategy in teaching reading skill yanpitherszon liunokas yanpiters69@gmail.com nusa cendana university, kupang, ntt, indonesia received : 13 september 2019; accepted : 3 november 2019 url : http://ejournal.iainpalopo.ac.id/index.php/ideas abstract this research deals with the teaching reading through think pair share strategy (tps) at the fourth semester students of english education department, nusa cendana university, kupang, ntt. the population of this research is the fourth semester students of english education department, nusa cendana university, kupang, ntt. reading test was the instrument of this research. based on the findings and discussion, the researcher concludes that the use of think pair share strategy parallel writing technique is effective in developing students’ vocabulary in writing at the fourth semester students of english education department, nusa cendana university, kupang, ntt. it was proven by there was a significant difference between the students’ mean score of pretest and posttest. in pretest, the students’ mean score is 26 and the students’ score in posttest is 51. in addition, the result of statistical analysis for level of significance (p=0.05). the probability value was smaller than α (0.00<0.05). it indicated that there is significant differences between the result of pre-test and post-test after giving treatment in building students’ reading skill ng by applying think pair share strategy (tps) to the fourth semester students of english education department, nusa cendana university, kupang, ntt. keywords: think pair share strategy, reading skill introduction reading is one of the important aspects in learning english, because through reading we can get a lot of information. by reading, people will be able to think critically and able to develop in any case. it cannot be denied that people who are 1 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4129 (online) volume 7, number 2, december 2019 pp. 124 – 133 yanpitherszon liunokas : the use of think, pair and share (tps) strategy in teaching reading skill successful in academics are those who familiarize themselves in cultivating reading and fostering a sense of love towards reading. since reading of any sort is an activity, all reading must to some degree be active. completely passive reading is impossible; we cannot read with our eyes immobilized and our minds asleep. hence when we contrast active with passive reading, our purpose is, first, to call attention to the fact that reading can be more or less active, and second, to point out that the more active the reading the better. one reader is better than another in proportion as he is capable of a greater range of activity in reading and exerts more effort. he is better if he demands more of himself and of the text before him (mortimor, 2017). according to anderson (1999: 1) reading is an active, fluent process that involves the reader and the reading material in constructing the meaning. furthermore, he notes that meaning does not reside on the printed page, nor is it only in the head of the reader. it means that reading can be constructed by combining the words on the printed page with the reader's background knowledge and experiences. consequently, the teaching of reading should involve activities which connect the ideas on the text to what students already know. think pair share strategy is one of the strategies that can be applied in using reading skill because think pair share strategy is potential activity that give students feeling of freedom to express themselves. think pair share strategy are also potentially useful to encourage students of interact with other orally (dallman, 1982). in this research, the researcher focuses on the think pair share strategy. the implementation of think pair and share strategy involved three major stages of using and learning english, namely: firstly, thinking: students thought independently about the question that have been posed, forming ideas of their own. secondly, pairing: students were discussing their thoughts in pairs. this step allows students to articulate their ideas and to consider those of others. thirdly, sharing: students shared their ideas with other pairs and the whole class (aruni, 1989). the reason for using think pair and share strategy is you give more opportunities to students to make in reading skill during the times al located. the researcher assumes that think pair and share strategy are combination between language practice and fun. they can express their ideas freely because they do activities with their friends. this think pair and share strategy is also easy to admirer and flexible in terms of subject matter and design (william, 1991). based on the preliminary observation the fourth semester students of english education department, nusa cendana university, kupang, ntt., it is found that students’ ability is still very low because the students face difficulties when they want to english. because the teacher use text book as teaching materials, teacher can t‟t good methods of learning and using appropriate media to give students. they are not motivated to speak english than they also shy speak english. finally, students are more passive in the classroom. the problem statement of the research was “does the 2 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) use of think pair and share strategy improve students’ reading skill of the fourth semester students of english education department, nusa cendana university, kupang, ntt.?” then, the objective of this research is to find out whether or not the use of think, pair and share strategy improve students’ reading skill of the fourth semester students of english education department, nusa cendana university, kupang, ntt. the result of the research is expected to be useful information to the english learner in general who want to improve students’ reading skill. the researcher expects this research would be a piece of useful information for the teacher of english especially in teaching reading. it is also expected that the students can be motivated to learn english so that they are able to master english reading skill well and help the student to get interesting strategy in teaching reading skill.. it is also useful for the further researcher as a reference if she wants to conduct a research on reading skill so that the research can be refined. review of related literature reading skill according to nunan (1991) reading is a fluent process of readers combining information from a text and their own background knowledge to built meaning. by reading one can relax, interact with feelings and troughs obtain information and improve he science knowledge according to bowmen, reading is an appropriate means to promote a live long learning (life-long learning).by teaching the children a future with provides a technique to explore how ”the world” wherever he chose and provide the opportunity to get a goal. reading is one of the most important skills in learning language besides listening, writing, speaking. the fundamental goal of any reading activity knows the language. simanjutak states that reading is process of putting the reader in contact and communication with ideas”, brougthon states that reading is a complex skill that involves the whole series of lesser skills, where skills means relate the ability to recognize stylized shapes which are figure on a ground, curves and lines and dots in pattern (crystal, 1985). richard (2016) revealed that reading means to apply a process to form a meaning from written text. today, not only can be read through the book alone. reading can be done via the internet. many news portals and websites that can broaden our knowledge about the world. we also to be good at choosing readings. choose useful reading. reading can also be a means of entertainment for people. therefore reading for creating sound generation and advanced. reading is an active process that requires attention or a favorable attitude. reading is an information process from the text and readers‟t knowledge which is first function in make a sentence. it may also be defined as learning to recognize the printed symbols that represent language and to respond intellectually and emotionally 3 yanpitherszon liunokas : the use of think, pair and share (tps) strategy in teaching reading skill from the text while reading in additions, it conveys the information that makes and interaction between a reader text itself (miklulecky, 2007). based on the definition by the experts above, the researcher concluded that reading skill is an activity that doing by person to understand the meaning of the text to get the information and knowledge. the concept of think pair share think pair and share is cooperative learning strategy in which students work together to solve a problem or answer a question about and assignment reading. the strategy of think pair share (tps) or thinking pairwise sharing is a type of cooperative learning designed to influence the pattern of student interaction. meanwhile, crass (2007) in sudirman (2016) states that think, pair and share (tps) technique is a cooperative teaching strategy that includes three components; time for thinking, time for pairing, time for sharing. this thinking pair-share strategy employed from cooperative learning research and waiting time. first developed by frank lyman and colleagues at the university of maryland as quoted arends (2013), states that the think pair share is an effective way to create variations in the atmosphere of class discussion patterns. assuming that all recitations or discussions require settings to control the class as a whole, and the procedures used in think pair share can give students more time to think, to respond and to help each other. teachers estimate only complete a brief presentation or students read the assignment, or a questionable situation. now teachers want students to consider more of what has been explained and experienced. teachers choose to use think-pairshare to compare whole group questions. raba (2017) explained the influence of think pair and share (tps) on improving students‟t oral communication skills, to foster critical thinking to provide an opportunity for students to work independently and increase in their selfefficacy, participation, understanding and enjoyment levels after the intervention. dol . m, (2014) found that 99% students‟t agreed that think-pair and share activity developed an interest in them to learn. most of the students agreed that thinking about the problem and writing the solution during the think phased helped them learning concepts more precisely. also, most of the students agreed that they found the think-pair and share activity is effective. sugiarto and sumarsono (2014) explain the implementation of think-pair and share model to improve students’ ability in reading narrative text. think pair and share strategy engages students‟t in a step-by-step process that guides them through informational text. the students are able to provide opportunities to talk about a story or text as they read it. it means that the use of think pair share strategy helps students‟t to develop their critical thinking based on the information they read. based on reading rockets journal, the purpose of think pair share is: 1). 4 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) helps students to think individually about the topic or answer to a question 2). teacher students to share ideas with classmates and builds oral communication skills 3). help focus attention and engage students‟t comprehending the reading material arends, (1997) adapted by tjokrodihardjo, (2003) stated that the teacher can use the following steps (phases): step 1: think (thinking): the teacher asks a question or problem associated with the lesson, and asks students to take a few minutes to think for themselves the answer or problem step 2: pair (pairing): next the teacher asks the students to pair up and discuss what they have gained. interactions during the time provided can unify the answer if a proposed question brings together the idea when a specific problem is identified. normally the teacher gives no more than 4 or 5 minutes to pair. step 3: sharing (sharing): in the final step, the teacher asks the couples to share with the whole class they have been talking about. it is effective to get around the room from couple to couple and continue until about some couples get a chance to report. before introducing the think-pair-share strategy to students, the teacher set targets for this lesson. the teacher can choose to use new text that the teacher, the teacher or you may want to develop a series of questions or hints that target the key content concepts the teachers have learned. describe the strategies and goals with students, and provide guidance for the discussions that will take place. explain to students that they will (1) think individually about a topic or answer a question, (2) pair up with a partner and discuss topics or questions; and (3) share ideas with the rest of the class. . method in this research, the researcher applied a pre-experimental method. pre-experimental design used pre-test and post-test where pre-test was held before treatment and post-test after treatment. the design of the research is as follow: o1 x o2 where: o1 = pre-test x = treatment o2 = post-test (best 1997:103) the population of this research was the fourth semester students of english education department, nusa cendana university, kupang, ntt. in determining the sample of this research. the researcher took 24 students as sample of this research. the writer used writing test to measure the students’ ability to write in english. before and after giving treatment 5 yanpitherszon liunokas : the use of think, pair and share (tps) strategy in teaching reading skill writing involves the data was collected by using the procedure below: 1. giving pre-test firstly, the researcher introduced himself to the students and explained purpose of her coming in their class. the researcher gave pre-test to the students to measure the reading skill of the students before giving treatment. 2. giving treatment the researcher conducted the treatment to the students for sixth meetings by using think pair share strategy in teaching reading with various themes. the steps as follows: a. thinking activity in reading a text, b. pairing activity in discussing and answering questions about the text c. sharing activity. 3. giving post-test the students were given the same activity in the pre-test after the treatment. the researcher gave reading test and asked the students to answer. it aimed at finding out the students’ability in writing skill after giving treatment.. in analyzing data, the researcher giving score to the students based on the result of their reading test in pre test and post test. the last step of the data analysis was the hypothesis testing. the hypothesis was tested by using inferential statistics. in this case, the researcher used t-test (testing of significance) for paired sample t-test, that is, a test to know the significance difference between the result of students’ mean score in pretest and posttest. . results from the result data analysis, shows that the mean score of the students pretest was 24 and the mean score of posttest was 70 it means that using tps in teaching reading can enhance the students’ achievement especially for the students’ reading skill. from the statistical analysis, the researcher concludes that there is a significant difference between pretest and posttest in enhancing the students’ reading ability through tps technique as a way to deliver learning material. parallel writing technique is effective in enhancing the students’ reading ability. based on the describing above, the researcher concludes that one of important point that teacher should accommodate he/she should give full the attention especially in reading skill. therefore, in teaching writing one of technique that the teacher may use this technique in teaching, especially in writing or constructing ideas is greatly expected to make the students easier in generating and expressing their idea in different mode and sense. after calculating the result of the students’ pretest, the mean score and standard deviation of both groups are presented in following table: pretest posttest mean 24 70 standard dev. 8.30 10.49 max 43 64 min 21 37 6 ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) the data shows the mean score of the students pretest was 24 and the mean score of posttest was 70. standard deviation of pretest was 8.22 and the standard deviation of posttest was 11.27. it means that using think pair share strategy in teaching reading can enhance the students’ achievement in reading. the hypothesis was tested by using inferential statistics. in this case, the researcher used t-test (testing of significance) for paired sample t-test, that is, a test to know the significance difference between the result of students’ mean score in pretest and posttest. assuming that the level of significance (α) = 0.05, the only thing which is needed; the degree of freedom (df) = n – 1, where n = 25, then the t-test is 10.81 p is 0.00 from the analysis, the researcher concluded that there was a significant difference between pretest and posttest in enhancing the students’ writing ability trough parallel writing technique as a way to deliver learning material. the result of statistical analysis for level of significance (p=0.05) with degree of freedom (df)= n-1, where (n) = 25, df = 24. the probability value was smaller than α (0.00<0.05). it indicated that the alternative hypothesis (h1) was accepted and the null hypothesis (h0) was rejected. it means that think pair share strategy is effective in enhancing the students’ reading ability. discussion based on the result of data analysis, the researcher found out that the use of think pair share strategy technique is effective in developing students’ reading skill.at the fourth semester students of english education department, nusa cendana university, kupang, ntt. actually, there some technique that we can use to teach speaking but the researcher using parallel writing technique, moreover the application of think pair share strategy gave good effect in enhancing the students’ skill in reading. based on the data collected, using think pair share strategy in teaching reading can enhance the students’ achievement. it was proved by students’ score on the reading test. all students’ score was improved after conducting the treatment through tps strategy. the result of this research is supported by raba (2017) who explained the influence of think pair and share (tps) on improving students’ oral communication skills, to foster critical thinking to provide an opportunity for students to work independently and increase in their self-efficacy, participation, understanding and enjoyment levels after the intervention. this research has shown that think pair share can increase the students’ vocabulary in writing. so, in teaching writing, the students should be have a model of sentence or paragraph that will be a guide text for them in writing and as a basis of knowledge in writing and guide them to express their own ability in parallel work. conclusion the researcher concludes that the use of think pair share strategy is effective in developing students’ reading skill at the fourth semester students of english education 7 yanpitherszon liunokas : the use of think, pair and share (tps) strategy in teaching reading skill department, nusa cendana university, kupang, ntt. it was proven by there was a significant difference between the students’ mean score of pretest and posttest. the result of statistical analysis for level of significance (p=0.05). the probability value was smaller than α (0.00<0.05). it indicated that there is significant differences between the result of pre-test and post-test after giving treatment in improving students’ vocabulary in reading by applying tps strategy to the fourth semester students of english education department, nusa cendana university, kupang, ntt. references a.a.a.m. raba. (2017). the influences of think pair share (tps) on improving students o‟t ral communication skill in efl classroom, creative education.volume 8 (1) affan, m. n, marhaeni & dantes. (2013). the effect of tps technique on the english reading achievement of the students‟t differing in achievement motivation at grade eight of smpn 13 mataram. ejournal of islam and muslim societies. volume 8(2) arif, maulana. (2019). the effect of using think pair share on students‟t reading ability applied at the eleventh class sma 17 agustus banyuwangi. e-journal english teaching and learning. volume 8(2) asmawati, a. (2015). the effectivenes of skimming-scanning in improving students r‟t eading comprehension at the second grade of smk darussalam makassar, eternal.volume 1(12) 2015. bowman. (1991). definition reading. retrieved on 17 th september 2019 brown, et.al., from, http://www.wikipedia.org/wiki/cooperative learning. retrieved on december 25 th 2019. charles & mortimor (2017) how to read a book (new york: simon & students‟t inc,p.6. 8 http://www.wikipedia.org/wiki/cooperative ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) creswell j. w. (2008). education research: planning conducting and evaluating quantitative and qualitative research-international edition (boston.peraon,p.60. accessed on july 02th 2019. david and roger johnson, cooperative learning, online ht t p: / /ww wc lc rc . c om / p a g e s/cl.htm l , 2011. accessed on december 13 th 2019. deshpande. a & salman .b (2016) think pair share: aplication of an active learning technique in engineering and constructing management clases. annual international conference proceedings (52th aicp) the associated schools of construction. dol, s .m. (2014).tps (think, pair share) an active learning strategy to teach theory of computation course. international journal of education research and technology. volume 5(4),62-67. farida ,i & yeni,p.s. (2017). think pair share as mhetod to imprtove students‟t learn8ing motivation and learning achievement. state university of semarang, dinamika pendidikan. volume 12 (2). ginting. s.a.,& fenny friska sormin. (2016). improving students‟t achievement in reading comprehension through think pair share technique, n.d, 1-16. grabe, w., and fredical l. s. (2002).teaching and reading. essex: pearson education. hemant l. s. (2018). think, pair, share (tps): an effective cooperative learning strategy for unleashing discussion in classroom interaction.state maharshi dayanand university, international journal of research in social sciences. volume 8 issue 5 (1). hulya, kucukoglu. (2013). improving reading skills through effective reading strategies, hecettepe university, ankara turkey. procedia-social and behavioral sciences. volume 70 (2013) 709-714. 9 http://wwwclcrc.com/pages/cl.html http://wwwclcrc.com/pages/cl.html yanpitherszon liunokas : the use of think, pair and share (tps) strategy in teaching reading skill jacobs, a. d. (1985).an introduction to research in education: third edition.new york: cbs college publishing julian, h. (2009). the importance of teaching academic reading skills in first year. university courses.international journal of res earch review. volume 3 (20) kurniawati, cicik. (2011).bahasa inggris program ilmu pengetahuan alam dan ilmu pengetahuan sosial sma/ma. surabaya: intan parwira. lee, c., li, h., & shahril, m.(2018) utilising the think-pair share technique in the learning of probability. international journal on emerging mathemarics education. volume 2(1), 46-64. lie, anita. (2010). mempraktikkan cooperative learning di ruang-ruang kelas. jakarta: grasindo. mahmoud, k. (2013). think pair share: a teaching strategy to enhance students‟t critical thinking. educational research quarterly. volume 36 (4) marta.dallman, et. al. (1982). the teaching of reading. new york: m ediger 1982. martha, m.i., emmanue, 1. & seraphina, m. (2015). effect of think-pair-share strategy on secondary school mathematics students‟t achievement and academic self-esteem in fraction. american international journal of contemporary scientific research. volume, 2 (2), 141-147. opentexbc, quasy experimental research, http:/opentexbc.ca/research/quasi experimental/. accessed on 26 th january 2019 pardede, parlindungan ( 2017 ) a review on reading theories and its implication on the teaching of reading. retrieted on 19th may 2017, from ht t ps: / / www researchgate.net/publication/321228081_a_review_on_reading_theori es_and_its_implication_to_he_teaching_on_reading. 10 https://www/ https://www/ ideas, vol. 7, no. 1, june 2019 issn 2338-4778 (print) issn 2548-4192 (online) ridwan, a.n. (2016). using think pair share (tps) tecchnique to improve the reading comprehension of class viii g students‟t of smabn 1 sleman in the academic year of 2016/2017. unpublised thesis, yogyakarta state universaity of yogyakarta. sabsuha, s. (2013) think pair share technique to improve students reading comprehension. ice-ed comperence. elt prectices in asia. college & opportunities. universitas iqro‟t buru maluku (online) may 9th 2019. sari, d. p. (2015). an analysis of students‟t reading comprehension based on the four levels comprehension skills (a study at ther second year students‟t of smanb 10 bengkulu academic year 2014/2015. university of bengkulu. indonesia (online). may 9th 2019. tint, s. s. & nyuut. e. e. (2015). collaborative learning with think-pair-share technique. computer application, an international journal (caij). volume, 2(1), p. 1-11. titsankaew, p. (2015).the effect of using cooperative learning on students’ achievement and attitude toward mathematics. procedding of the international conference on language,education, humanities & innovation, 83-7. wahyuni, s. & badriyah laelatul (2015) using think pair share mhetod to improve the reading skills on narrative text of students of‟t mtsn kunir blitar. yudistirah, a . d. (2015). the influences of think pair share (tps) on students‟t reading narrative text.jakarta: uin syarif hidayatullah jakarta. yulianingsih, l.(2017). the use of think pair share technique in teaching reading to the seventh grade of senior high school. university of swadaya gunung jati. academic journal, perspective language educational and literaturen. volume 5(2) 11 814 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 814 826 examining coherence markers use on the abstracts of english graduate students’ final academic writing ahmad murodi1, ratna sari dewi2, kustiwan syarief3, sri rejeki4 ratna@uinjkt.ac.id ahmadmurodi333@gmail.com kustiwan@uinjkt.ac.id 1234master of english education, state islamic university of syarif hidayatullah, jakarta received: 2023-07-09 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.3946 abstract coherence plays an important role in academic writing, such as in writing an abstract. it needs to perform between sentences coherently. this study aims to describe the use of coherence in the thesis abstract. qualitative descriptive analysis was applied as the method. the data were twenty (20) selected abstracts from the repository uin syarif hidayatullah jakarta. in data analysis, the researchers used the theory by kehler (2002) to examine the topical subject and progression related to how the authors build coherence in the abstracts. the results show that four of the eleven types of coherence are used in the twenty abstracts, including parallels, contrasts, generalizations, and explanations. topical analysis of the subject shows that most adjacency pairs are different; this indicates that the authors should briefly describe the entire research contents because the abstract only consists of a few words. sequential progression becomes the dominant type of topical progression. in addition, the topic of discourse is difficult to analyze because the abstract only has one paragraph, so it was analyzed based on the terms that often appear to interpret the topic of discourse. this research is expected to contribute to the development of language studies to improve the quality of written english in the abstracts of students’ research papers. keywords: abstract; coherence; topical structure analysis; discourse analysis introduction research constitutes a process of rigorous investigation that aims to find, interpret, and revise facts (kaya & yag iz, 2020). in presenting and developing the results, it is usually recorded in a paper intended to be valuable data, references, and insight for the readers and other researchers. it is also required for certain people; for example, university students who undergo formal education at the university both at the bachelor’s degree, which is recorded as skripsi, for postgraduate is recorded as a thesis, and for doctoral degree level, is recorded as a dissertation. http://u.lipi.go.id/1457703302 mailto:ahmadmurodi333@gmail.com mailto:ahmadmurodi333@gmail.com mailto:kustiwan@uinjkt.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 815 moreover, writing scientific papers is one of the graduation requirements. uin syarif hidayatulah jakarta is one of the universities in indonesia that also requires students to conduct a study at the end of their final formal education. the university also usually provides classes that guide them to complete the process of writing research papers. furthermore, the lecturer and students conduct the learning and teaching activities to write a good research paper in the class. moreover, in writing a research paper, the students need to be concerned about many aspects to accomplish their research paper; one of them is abstract. an abstract is a brief description of the full content of the research that usually comes at the beginning of the research paper, and it constitutes one of the academic genres with its organizational framework and linguistic options (firdausyiah, hermawan, & muniroh, 2021). abstracts are also guided by movements that distinguish every connection device of the discourse (suwandi, 2016). it should inform the readers briefly and precisely about all main points of the research that guide the readers to understand the overall materials. therefore, the authors should concern with the rules for writing abstract. for example, it should be written on no more than one page and encompass 150−300 words (luthfiyah, alek, & fahriany, 2015). the abstract also can be considered a persuasive rhetorical instrument that describes the importance of the text (jiang & hyland, 2017). because the abstract is a group of words that form a complete discourse, so the authors are asked to write clear abstracts, and they need to master the ability to write well and be concerned with many aspects of writing, such as cohesion and coherence. defining coherence is complete with defining cohesion because they are interrelated. both coherence and cohesion are two aspects essential to building a discourse. cohesion and coherence are related but differ in some significant areas. cohesion is found in using devices in the text, such as connecting words or repeated word stems. meanwhile, coherence is the property that distinguishes texts from arbitrary sets of sentences. it is said to be coherent if it is feasible to generate a coherent text representation (chatterjee & chakraborty, 2019). the coherence relationship can be determined when attempts are made to discern syntactic and semantic relationships when given dialogue word sequences. the arrangement of concepts clearly and logically is called coherence. the reader can readily understand the primary points when a document is cohesive and coherent. to summarize, coherence is linking words or phrases inside a text to form a logical thread that allows readers to understand the idea contained within the text (ye and liu, 2020). although coherence is more closely related to meaning and dependent on how the reader perceives the text, cohesion adds to coherence because a cohesive text leads to a coherent text. the writing is coherent when a document's clauses, sentences, and paragraphs address the same idea or subject. several text coherence analysis studies have been conducted, especially in teaching english. sapriawan, chandra, & fadilla (2022) reveal the coherence of the undergraduate thesis abstract. the results show that two abstracts are considered incoherent because of the smooth ideas movement, where no cohesive device is used to relate the ideas and the arrangement of ideas that are not logically ordered. fitriati and yonata (2017) also investigated the analysis of text coherence in english argumentative writing graduate students. using discourse analysis case studies, the ahmad murodi1, ratna sari dewi2, kustiwan syarief3, sri rejeki4 examining coherence markers use on the abstracts of english graduate students’ final academic writing 816 findings show that students still experience difficulties achieving coherence because they do not maximize the use of cohesive devices, especially conjunctions, to connect sentences. furthermore, ye and liu (2020) analyzed cohesion and coherence in the paper. the results of this study reveal that students use cohesive devices to achieve coherence even though it is still far from the readers' expectations. based on the results of previous studies, the level of coherence of written work still needs much improvement. many existing studies still find texts that need better coherence. in this case, discourse analysis is essential, especially in language learning (trisnaningrum, alek, & hidayat, 2019). discourse is the most complex and most complete element of language. supporting units include phonemes, morphemes, words, phrases, clauses, sentences, and paragraphs up to total composition (nurwahidah, hidayat, husna, & alek, 2022). writing discourse must be interconnected from one series to another to discover the ideas conveyed. a text or discourse is cohesive if a form of language suitable to the context exists. discourses by the text and context are built from the internal structure of the discourse, namely cohesion, sentences used in interrelated discourse, and one understanding that connects the other understanding sequentially; these aspects also make the discourse suitable (rahman, 2020). as the highest level in the language hierarchy, discourse is not a random arrangement of sentences but is a unit of language, both oral and written. a reasonable discourse is a discourse that must pay attention to intercultural relations to maintain interconnectedness and interrelationships. discourse can be divided into two kinds: oral and written discourse. verbal discourse is a type of discourse that is delivered verbally or directly with verbal language. this type of discourse is often referred to as utterance. content or information is delivered in written form for discourse submitted in writing. this is intended so the reader can understand and interpret the writing. intercultural relations in a written discourse are arranged continuously and form cohesion. therefore, the unity of meaning and neatness of form in writing space is one of the essential factors in improving readability (nassi & nasser, 2018). in writing research, an author needs to master writing since they must convey their results so readers can comprehend (dewi, 2015). after all, writing is one of the most challenging and complex skills to master for most individuals, including researchers, because it necessitates a process of deep, critical, logical, and systematic thought, which makes it challenging for a writer to figure out what they want to express. in this view, authors must possess the ability to employ precise grammatical forms and terminology and understand how a text is ordered and how ideas are related to form its wholeness. unlike oral communication, a large gap between the writer and reader can occasionally be observed in written communication since the reader needs clarification or confirmation from the writer when more explanation is required. as a result, the authors should write their thoughts consistently and coherently for the readers to understand and follow the message given in the text. in addition, sidek (2018) has remarked, “a written text conforms to certain rules that most good authors unconsciously follow, and native readers unconsciously expect to find.” writing has its own set of norms to follow, and sticking to the target community's writing standards is challenging to fulfill in either the first or second language. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 817 writing a research paper or thesis is very challenging for university students because it consists of many chapters and discussions. they should write the ideas of the materials coherently so that the readers can easily understand the thesis. in addition, the thesis will also be examined by the examiner or the lecturer, who will also read the thesis’s content. two distinct factors that must be considered throughout the writing process are how sentences are organized into paragraphs, how sentences are connected, and how thoughts are generally organized into coherent discourse. if the written material is cohesive, readers can understand the relationships between ideas across phrases and sentences. readers can follow the sequences of thoughts and points since the writing is coherent. as a result, writing must be consistent and logical. based on the results of previous studies, there needs to be further research related to coherence, especially at the master's level, which is already at a high level in writing papers. therefore, it is essential to discuss how students use elements of coherence to influence the quality of their writing (karadeniz, 2017). this phenomenon encourages researchers to investigate further how master’s students build the abstracts of their thesis. specifically, this study aims to answer the question, “how were the roles of coherence in writing the abstracts of the graduate program of the english education department of uin syarif hidayatullah jakarta?” method the method of this study is descriptive qualitative analysis; to find the types of coherence and how the relation of a topic among sentences in building coherence of a paper. the data of this study are twenty thesis abstracts written by the master students of the english education department of islamic state university syarif hidayatullah jakarta. twenty abstracts were randomly selected from around a hundred theses, and it was decided that ten abstracts would be qualitative and ten for quantitative research. in collecting data, the researcher used content analysis regarding the coherence in words, phrases, clauses, or even selective sentences related to the abstract’s coherence type. the researchers collected sentences in adjacency pairs and numbered them correspondingly for each text for ease of identification. firstly, sentences are organized into adjacency pairs and numbered in sequence. each adjacency pair comprises two sentences/linguistic units, with the second sentence of the adjacency pair becoming the first sentence of the adjacency pair before it, and so on. the first section will be labeled with a number and a letter (a) for the first pair and (b) for the second pair. second, each adjacency pair in the texts will be thoroughly reviewed and scrutinized to find the types of coherence proposed by kehler (2002) & (hoenisch, 2009). in data analysis, the researchers used several steps: 1. examining the type of coherence present in each text's adjacency pair. 2. determining the occurrence (frequency) of coherence in the texts using the following formula: 𝑋 𝑌 × 100% = 𝑁 y: total number of data ahmad murodi1, ratna sari dewi2, kustiwan syarief3, sri rejeki4 examining coherence markers use on the abstracts of english graduate students’ final academic writing 818 x: number of types of coherence n: percentage of coherence 3. interpreting the analyzed data 4. concluding on the data analyzed. results this is the way you write the subheadings table 1 the way to write subheadings text the number of ts ts as grammatical subject ts in another position in the sentence the text’s dominant type of progression text 1 19 16 (8.00%) 3 (16.67%) sequential text 2 16 16 (8.00%) parallel text 3 10 10 (5.00%) extended parallel text 4 18 16 (8.00%) 2 (11.11%) parallel text 5 8 8 (4.00%) sequential text 6 10 10 (5.00%) sequential text 7 10 8 (4.00%) 2 (11.11%) sequential text 8 13 13 (6.50%) sequential text 9 13 13 (6.50%) sequential text 10 14 13 (6.50%) 1 (5.56%) sequential text 11 7 6 (3.00%) 1 (5.56%) sequential text 12 14 11 (5.50%) 3 (16.67%) sequential text 13 11 8 (4.00%) 3 (16.67%) sequential text 14 8 7 (3.50%) 1 (5.56%) sequential text 15 5 5 (2.50%) sequential text 16 14 14 (7.00%) sequential text 17 6 6 (3.00%) sequential text 18 9 9 (4.50%) sequential & extended parallel text 19 6 6 (3.00%) parallel text 20 7 5 (2.50%) 2 (11.11%) parallel the types of coherence proposed by kehler (2002) in twenty chosen abstract ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 819 theses are varied. the most used type of all the abstracts is parallel, found in 10 abstracts, and explanation type of coherence, found in nineteen abstracts. only a few were used besides the two types mentioned: contrast in four abstracts, generalization in two abstracts, elaboration in four abstracts, and result in six abstracts. furthermore, many abstracts used a type of explanation to briefly explain to the readers the full content of the research. the references (personal and demonstrative references) and noun phrases that appear most frequently in the texts are topical subject categories. the categories in which the discovered topics fit: 1) ise (initial sentence element). that is, any linguistic component at the beginning of a sentence, 2) those in the grammatical subject, which is the subject of the sentence in the grammatical sense, as in subject-predicate, and 3) those in other positions in the phrase, such as in the middle or at the end, as in a cleft sentence. six out of eleven kinds of coherence proposed by kehler (2002) are identified in this study: parallel, contrast, generalization, explanation, elaboration, and result. the analysis analyzes the coherence of the text proposed by kehler (2002) in twenty abstracts. then the following analysis analyzes coherence through the topical structure analysis proposed by hoenisch (2009). the followings are the analyses of them. discourse topic is to decide the main point of the discussion from every paragraph. meanwhile, the abstracts usually only have one paragraph, so this topic discourse is hardly analyzed. 1) parallel example: “the objectives of this study were to find out the readability levels of english textbooks for the tenth-grade of vocational school students and whether the readability levels of english textbooks matched the tenth-grade students’ readability at five vocational schools in majalengka.” (text 1) the type of coherence used by the writer in the example above is parallel; it is shown from the sentence that it provides the conjunction and indicates that the writer tries to connect the two points in that sentence. 2) contrast example: a. “furthermore, the finding showed that reference (56.3%) was the predominant grammatical cohesive feature used by the students in academic essay writing compared to other types.” b. “meanwhile, substitution (0.5%) was the least one.” (text 5) the example above indicates that the coherence type used is contrast; the writer explains the contrast condition of the discourse discussed. 3) generalization example: ahmad murodi1, ratna sari dewi2, kustiwan syarief3, sri rejeki4 examining coherence markers use on the abstracts of english graduate students’ final academic writing 820 “the average correct answers of test participants in five vocational schools were between 35—50%.” (text 1) the example above showed that the writer discussed the general point using the word average, indicating that this discussion talks about general things. 4) explanation example: “this study was aimed to investigate the effect of directed reading thinking activity and reading interest on students’ reading comprehension at the 8th students of mts jamiyyah islamiyyah pd. aren.” (text 3) the example above seems to indicate that the writer tries to explain an explanation of the point that the writer wants to describe; this kind of coherence is called explanation. 5) elaboration example: a. “it meant that 6.90% of the variance of students’ reading ability on descriptive text is determined by the student’s reading interest.” b. “secondly, there.is a.positive.relationship.between.x2.and.y.variables.” (text 2) the example above indicates the type of elaboration shown from cohesive devices; secondly, it indicates that the sentence elaborates on some points already mentioned in the previous sentences. 6) result example: a. “based on the information obtained by the writer in 2016, umj holds the method in students’ oral presentations in a speaking ii class.” b. “this is the reason umj is interesting to be investigated deeply.” the example above indicates the type of result coherence because the second sentence explains why umj is chosen. 1. topical structure analysis this section covers current topics, several sorts of advancement, and the abstract discourse topic. topical progression functions at the inter-sentence and paragraph levels, while the topical subject serves at the sentence level, all of which help to build the discourse topic of the work. a. topical subject the topical subject in each sentence is found during the text analysis. most of the recognized topical subjects are the same as the sentence's subject. however, some do not because their topical subjects are placed elsewhere, like in the adverbial position, other than the subject sentence. here are a few instances of various viewpoints on current events. a) “secondly, there is a positive relationship between x2 and y variables.” ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 821 b) “it showed from the ry2: 0.427, coefficient of determination is r²y2: 0.182.” (text 2) in adjacency pair number 11 above, the topical subject for (a) is an adjectival phrase with a positive relationship placed in the middle, and that for (b) is a personal pronoun that substitutes the previous topical subject that comes at the beginning of the sentence. the chosen twenty abstracts have different numbers of topical subjects; they are 19 ts in text 1, 16 ts in text 2, 10 ts in text 3, 18 ts in text 4, 8 ts in text 5, 10 ts in text 6, 10 ts in text 7, 14 ts in text 8, 13 ts in text 9, 14 ts in text 10. b. types of topical progression following the identification of topical subjects, the type of progression about the prior sentence is examined using adjacency pairs. the paragraph's topical depth is then written down, and their types of progression are mapped in a table. parallel, sequential, and extended parallel progression are the three types of progression used in this study. these types of topical progression are intended to identify the connection of the whole text. however, the abstracts analyzed have only one paragraph, so the topical progression of every paragraph cannot be identified. the examples below are a few analyses; the complete version is attached to the appendices at the end of this paper. example of parallel: a) “this study was aimed to investigate the effect of directed reading thinking activity and reading interest on students’ reading comprehension at the 8th students of mts jamiyyah islamiyyah pd. aren.” b) “this study is categorized as quasi-experimental research in which to investigate the effect of teaching method (drta) and reading interest on students’ reading comprehension.” (text 3) the example above shows that the topical subject in the first sentence is this study, while the topical subject in the second sentence is also this study. then, the adjacency pair above shows the same topical subject, so the type of progression in the adjacency pair above is parallel. example of sequential: a) “data analysis is processed by transcribing, creating dirty notes, cleaning notes, categorizing, integrating, and making themes of the research data.” b) “after conducting the university research, the findings can be categorized into three parts.” (text 4) the example above shows that the topical subject in the first sentence is data analysis, while the topical subject in the second sentence is the research findings. then, they have a different topic of discussion; this phenomenon is called the sequential type of progression. example of extended parallel. a) “the spokesmen have a task as a representative audience group to deliver ahmad murodi1, ratna sari dewi2, kustiwan syarief3, sri rejeki4 examining coherence markers use on the abstracts of english graduate students’ final academic writing 822 feedback assessment orally to the presenters’ performance.” b) “secondly, the students get involved in creating, filling in blanks of the self and peer assessment rubric, and giving feedback assessment orally to the presenters’ presentation.” the example above shows that the topical subject in the first sentence is the spokesmen, while the topical subject in the second sentence is the students. the type of progression of the example above is indicated as extended parallel. they are sequential in the adjacency pair, but the second sentence connects with the previous sentence (not in the adjacency pair) with the transition signal of the word secondly. c) discourse topic within and between paragraphs, the discourse topic of a text is based on the repetition of keywords and phrases, specifically sentential or topical subjects (hoenisch, 2009). ten discourse topics in twenty abstracts are interpreted about each text's sentential topics and progression types. after identifying topical subjects, discourse topics are generated based on the topical subjects or repeated words and generated from the researcher's interpretation. the discourse topics of this study’s twenty abstracts/texts are varied and are all about the research. it is proven that most discourse topics consist of the word research. the analysis of the discourse topic cannot discuss the relation among paragraphs because the abstracts usually consist of only one paragraph. it is proven that nine out of twenty abstracts have only one paragraph. discussion after the study's results are revealed and the data are reviewed, some difficult questions relating to the conclusions of this study of coherence require further discussion. seeing the coherence proposed by kehler (2002) in twenty abstracts chosen, four out of eleven kinds of coherence are identified: parallel, contrast, generalization, and explanation. almost all the text use explanation kinds of coherence, while only a few uses contrast and generalization. the use of parallel in every text or abstract is expected because the writers need to connect the point in the abstract. in addition, this study also indicates that all text using an explanation kind of coherence indicates that the abstract tries to explain the point of the text. these results support the previous research, especially research conducted by elfiana and farkhan (2019), showing that these results show kinds of types of coherence proposed by kehler (2002), which means the twenty chosen abstracts are written discourses that are arranged according to the rules of writing written discourse so that readers can easily understand the meaning or message intended by the author. 131 topical subjects are identified in this study; they are 19 ts in text 1, 16 ts in text 2, 10 ts in text 3, 18 ts in text 4, 8 ts in text 5, 10 ts in text 6, 10 ts in text 7, 14 ts in text 8, 13 ts in text 9, 14 ts in text 10. the form of the topical subjects varies. although they vary in length and kind of noun, topical subjects should only be found in nouns. many are in the form of personal reference; some are in abstract and concrete nouns or phrases. regarding topical subject identification, the findings show that up to 91.74% of topical subjects recognized correspond to the mood subject. this is unsurprising, given that the subject of a sentence (the topic) is frequently placed first in a sentence ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 823 before the comment and that subject-predicate construction is primarily parallel with subject-predicate construction from a grammatical perspective. as a result, it is asserted that, if in doubt, one should select the mood subject or grammatical subject as the topical subject, as hoenisch (2009) indicated, which accounts for numerous topical issues in this study that coincidentally fall under the mood subject heading. the study's findings on many of these topical subject coincidences in the first sentence element are explained by this significant occurrence of topical subjects in coincidence with the first sentence element of a sentence. despite the similarities in the functions played by the two entities in sentences, it is worth noting that. in contrast, the subject of a sentence may only consist of the headword, and the topic of a topical subject may consist of the entire noun phrase in which the subject is contained. these results support what had been done by pratiwi et al. (2021), showing that the mood subject becomes dominant for topical subject identification. however, it is worth noting that topical issues are also found in other places in sentences, accounting for 8.26% of the total. it could demonstrate the complexity of language forms and styles, as topical subjects could be placed in any sentence area other than the first element. another concern is the type of topical progression discovered in the study. the analysis discovered that parallel progression dominates two abstracts, sequential progression dominates seven texts, and extended parallel progression dominates one text. discourse topics cannot be interpreted smoothly because an abstract only consists of a few words and many points are written in it. in addition, because the corpus of this analysis is abstract, the readers already know that the abstract's main topic is research. these results contradict pratiwi et al. (2021) research showing that this research is hard to analyze discourse topics because it analyzes one paragraph into another, while the abstract usually has only one paragraph. in addition, this phenomenon is strengthened by the previous statement that analysis of discourse topics is unable to conduct since the text has only a few paragraphs. in addition, the result of this study is also different from hasanah (2017) since she employed a qualitative method by giving a scale to measure or to see the score of coherence from the expert judgment. hence, the results of her study constitute several scales and look quantitative. compared to this current study, this used the qualitative method because this kind of content analysis needs deep analysis and interpretation from the researcher, so the better method for this kind of content analysis is qualitative. to that end, the theory used by hasanah does not apply to her study. conclusion based on the research results, it can be concluded that the study shows that the topical subject in most adjacency pairs is different, which seems to indicate that the authors should describe the whole content of the research briefly because the abstract consists of only a few words. after topical subjects are identified and the progression types are determined, four abstracts are dominated by parallel progression, fourteen abstracts are dominated by sequential progression, and one text is dominated by extended parallel progression, while on abstract is dominated by sequential progression and extended parallel progression. in addition, the ahmad murodi1, ratna sari dewi2, kustiwan syarief3, sri rejeki4 examining coherence markers use on the abstracts of english graduate students’ final academic writing 824 arrangement of topics is well-organized but needs to be better connected because many sentences are in sequential progression. the study has shown that most texts are coherent, but some need more revision. for example, they need the proper devices that connect the points from one sentence to another. furthermore, the authors tend to use sequential types of paragraph progression, which seems to indicate that they are urged to write many points briefly in the thesis abstracts. the researchers suggested that the students should be careful to write the thesis, especially the abstract, because it is a bridge for the readers to understand the whole content of the research; they have to pay attention to the connectedness of the points. in addition, the authors need to carry out some steps of writing, for example, revising, because sometimes typology might occur in the writing process that might decrease the quality of the text. for further researchers, this research will contribute to the current literature, and future researchers can extend the study to investigate coherence in an article or thesis to highlight the author's idea of how they connect the points in each text or sentence appropriately in a written work. references chatterjee, r., & chakraborty, j. 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(2018). entrepreneurial education conference proceedings: a rhetorical moves analysis of abstracts. ijasosinternational e-journal of advances in social sciences, iii(9), 1112–1119. ahmad murodi1, ratna sari dewi2, kustiwan syarief3, sri rejeki4 examining coherence markers use on the abstracts of english graduate students’ final academic writing 826 https://doi.org/10.18769/ijasos.401178 suwandi. (2016). coherence and cohesion: an analysis of the final project abstracts of the undergraduate students of pgri semarang. indonesian journal of applied linguistics, 5(2), 253–261. https://doi.org/10.17509/ijal.v5i2.1349 trisnaningrum, y., alek, a., & hidayat, d. n. (2019). discourse analysis of grammatical cohesion devices in college students’ academic writing essay. ijee (indonesian journal of english education), 6(1), 79–90. https://doi.org/10.15408/ijee.v6i1.12502 ye, j., & liu, x. (2020). analysis of cohesion and coherence in two truths to live by. theory and practice in language studies, 10(1), 96–101. https://doi.org/10.17507/tpls.1001.14 915 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 915 926 intimacy over power developing learners’ motivation: a study at esp class arni arsyad sultan department of english education, institut agama islam negeri bone, indonesia corresponding author email: arnisultan@gmail.com received: 2023-04-11 accepted: 2023-08-01 doi: 10.24256/ideas.v11i1.3924 abstract this current research attempts to show that intimacy relationship of student to student has a bigger influence rather than power relationship of lecturer – student to raise motivation in learning process. certainly, the so-called power in social variable has directly affected in lecturer-student relationship even though the influence is not as big as intimacy relationship has. the relationship between student to student is much easier to communicate for their academic business and even for personal range of problem. it is actually a very potential aspect to raise their motivation in learning. before collecting primary data, the researcher investigates preliminary data by applying participant observer. after gaining it, the researcher collects primary data through interview. 63 students from english for specific purposes class on the fifth semester of english education department at iain bone are asked. finally, the data are explained by using descriptive qualitative analysis. as a conclusion, intimacy factor among learners is more influential in raising motivation of language learning over power factor held between lecturer and learners. feeling pleasant to communicate about learner’ incomprehension to their friends, supporting, co-working, and even pushing to strive or to finish the duty become the implementation of the friendship role in intimacy among learners. on the other hand, the respondents could feel clumsy, nervous, shy, or disinclined to express what they have in mind to the lecturer. it is, of course, ultimately affecting the way learner communicates to their lecturer. keywords: intimacy, power, learners’ motivation. introduction numerous studies on learning motivation have been conducted across the world. motivation probably becomes the core issue in learning especially language learning. in line with this, seven (2020) said that the research of motivation has been the center topics in language learning and one of the most crucial topics in education. it affects students’ engagement in learning process which eventually also affects their success. this sounds familiar with alizadeh’s idea (2016) that motivation is an important factor for explaining the success or failure of any complex task. good motivation creates a key to achieve goal in language learning. then, fundamental question may arise. how can learners grow their motivation and stay motivated for certain time in class? some aspects take into account for answering such question. as english learners, in the first place, they need to study it for their future. http://u.lipi.go.id/1457703302 mailto:arnisultan@gmail.com arni arsyad sultan intimacy over power developing learners’ motivation: a study at esp class 916 learners who have futuristic thinking will see english competence and skill as an asset to acquire prospective job when they are graduated. this reason makes learners engaged in the teaching and learning process (seven, 2020). beside this economic reason of how important motivation is in language learning process, another point is that motivation triggers a learner to reach linguistic outcomes such as vocabulary, structure, pronunciation, and so on. these linguistic aspects must be mastered especially for efl learners academically. next, some learners get motivated because of their responsibility or their duty. this distinguishes to the first reason, because learners have already got their profession or job. they have to comprehend one specific area of study in english in which is later on, they have to apply their knowledge of english in their ‘desk’ or to share it to many other people. this last case is often happens on esp class where banker usually takes english for business, nurse enrolls for english for nurse, guide tour takes english for tourism, and so on. being motivated can be influenced by several factors. wallace & leong (2020) studied sixth grade students at macau primary school to see what factors much contributing these primary school students in learning english. they found that the most contributing factor is learning environment beside family and peer social relationship. wallace and leong (2020) found that the students see their teacher positively and it may affect their positive way of studying english despite indicating their family expects them to get high grade and that of their classmates studying english negatively. another point of view came from seven (2020). according to his research, he then stated that teacher has a great role and responsibility in rising student’s motivation. as he stated that, not all the students has the similar capability in understanding english; some are good with writing, some with listening, and some are actively in speaking so that it is very important for teacher to monitor and understand his or her students comprehension. if the teacher adopts one method for all students, some of them might fail on learning english. next important idea connected to motivation is that learner’s attitude toward learning process can describe whether the students are motivated or not. this statement was researched by oroujlou & vahedi in 2011. they claimed that to support student’s motivation, teacher should design, create, and implement several techniques to raise student’s positive attitude in learning l2. this issue is pretty important to make class interesting. besides that, motivation coming from the students themselves both intrinsically and extrinsically also play important role for better learning in the future (husna & murtini, 2019) apart from gender social structure embodied in intimacy (cordeiro, 2005), this investigation attempts to show that the role of intimacy in the relationship between student to student is greatly influential to keep them motivated. the implementation of support from one student to his or her friend to catch and understand what teacher has explained is really helpful. not only because one student has provided information or even clue for what is being stated or asked, that student also helps her or his friend to be brave in speaking out what they have something in mind. this issue certainly cannot be ignored for some important reasons; to keep learning climate is alive and interesting, to make student more active, and to make teaching process more effective. literature review motivation according to do rnyei & ushioda (2011), the word motivation is derived from latin word movere which means ‘to move’. something that pushes someone to move internally, to make choice, to engage someone in certain action and persist in an effort is assumed as motivation. cambridge online dictionary lists the word motivation as an enthusiasm for doing something, the need or reason for doing something, and willingness to do something or something that causes such willingness. in the second language (l2) learning point of ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 917 view, motivation is seen as referring to the extent to which the individual works or strives to learn the language because of a desire to do so and the satisfaction experienced in this activity (gardner, 1985 in oroujlou & vahedi, 2011). it can be assumed that motivation exists internally and it can drive someone to do what he or she needs and desires including learning his or her second language (l2). motivation is typically described as intrinsic and extrinsic motivation. brown (2000:162) stated that those who learn for their own self-perceived need and goal are intrinsically motivated while those who pursue the goals to receive external reward from someone else are extrinsically motivated. nguyen (2019: 53) gave his opinion that when students learn a subject voluntarily or willingly without outside pressure, it means that the students are intrinsically motivated. they learn a subject they assume is important and worthy. they learn because they desire. according to lightbown and spada (1999) in nguyen (ibid) teacher does not give much effect on intrinsic motivation students. teacher only has to create supportive environment. on the other side, extrinsic motivation can grow negatively because students do not learn by their own intention. moreover, they are triggered by reward they get or punishment they will face. when there is promised reward, the students may have strong motivation to attend class, but if it is taken away or there is no punishment, the students may no longer be interested in attending the class. in line with this, ghazali, suppian, & zaini (2022: 259) stated that students’ motivation comes from inside of themselves and this becomes important factor contributing to their success. there are also three parts which can affect students’ motivation namely input dimensions (personal needs and material), the teacher’s knowledge and attitude, and the process dimension (challenges based on school-based assessment). in another word, motivation can be agreed as the most influential factor in learning process. by possessing it, a learner can be focus or concentrate in listening instruction and explanation of lecturer, engage in the classroom activity; be active in answering, asking, or giving comment in a class. motivation can appear from either inside or outside of human being. in this study, the researcher tries to associates it with two factors; intimacy and power held by friendship and professional relationship. intimacy and power intimacy and power have been parts of social variables beside age, race, religion, sex, social class, etc. they affect how people interact and behave in personal and social relationship. in his book, layder (2009:6) explains much well about these two. according to him, human tends to minimize uncertainty and unpredictability with others and this is linked to their ability to drive psycho-emotional to intimate contact. if it can be controlled, someone can obtain benefit from his/her relationship with others such as support, approval, love, companionship, self-disclosure, and so on. intimacy is derived from what layder says as ‘mutual benign control’ (2009: 51). it is the mechanism that generates positive emotional energy and feelings of self-efficacy. it controls the quality of intimacy in human interpersonal and social relationship. intimate relationship is about to fulfill and satisfy what becomes our and other’s emotional need. the felicitous way is influencing and then controlling over. control discussed here is not simply making someone do something against their wishes, but it is influencing them in a more positive way (ibid). kriesman (1969) in sharabany (1994: 451) mentioned that intimacy is not only a matter of self-disclosure but also a readiness to ask friend for help, frequency of interaction, degree of mutuality, duration of relationships, and number of mutual activities. intimacy is the result of mutual benign control from person to person. it can go right or wrong. when a person gets what she/he needs or wants, intimacy between partners or friends probably is successful because of cooperative efforts. they have good mutual understanding that is nurtured well from each other and minimized self-interest or arni arsyad sultan intimacy over power developing learners’ motivation: a study at esp class 918 manipulation. imposition is less intimate rather than persuasion and it can devalue intimacy. when a friend, partner, or couple is unhappy, it is probably because of the odd and dissatisfied from what they are giving to or receiving from each other. in a college life, learners who are adolescent face new life step changing their academic habit into more advanced activity. this phase is the transition from high school into college student. this shift includes leaving home for the first time and being away from the influence of parents as well as their childhood friends (larose & boivin, 1998; cutrona ,1982; kenny & donaldson,1991 in allgood 2008: 6). although college students meet new people often, they do not need to build intimate relationship with the people whom they meet. reiss (1990) in allgood (2008: 6) also stated that most college students rated “having a few close friends” as extremely important but “having lots of casual friends” was not rated very important. however, intimate relationship for college students is unique and quite risky especially for those who want to achieve greater independence particularly with their parents (margolis, 2011). this study then is linked to this social phenomenon. which of the variables is related to their learning motivation; the influence of friends they have already acknowledged closely or the power of the lecturer they rely on? and what factors make the influence happen? it will be described qualitatively on this investigation. power, on the other hand, can be seen as the other side of a ‘coin’ of intimacy. power is a fixed status hierarchy in which people see themselves as one up or one down and this does not fit the flexibility of intimacy (layder, 2009: 76). hierarchical or dominative control is relatively permanent in one fixed person in his/her relationship with others. power is often related to political role and domination of social context (bachrach and baratz 1962; hayward 2000; lukes 2005 in symonds, 2021: 1071). furthermore, it may sound strange that power related to educational field in which people acquire knowledge and also develop skill and value (elmazi, 2018), but there is a need to reach understanding of how power is connected in academic life and university particularly in different social roles (symonds, 2021: 128). symonds (2021) on her another paper argues that power in higher education (he) is distributed into two broad terms; systemic power and constitutive power. systemic power is the ways in which given social systems confer differentials of dispositional power on agents, thus structuring their possibilities for action (haugard, 2010 in symonds, 2021: 1071) while constitutive power is about how individuals, their relationships, and their social worlds are constituted by power relation (foucoult, 2002 in symonds, 2021: 1071). lecturer, in a college life connected to this case, has the power to make decision for his/her students in the classroom. she decides by herself the material, the method, and manner to deal with many psychological backgrounds of students she teaches. she has the right to create determination through the process of learning for the student’s point. lecturer has the control over the class she teaches. she can choose what kind of skill will be achieved according to material she delivers and how her students can achieve it. fairclough (1989: 31) supports this by stating that power determines the way orders of discourse are structured, the ideologies they embody, and relationship in particular social institutions. in addition, the relationship between lecturer and the students is vertical because the students are dependent to their lecturers academically. they are taught and supervised accordingly based on the standard operational procedure of teaching and learning process. student’s assessment by the lecturer is the obvious implication that lecturer has the power to her students. research method this research is conducted by using qualitative-descriptive method. this research tries to describe social variables (intimacy and power) related to learner’s motivation in ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 919 learning. according to creswell (2014:187), qualitative research studies individuals (narrative, phenomenology); explore processes, activities, and events (case study, grounded theory); or learn about culture sharing behavior of individuals and groups (ethnography). preliminary data of this research was got from observation in a classroom and field. “qualitative observation is when the researcher takes field note on the behavior and activities of individuals at the research site. in these field notes, the researcher records, in an unstructured and semistructured way (using some prior questions that the inquirer wants to know), activities at the researcher site.” (creswell, 2014:190) this is done to convince the researcher to continue and investigate the issue scientifically as well as it functions as basic knowledge before starting to gain more data. primary data was gained through questionnaire filled by 63 students of esp class. participant participant involved in this study is all the students of esp class at iain bone. they are on the fifth semester in 2022/2023 academic year. 63 students are interviewed based on the framework of prior preliminary data in which the researcher also acts as participant observer. participant observer is a person who participates and observes social activity around him/her (spradley, 1980 in sultan, 2020: 41). instrument first instrument used in this study is note taking of what has been observed directly. since the conversation had already occurred before the researcher was there and what would be saying was unpredictable, the only applicable method is note taking after the utterance of the actor was said. the context of situation; actor, time, place, and utterance is noted down. having analyzed actor’s utterance, the next instrument applied is conceptualized interview. the esp students are hoped to give the best answer of their own version without pressure. after getting the response, the last step is analyzing all the responses and describing them qualitatively. table 1 below is associated with the questions in interview: table 1 interviewing items 1. if you have problem in learning, what probably does cause it? 2. does it can affect your motivation? 3. what will you mostly do when you are so much like not motivated? 4. who is the first person you tell it about? why? 5. is there anything else besides that problem in your learning motivation to tell others? what is it? 6. does the response from the person you tell about meet your expectation? 7. if you’re neglected when telling your problem, does it affect your motivation? 8. based on number 7, what does the effect of that neglection? procedure there were two processes in gaining the result of this research; preliminary data and primary data. preliminary data was the starting point to find the issue and then it continued to get primary data in interview. gathering preliminary data is done by observing and recording the issue directly in social life. it is also called participant observer (spradley, 1980). after that, the researcher interviewed the students of esp class to get deep data to explain related to prior data from observation. arni arsyad sultan intimacy over power developing learners’ motivation: a study at esp class 920 finding and discussion as an opening statement of the finding of this research, there were two social phenomena related to learner’s motivation which had been observed before getting this research. first, when the researcher gave lecture in esp class. after giving explanation about the material, she gave quiz to the student. the rule of the quiz was simple; whoever answered correctly, would get 5 points for each question and 2 points for incorrect answer (whether correct or incorrect response, they still got points. this was done to motivate the students extrinsically). the researcher paid attention to every single student in the class at that time. after giving questions, she observed them. most of them were mumbling; spoke some statement associating with expected answer in doubt, looking each other, staring at the researcher, and trying to communicate but staying silently. however, only one or two students courageously raised hand and gave answer while others were listening and tried to figure out. actually, this quiz aimed to support them directly to talk because no matter the answer, the students still got point. the matter was only to have courage to speak up. the response of the next several questions were so much like before there were 2 students (female and male) trying to assist their friend who sits next to them. these two students knew the answer and then they not only helped their friend to get the correct answer but also push them to speak until their friend got points. this happened until the end of the quiz. another preliminary datum which was also taking into account was a recent conversation (may 4th, 2023) taking place in a small food stall at the roadside in a middle city of watampone (south sulawesi) had been successfully recorded and it probably support the issue of this research. the conversation was between a customer and a seller. these speakers were talking about their children. the conversation took long time about random things until they shared each other about their children’s education. the researcher highlighted what the customer said about his child; customer: itu anakku pindah sekolah dari sma1 watampone ke sma 13 watampone karena banyak temannya (bersekolah) disana. (my child moved his education from sma 1 (watampone) to sma 13 because most of his friends school there). this utterance is much alike to promote that his child is affected by his intimacy with his friends in learning. they may bring positive influence and attitude to his learning process and thus, it can develop good motivation of his child so he decides to follow his friends. based on these two phenomena, the researcher gets an issue to be studied. friendship probably has important influence in supporting learner’s motivation in learning. in fact, the learners at the first case would be given reward for their effort (whether it is right or wrong) or they are stimulated extrinsically just to dare to speak up, it is still not succeeded to invite them to talk. the learners talk because their friend strongly advices them to do so and they get that reward. having got this issue, the researcher conducted investigation about the influence of intimacy to raise or maintain learner motivation and compare this factor to power possessed by lecturer in english education department of iain bone. the followings are the qualitative description of the research; intimacy a. feeling of sameness a learner who takes certain classes in his/her study plan must face the same ongoing process and lecturer with his/her friends. this sameness among esp students links to the same easiness or difficulty of material they get, similar incomprehension in the class they enroll, the same learning circumstance, and even get the same treatment from the lecturer. these bond them socio-emotionally from time to time they study and make them understanding each other. having understood their friends’ habit and attitude during their study grows intimacy in their interpersonal relationship. it is not surprisingly that if they get trouble in ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 921 understanding the material, in campus life, or even in their privacy life, they will share it to their friend at the first place. in addition, usually, if one or two of them finishes homework earlier, it triggers the rest to do it rightaway. it is because they want to get the same achievement of their friends (submitting the paper before deadline) or one of his/her friends advices not to be procrastinator; o menurut saya, teman membuat saya lebih ingin cepat menyelesaikan tugas. jika teman saya sudah selesai (mengerjakan tugas), otomatis saya ingin mengejar karena tidak mau ketinggalan (for me, my friend gets me do my task earlier. if she/he finishes [the task] i also want to do it as soon as possible). o saya sering menanyakan pada teman hal yang menghambat semangat saya dalam belajar. mereka membuat saya kembali semangat dan termotivasi berkat saran mereka (i often ask to my friend about my learning motivation problem. they make my spirit up and keep motivated because of their advice). intimacy because of feeling sameness can go right or wrong. positive thing of this sameness is if one learner can always motivate their chum or what the socalled ‘besty’, or ‘brody’ to do their task diligently and timely. this form can be found if one of them tries to re-explain from lecturer’s talk in their own way. on the contrary, if she/he ignores their friends need for help such as confirming the answer, re-explaining material, etc, one will probably procrastinate their task because he/she still looks for answer or waits for other’s assistance as in; o kadang saya menunda tugas karena saat saya bertanya pada teman, dia juga tidak paham. jadi, saya pikir, nantilah, butuh memperbaiki suasana hati untuk mengerjakan tugas secara mandiri (sometimes, i postpone to do my task because i don’t get any help from my friend. so, i say, it will be later on [to do it]. i need to fix my mood to do it best). b. age gap esp students in this research are registered in 2020/2021 academic year. they are in fifth semester. according to their biological age, mostly they are 21 or 22 years old. it is certain that the disparity of their age is not far different so probably they will have the same psychological maturity. their similar emotional maturity development also bounds them psychologically and this grows intimacy among them. this becomes the basic reason they tend to feel open and free to communicate with their friends about their problem in comprehending the material, being on time in classroom, and being disciplined on finishing the task. wolf (2009: 2) stated that as adolescents become more attached to each other, friends are more motivated to see things from the other’s perspective. she added that friends also serve the important role of evaluator, providing accurate assessment of the individual’s strengths and faults (ibid). within such relationship, adolescents feel free to be honest, spontaneous, and open with their friends. intimate friendships involve a deep familiarity between the two sides, including an awareness of the friend’s feelings, preferences, and beliefs, as well as knowledge of details about their personal life (snir et al, 2020: 2). the cooperation between learners as friends to seek for positive suggestion for their problem can be seen in the followings data below; o saya memilih teman agar kita dapat saling tolong menolong dan bertukar pikiran. memilih teman bisa lebih terbuka karena umur tidak jauh berbeda (i choose friend because we can help each other, we can share our mind because our age is mostly the same). arni arsyad sultan intimacy over power developing learners’ motivation: a study at esp class 922 o saya lebih memilih teman karena saya merasa nyaman bercerita dengan teman dekat saya dan saya tidak merasa canggung (i prefer to choose my friend because i feel convenient [to tell the problem] and moreover i don’t feel awkward). o saya lebih memilih teman karena bercerita dengan teman jauh lebih bebas untuk mengungkapkan keluh kesah karena hubungan emosional sudah terbangun (i choose my friend because is far more enjoyable and i feel free to complain because we have already emotional bound). o saya memilih teman karena ketika bertanya kepada teman, kita tidak perlu pikir kata-kata yang sopan santun, bisa langsung bertanya apapun itu (i choose my friend because i am not worried so much about polite way to communicate with her/him and i can directly ask her/him about anything). o saya memilih teman karena lebih cocok untuk curhat sedangkan kalau (bertanya kepada) dosen canggung dan sedikit takut (i choose friend because she/he is the right person to cry on and f i teel it to lecturer, it will be awkward and i am little bit afraid). c. heterogeneous topic of discussion esp students at iain bone who choose intimacy argue that they speak much more topics of conversation with their friend or chum in their spare time or in the middle of their group work (outside of the classroom). they tend to expose their other problems beside academic affair such as romanticism with opposite sex, extracurricular activity in campus, hobby, family, and even for amusement such as up to date news on social media, film, gossip, etc). here are some of their explanations; o bagi saya, teman adalah orang yang tahu sebagian tentang diri saya. jadi, selain membahas tentang perkuliahan, saya pernah membahas tentang keluarga dan kondisi saya (for me, friend is the one who knows some parts of myself. so besides talking about college life, we share about our family and our condition). o hal seperti yang bersangkutan dengan keluarga, asmara, keuangan, dan idola (the things like family, romance, and idol). o saya pernah berbicara diluar materi pelajaran dengan teman mengenai keluarga, keuangan, games, plan di masa depan, film, liburan, dan mental pribadi (i have talked to my friend outside of the learning material for instance family, finance, game, plan for future, film, holiday, and mental health). power a. field of expertise and experience it has been known that every lecturer in a certain concentration must master one special field of study to teach or she/he has experience in teaching specific field of science. they have to deal with material, method, and manner in their professional job. according to the esp students who choose lecturer as a consultant of their motivation problem in the first place, they tend to rely on lecturer’s help in getting alternative solution for them. they believe that the competence and experience of lecturer is well enough to give them advice and support, as they assume that: o saya lebih memilih dosen karena dosen lebih memiliki kemampuan yang luas (i prefer to choose lecturer because she/he has wide knowledge). ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 923 o karena dosen lebih memahami dan mengetahui materi (because lecturer has higher understanding and comprehension about the material). moreover, they assume that, it is the lecturer who designs the material she/he delivers and the strategy she/he uses to teach in classroom. as a result, according to them, asking or consulting to lecturer about their problem of learning motivation is the best way to do as in: o karena di dalam kesultian pembelajaran, tidak mungkin bagi saya menjadikan teman sebagai tempat pertama untuk solusi kesulitan saya karena pada dasarnya teman hanya sebagai tempat kita terhibur sedangkan dosen tempat kita untuk konsultasi mengenai pembelajaran (because in my learning difficulty, it’s impossible to make friend as a consultant to find the solution because basically friends are only partners to have fun). next, relevant response is usually given from lecturer as the way it is expected because she/he only focuses on the problem core and there is nothing to deal with irrelevant topics as in: o saya memilih bertanya kepada dosen agar jawaban yang saya cari atau materi yang tidak saya pahami bisa lebih jelas dan rinci karena kadang bertanya kepada teman, mereka kadang tidak paham (i prefer to ask the lecturer in order to get clear and detail answer and sometimes if i ask my friend, she/he does not understand either). the last, esp students who choose lecturer think that argument or opinion from lecturer is conveyed seriously rather than with friends. o saya lebih memilih dosen karena saya menginginkan pendapat yang lebih serius (i choose to consult with lecturer because i need serious thought/opinion). b. age gap the age gap held between lecturer and her/his students is obviously distinctive. the disparity is very far difference. this gets uneasy to talk as free as to their friend without invitation. feeling disinclined, doubtful, worried, afraid, or clumsy to open discussion with the lecturer usually emerges so they tend to choose to stay silent and reluctant. they keep their problem for themselves. furthermore, social conditions like where and when to talk or what topic should be talked need careful consideration especially for private topic affecting motivation. even though, sometimes, the lecturer is pleased them to share, they still feel inconvenient to speak. obviously, this is a case of self-preference and it is very subjective from person to person because learners voluntarily choose to whom they are comfortable to talk. probably, one learner matches with a certain lecturer but others do not because it is supported by personal characteristics. in spite of the fact that there is still a chance to open the conversation with lecturer, the disparity of age makes the learners to be careful to share their specified condition with lecturer. c. homogeneous topic of discussion esp students in this research stated that they have nothing more topics to convey besides their learning motivation lack. unlike the learner-learner talking, learner to lecturer talking is restricted to one topic of conversation; it is the academic business or college life. other topics which might be not relevant to their studies are not discussed. as they stated below; arni arsyad sultan intimacy over power developing learners’ motivation: a study at esp class 924 o selain materi pembelajaran, tidak ada yang perlu saya tanyakan (beside learning material, there is nothing i will ask). o saya tidak membahas topik lain dengan dosen dikarenakan saya merasa segan (i don’t discuss any other topics to lecturer because i feel disinclined). o topik lain yang saya bahas selain materi pelajaran yaitu tentang renovasi ruangan prodi atau acara di hmps tbi (another topic beside learning material is about renovation of department room or events at internal organization of english department student). o saya pernah menanyakan tentang keuntungan dan kekurangan dari bergabung dengan organisasi (i have asked about benefit and deficiency on joining the [student] organization). o saya pernah menanyakan hal tentang kegiatan kampus di luar pelajaran tapi tidak dengan urusan pribadi (i have ever discussed about campus activity outside of learning material but not with personal affair). conclusion learners in this research show their tendency to be more overt to communicate their learning motivation problem to their friend and share their response each other. the similarity of psychological and emotional development among them is linked so they can understand each other. they face the same process, the same treatment, and same position in the classroom so that intimacy makes communication among student to student goes well. they feel free to communicate every topics; 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(2021). an ‘unavoidable’ dynamic? understanding the ‘traditional’ learner-teacher power relationship within the higher education context. retrieved at https://www.tandfonline.com/doi/epdf/10.1080/01425692.2021.1962246?need access=true&role=button wallace, matthew p. & leong, emily in leng. (2020). exploring language learning motivation among primary efl learners. retrieved at https://core.ac.uk/download/pdf/304917636.pdf wolf, stephanie. (2009). an examination of factors that influence friendships in young adults from intact and divorced families. retrieved at https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=3118&context=etd https://doi.org/10.24256/ideas.v10i1.2563 https://www.tandfonline.com/doi/epdf/10.1080/01425692.2021.1962246?needaccess=true&role=button https://www.tandfonline.com/doi/epdf/10.1080/01425692.2021.1962246?needaccess=true&role=button https://core.ac.uk/download/pdf/304917636.pdf https://scholarscompass.vcu.edu/cgi/viewcontent.cgi?article=3118&context=etd 648 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 648 669 the development of a webblog for learning english dewi furwana dewi_furwana@iainpalopo.ac.id andi tenrisanna syam andi_tenrisanna_syam@iainpalopo.ac.id qubra qubra.0225_mhs17@iainpalopo.ac.id received: 2023-04-11 accepted: 2023-07-08 doi: 10.24256/ideas.v11i1.3861 abstract this research aimed to develop the appropriate weblog for learning english grammar of the twelfth-grade students at sman 4 palopo. furthermore, the researcher applied research and development (r&d) method under the addie model. it consists of five phases: analysis, design, development, implementation, and evaluation. this research was located at sman 4 palopo. the subjects in the research were the twelfth-grade students at sman 4 palopo, and 42 students became respondents for the development tryout. this research used several instruments to collect data, i.e., need analysis questionnaires, experts’ judgment questionnaires, and students’ perception questionnaires. the technique of data analysis was a quantitative descriptive analysis technique. this research shows that the developed basic english grammar material through blog learning for the twelfth-grade students at sman 4 palopo was appropriate. the value from the expert’s validation showed that the material expert was 4.33, the language expert was 4.80, and the media/it expert was 3.44. thus, the overall mean score for product validity was 4.52 under the excellent category. the result of the questionnaire on students’ perception obtained 4.23 in the excellent category. the appropriate basic english grammar material through blog learning for the twelfth-grade students at sman 4 palopo covers: (1) learning objectives follow students’ necessities; (2) material consists of modal verbs, singular and plural, noun and verb phrases, tenses, direct and indirect speech, passive voice, and articles; (3) presented visually and audio-visually; (4) exciting learning activities and is student-centred such as quizzes, games, and tasks; (5) material’s arrangement consists of a definition, observing activity, grammatical structure, function, and example; (6) an understandable and accessible and covered with a good, attractive, and consistent layout; (7) clear, effective, communicative language and is suitable; (8) material can increase students’ enthusiasm, focus, spirit, confidence, motivation, and activity. key words: basic english grammar, research and development, weblog introduction http://u.lipi.go.id/1457703302 mailto:dewi_furwana@iainpalopo.ac.id mailto:andi_tenrisanna_syam@iainpalopo.ac.id mailto:qubra.0225_mhs17@iainpalopo.ac.id ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 649 grammar is a fundamental competency that assumes a significant part in dominating abilities in english to communicate adequately. increasingly understanding grammar will allow learners to produce better and correct sentences in speaking and writing performance according to its use. richards & renandya (2002) stated that grammar instruction had regained its rightful place in the language curriculum. today, people concur that grammar is too essential to be ignored, and learners’ language growth may have severe limitations if they do not have a firm grasp of grammar. a long time ago, grammar teaching used the “talk and chalk” method; however, the moment has come to use online learning platforms. they will revolutionize the present traditional education model by encouraging students to engage in active learning and allowing them to shift from knowledge memorization to knowledge application, analysis, synthesis, and evaluation (ahluwalia et al., 2011). the development of increasingly sophisticated but user-friendly technologies has aided the creation of new teaching approaches, one of which is weblogs. they've changed the way people communicate on the internet forever. they've transformed users from consuming to contributing information. murray & hourigan stated that a blog platform is another kind of online interaction, synchronous computer-mediated communication (2008). weblogs offer significant implications in english language teaching for various reasons. weblogs allow for open and honest interaction in a natural educational setting. the writing's audience is not confined to the teacher but includes colleagues and persons outside the class and a worldwide audience (noytim, 2010). the blog uses all the websites and is simple to develop (azizinezhad & hashemi, 2011). we can add images and texts to our blog without any issues. weblog, as instructional media, was successful due to numerous benefits, and the students were selfsufficient in their learning (ima, 2017). besides, weblog-based english writing materials for students in the english education department were extremely convenient based on the approach used (devitasyari, 2018). students positively perceived weblogs with five indicators: students' writing confidence, writing skill enhancement, experience and understanding of information and communication technologies, critical thinking promotion, and accessibility (sanjaya et al. 2020). blogs attract students' attention and interest and motivate them to do activities, ask questions, and participate in online and classroom discussions (rahman & melor, 2012). in addition, students regarded convenience, accessibility, flexibility, and autonomy as the advantages of blog learning or blog-assisted language learning (kun, 2018). blogs' strength resides in their ability to support sharing and commenting (divitini et al. 2005). moreover, aydin (2014), betts & dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 650 glogoff (2005), and bloch (2004) wrote that blogs help practice rhetorical methods and fluency, strengthen grammar mastery, structure paragraphs, and essays, revise written works, give and receive comments, and participate in review activities. the researcher discovered several significant issues in learning english based on the pre-observation. first, the method the teachers used to teach grammar was to blame for the learners' difficulty (sumalinog et al., 2018) and caused the students were lack awareness, less motivation, and grammar knowledge (turkmen & aydin, 2016). therefore, the students could not speak and write in the english language confidently. second, almost all the students used gadgets daily, but several students misused them. third, the material for the basic english grammar was inappropriate. the researcher found that most of the materials provided in the book about texts, conversations, and individual or group activities, were not offered enough grammar materials or lack of explanations. it did not give enough grammar materials that explained how to create those conversations. several researchers observed web blog utilization in teaching vocabulary and grammar, such as uzun et al. (2002), amstrong & retterer (2008), and ducate & lumicka (2008). grammar gang blog was produced by duff et al. (2010). witte (2007) developed ‘the talkback project’ and claimed that educational blogging provides chances for students to enhance their digital competency and traditional literacy skills. according to the above explanation, the objective of this research was to develop the appropriate weblog for english learning grammar of the twelfth-graders of sma negeri 4 palopo. method design this research is categorized as the r & d (research and development) method. the researcher used the addie model as the development stage in this research. the addie model consists of 5 steps: analyze, design, develop, implement and evaluate (welty, 2007). participant the researcher conducted this research at sman 4 palopo, located at bakau street, balandai, bara, palopo. it was conducted from december 2021 until march 2022. the subject of this research was twelfth-grade students of sman 4 palopo. the respondents of this research consist of 42 students from two classes. thirty-three students were involved in the field trial. 2 lecturers and one teacher assessed the developed weblog. instrument ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 651 the researcher used questionnaires as the research instrument to collect data in each stage. the questionnaires were experts’ judgment questionnaires, the need analysis questionnaire, and the students’ perceptions questionnaire. the questionnaire for need analysis consisted of 19 items. the questionnaire for expert judgment consisted of 50 items. the questionnaire for students’ perceptions consisted of 8 items. data collecting technique the researcher distributed need analysis questionnaires through google form. meanwhile, the expert validation questionnaires were distributed in paper-based questionnaires, and the assessment took place face-to-face with each validator. besides, the data was also obtained through students’ perception questionnaires to evaluate it to produce a final product. data analysis technique 1. data analysis of need analysis questionnaire data analysis used quantitative qualitative, which was analyzed by calculating the answer percentage. the result of the need analysis from the questionnaire used the patterns below: 𝑋 = 𝛴𝑥 𝑛 𝑋 100% x = score σx = the same answer of students n = total of students 2. data analysis of expert judgment and students’ perception the result of the data was converted into a descriptive analysis. the indicator in measuring the result was the mean (x). the mean used by using conversion pattern data: mn (x) = σfx n m = mean σfx = total score n = total items table 1. data conversion table scales interval descriptive categories 1 1.0 < x ≤ 1.7 very poor 2 1.8 < x ≤ 2.5 poor 3 2.6 < x ≤ 3.3 fair 4 3.4 < x ≤ 4.1 good 5 4.2 < x ≤ 5.0 very good dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 652 results the result of the need analysis questionnaire 1. target needs these data show the questionnaire result related to the students’ necessities in learning grammar. chart 1. the percentage of the reason for learning grammar is important table 2 above shows the highest percentage of learning grammar was important to understand oral and writing sentences clearly with 40.5% of percentage. it means the students learn grammar to understand verbal and writing clearly. chart 2. the reason why the students need grammar based on chart 2 above, the highest percentage was to support speaking skills with 71.4% percentage. the students needed to learn grammar the most to keep their speaking skills. these data show the questionnaire result related to the students’ lack of learning grammar. chart 3. percentage of students’ proficiency in grammar knowledge 23.8% 40.5% 23.8% 11.9% 0.0% 20.0% 40.0% 60.0% to produce oral and writing correct sentences to understand oral and writing clear sentences very necessary in answering english test questions to support further studies 4.8% 71.4% 11.9% 11.9% 0.0% 20.0% 40.0% 60.0% 80.0% to support listening skills to support speaking skills to support writing skills to support reading skills 38.1% 16.7% 11.9% 26.2% 7.1% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% understand basic tenses understand parts of speech understand the use of form singular and plural understand usage forms of the verb cannot understand anything ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 653 chart 3 above shows the highest percentage was the students who understood basic tenses with 31.8% percentage. it means most of the students already understood basic tenses. chart 4. the students’ difficulty learning grammar chart 4 shows the difficulty in learning grammar was difficulty remembering the rules/formulas learned with 40.5% of the percentage. it means most students struggled to remember the rules/formula. chart 5. percentage of the difficulty of applying grammar in language skills the highest percentage was speaking skills, with 40.5% of the percentage. in general, the difficulty of applying grammar when speaking. chart 6 below shows the questionnaire result related to the students’ wants in grammar learning. chart 6. percentage of the most wanted grammar materials based on the curriculum, the researcher provided ten kinds of grammar materials, and the materials that got higher percentages were: tenses (simple past, future tense, and present perfect) reached 15%, the passive voice, reached 14.4%, direct and indirect speech reached 26.2% 28.5% 4.8% 40.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% apply the rules/formulas of grammar material lack of motivation to learn grammar many rules/formulas that are difficult to understand difficult to remember the rules/formulas that have been learned 14.3% 40.5% 14.3% 31.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% writing speaking reading listening 12.6% 9.6% 9.0% 15.0% 13.2% 14.4% 11.3% 3.6% 4.8% 6.5% 0.0% 5.0% 10.0% 15.0% 20.0% modal verbs singular-plural noun noun phrase and verb phrase tenses direct and indirect speech passive voice article prepositions conditional sentences imperatives dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 654 13.2%, modal verbs reached 12.6%, article reached 11.3%, singular-plural nouns reached 9.6%, noun phrases, and verb phrases reached 9%. therefore, the researcher highlighted the higher percentage of these materials for the material development. chart 7. the students’ expectations after learning grammar the highest percentage was students expected to be able to understand tenses or formulas to compose english sentences, with 57.1% of the percentage. it means that most of the students are expected to be able to comprehend tenses or formulas. chart 8. the learning resources/media for grammar chart 8 shows the highest percentage was the internet, with 73.8% of the percentage. therefore, it increased the opportunity to develop grammar material through the blog. chart 9. the students’ agreement to use gadgets for learning grammar chart 9 shows the highest percentage was 50% which students agreed to use gadgets as another alternative for learning grammar, and 47.6% strongly agreed. most students decided to use gadgets as another alternative for learning grammar as the peak percentage. 2. learning needs 57.1% 4.8% 9.5% 26.2% 2.4% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% be able to understand tenses or formulas to compose english sentences be able to use the formula according to the context be able to write simple sentences using the correct tenses be able to understand the grammar context in oral/written sentences others 21.4% 73.8% 2.4% 0.0% 0.0% 2.4% 0.0% 20.0% 40.0% 60.0% 80.0% books internet newspaper television magazine others 47.6% 50.0% 0.0% 2.4% 0.0% 20.0% 40.0% 60.0% strongly agree agree disagree strongly disagree ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 655 these data show the questionnaire result related to the material inputs in learning grammar. chart 10. the topics students’ needs chart 10 above shows the highest percentage was topics related to daily life, with 69% of the percentage. it means that topics related to everyday life were the most wanted topic in developing basic grammar through blog learning. chart 11. kinds of the learning media the highest percentage was visual, with 30.4% of the percentage. then followed by audio-visuals, with a percentage of 26%, and printed media, with 21.7%. based on the chart, visuals media was the most significant percentage to present the media for grammar material. 69.0% 9.5% 12.0% 7.1% 2.4% 0.0% 20.0% 40.0% 60.0% 80.0% topics related to daily life topics related to current issues topics related to school/education topics related to nature others 11.0% 30.4% 26.0% 21.7% 9.8% 1.1% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% audio (recording, etc.) visuals (images, text, etc.) audio-visual (videos, talk shows, movies, etc.) printed media (textbooks, modules, student worksheets, newspapers, etc.) reality (real object or artificial object) 54.8% 40.5% 0.0% 4.8% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% presented with more text presented with more illustrations black and white colored dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 656 cchart 12. the material display chart 12 above shows that the students who chose material presented with more text reached 54.8%, and those presented with more illustrations reached 40.5% percentage. therefore, the researcher highlighted material presented with more text and illustrations in material development. chart 13. the input for the entire grammar material the highest percentage was the list of verbs and their forms, with 35.7% of the percentage. furthermore, text with the picture also reached 33.3%. the developed grammar material provided inputs covering the list of verbs and their form and text with pictures. the data below show the questionnaire result related to the procedures for learning grammar. chart 14. the types of activities in learning grammar chart 14 shows the highest percentage was analyzing the material presented with 31% of the percentage. then, the practice was the second higher percentage with 26.2%. it means the material should encourage students to analyze it and practice. 31.0% 14.3% 14.3% 26.2% 14.3% 0.0% 10.0% 20.0% 30.0% 40.0% analyze the material presented question and answer memorize grammar formulas practice match the test results with the correct answer 21.4% 9.5% 35.7% 33.3% 0.0% 10.0% 20.0% 30.0% 40.0% authentic material text that describes the subjects' context at school list of verbs and its forms text with pictures ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 657 chart 15. the types of tasks in learning grammar chart 15 above shows that the types of tasks that obtained the most significant percentage were writing sentences based on the patterns and arranging the scrambled words with 16.7% of the percentage. the second highest percentage was multiple choice and filling in the blanks, with 15.2%. lastly, grammar quizzes and games reached 12.3%. the blog should include the task types that got the top five percentages. the data below show the questionnaire result related to the setting of learning grammar. chart 16. the setting in doing the task chart 16 shows the highest percentages were individual and small group options, with 31% of the percentage. therefore, in the setting, students like to work individually and in small work to do the task. the data below show the questionnaire result related to the student’s role in learning grammar. 8.7% 8.7% 6.5% 16.7% 15.2% 15.2% 16.7% 12.3% 0.0% 2.0% 4.0% 6.0% 8.0% 10.0% 12.0% 14.0% 16.0% 18.0% identify the errors of sentence structure correct the errors of sentence structure linking words between grammar and vocabulary write sentences based on the patterns that have been learned answer multiple choice questions fill in the blanks arrange the scrambled words grammar quiz and game 31.0% 26.2% 31.0% 11.9% 0.0% 5.0% 10.0% 15.0% 20.0% 25.0% 30.0% 35.0% individual pairs small group (two until three people) big group (four until six people) dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 658 chart 17. the students’ role in learning process chart 17 shows the highest percentage of students’ role in learning process was listening and doing the teachers’ instructions option, with 40.5%. in summary, most students take on the role of listening to the teacher’s instructions. chart 18. the students’ role in problem solving the highest percentage was asking students and teachers options with 42.9%. therefore, most of the students tend to ask other students and teachers. the datum below shows the questionnaire result related to the teachers’ role in learning grammar. 64.3% 7.1% 14.3% 2.4% 7.1% 4.8% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 40.5% 21.4% 14.3% 23.8% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% listen and do the teacher's instructions write down all the information explained by the teacher actively participate in discussion activities with teachers and other students doing individual systematic analysis and work on tasks quietly 35.7% 42.9% 14.3% 7.1% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% ask the teacher ask students and teacher try to handle it themselves doing nothing ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 659 chart 19. the teacher’s role in problem solving chart 19 shows the role of teachers in learning process. the highest percentage was a resource, with 64.3% of the percentage. from the chart, most students like if the teachers act as a resource in learning grammar. 3. the result of experts’ validation based on the experts’ judgment, the researcher got several comments about the developed product namely: a. it is recommendable if the researcher completes the material with essential competencies and indicators. b. there are still some spelling errors in several sections of the material post. review all spellings of words in each presentation of the material. overall, the instructions in the material and activity sessions are appropriate and understandable. however, the researcher can add more detailed instructions to the games menu. c. remove widgets that are not necessary, such as the “random” widget on the home page and the “recent” widget on the material posts page. besides, the researcher must complete the “disclaimer” and “privacy policy” pages of the blog. some changes to the draft based on the results of the evaluation and revision given: before revision after revision d. dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 660 before revision after revision before revision after revision before revision after revision figure 1. the draft changes the data below show the result of the experts’ assessment. table 2. average score by material expert judgment assessment aspect mean score descriptive categories suitability of material 1. the material is appropriate for the core competencies and basic competencies of the 2013 curriculum for 12-grade students. 4.5 very good 2. the material suits the needs of 12-grade students. 4 good ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 661 3. the level of material difficulty is suitable for the cognitive development of 12-grade students. 4 good 4. the material is relevant to the topic of discussion. 4 good 5. material is suitable with the use of images. 4 good learning activities 6. the arrangement of each activity (task, quiz, games) is from the easiest to the most difficult. 4.5 very good 7. the instructions for each activity (task, quiz, games) are understandable. 4 good 8. each activity (task, quiz, games) is studentcentered. 5 very good 9. each activity (task, quiz, games) encourages students to recognize their achievements and weaknesses in learning activities. 4.5 very good 10. each activity (task, quiz, games) contains sentences related to the material topic. 4 good appropriateness of material presentation 11. the presentation of the material description is clear. 5 good 12. systematic presentation is coherent. 4.5 very good 13. presentation texts and illustrations are interesting to motivate students to learn. 4.5 very good 14. presentation of the material involves students actively participating in accomplishing assignments. 4 good 15. each activity’s presentation includes an evaluation to assess students’ grasp of the material studied. 4.5 very good total score 65 𝐌𝐧 (𝐗) = 𝚺𝐟𝐱 𝐧 = 𝟔𝟓 𝟏𝟓 = 𝟒. 𝟑𝟑 the data in table 2 above shows that the mean score of material experts’ judgment reached 4.33 score. in the interval, this category obtained “very good”. it means that the appropriateness of the material is qualified for students to apply it. table 3. average score by language expert judgment assessment aspect mean score descriptive categories the appropriateness at the developmental level of students 1. the use of language is appropriate for the level of english proficiency of 12-grade students. 5 very good 2. the language presentation is comprehensive and suitable for the level of cognitive development of 12-grade students. 4.5 very good communicative dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 662 3. instructions and explanations in the material are understandable for 12-grade students. 5 very good 4. the language use is clear and effective. 5 very good 5. the language use is communicative. 5 very good 6. language use can increase the motivation of 12-grade students. 5 very good grammatical accuracy 7. the language used is appropriate to the grammatical rules in english. 5 very good 8. the use of spelling is according to correct english rules. 4.5 very good the unity of ideas 9. the presentation of messages or information reflects the coherence of meanings in one part. 4.5 very good 10. the presentation of messages or information reflects the coherence of meaning between parts. 4.5 very good total score 48 𝐌𝐧 (𝐗) = 𝚺𝐟𝐱 𝐧 = 𝟒𝟖 𝟏𝟎 = 𝟒. 𝟖 table 3 above shows that the mean score of language experts’ judgment reached 4.8. in the interval, this category obtained “very good”. it means that the appropriateness of the language use is qualified for students to apply it. table 4. average score by media/it expert judgment assessment aspect mean score descriptive categories usability 1. blog menus are easy to understand. 5 very good 2. the selected menu can display the page quickly. 5 very good 3. search results can appear quickly. 4 good 4. the blog is easy to access. 4 good 5. the blog’s url is easy to remember. 4 good 6. blog orientation helps students find their position within the blog. 4 good functionality 7. blog links work well. 5 very good 8. the main navigation menu works well. 5 very good 9. the home menu works well. 4 good 10. the material menu works well. 5 very good 11. the task menu works well. 5 very good 12. the quiz menu works well. 4 good 13. the games menu works well. 4 good 14. the comment feature works well. 4 good ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 663 15. the feature to share the link works well. 4 good visual communication 16. the use of language in the blog is suitable. 4 good 17. the font used is readable. 4 good 18. the blog’s text/script is simple to understand. 4 good 19. instructions for using the blog are clear and understandable. 4 good 20. the blog presentation design is attractive. 5 very good 21. the blog presentation design is easy to understand. 4 good 22. the selection of blog colors generally is appealing. 5 very good 23. the use of illustrations or visualizations in blogs is appropriate. 5 very good 24. the blog’s illustrations or visualizations have good quality. 5 very good 25. the blog layout is well-used and consistent. 5 very good total score 111 𝐌𝐧 (𝐗) = 𝚺𝐟𝐱 𝐧 = 𝟏𝟏𝟏 𝟐𝟓 = 𝟒. 𝟒𝟒 table 4 above shows that the mean score of media/it experts’ judgment reached 4.44. in the interval, this category obtained “very good”. it means that the appropriateness of the language use is qualified for students to apply it. 4. the result of students’ perception the calculation of the mean score from the students’ perception result was: 𝐌𝐧 (𝐗) = 𝚺𝐟𝐱 𝐧 = 𝟑𝟑. 𝟖𝟐 𝟖 = 𝟒. 𝟐𝟑 the result of students’ perception above shows that the mean score reached was 4.23. in the interval, this category obtained “very good.” the developed basic english grammar material through blog learning is qualified to apply. table 5. the results of students’ perception questionnaire no assessment aspect score mean (n=total students x 2 = 96) category positive negative dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 664 1. to find out whether students like grammar material through blog learning. 217 205 4.4 very good 2. to know the students’ enthusiasm in learning basic grammar through blog learning. 205 202 4.24 very good 3. to know the students’ focus on learning basic grammar through blog learning. 204 201 4.22 very good 4. to know the students’ spirit in learning basic grammar through blog learning. 211 205 4.33 very good 5. to know the students’ confidence in learning basic grammar through blog learning. 201 199 4.17 good 6. ease of students in doing basic grammar tasks through learning blogs. 202 201 4.2 very good 7. learning basic grammar through blog learning is the correct way for students. 190 193 3.99 good 8. to know the students’ motivation in learning basic grammar through blog learning. 206 204 4.27 very good discussion today grammar teaching has progressed over memorizing rules or dialogues. it is more focused on assisting students in developing their communication skills, needing assignments that permit the recognition and awareness of grammatical forms and their utilization (bikowski, 2018). moreover, grammar instruction for esl students is currently the subject of discussion. the evolution of language teaching practice is significantly influenced by the contentious argument over the most effective method of teaching grammar. as a result, teachers must select their own methods and strategies for teaching grammar that are appropriate for their students and learning situations (khai, n.d.). in this modern era, the teachers turn to online platforms to solve many of the problems associated with teaching grammar and teach it effectively. wu (2006) wrote that although blogs are not explicitly designed for educational purposes and use, they had taken care of efl teachers because they serve as a tool for instructional platforms without requesting any prior experience or knowledge of computer programming. du & wagner, weblogs are also an online alternative to learning logs, in which students keep track of their progress (2007). according to miceli et al. (2010), teachers should be instructed to incorporate blogs into their course material and structure and their responsibility in managing blog interaction. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 665 this research covered material based on the students’ needs. the learning objective for basic english grammar through blog learning is “the students are expected to understand and use correct english grammar correctly in making oral or written sentences, and the students can apply it in their daily lives.” besides, the students expect to understand tenses or formulas to compose english sentences, and in fact, tenses are the choices most needed by students. the grammatical items to be taught must be students’ goals (richards & renandya, 2002). in developing the blog-based material, the researcher used many visuals in the form of images and audio-visuals in videos and presented with more text. we could create contexts through visuals, the teacher demonstration, text, dialogue, song, and video (hedge, 2000; richards & reppen, 2014). the menu activities in the blog can make students practice more independently for teaching grammar to economize presentation time to provide maximum practice time. this development weblog obtained positive responses from the students. weblogs enhance their confidence and the appropriateness of the blogs because they are accessible and use visual representation (sanjaya et al., 2020). the results of students’ perception showed several students’ responses such as (1) students like learning grammar using blogs; (2) it can increase students’ enthusiasm and motivation; (3) its clearness makes students can focus; (4) the weblog display is appealing to increase students’ spirit; (5) its easiness makes students are confident; (6) it helps students more easily in doing the task; (7) it is the right way to learn grammar; and (8) they can access the weblog wherever and whenever. according to mynard (2007), language educators can use weblogs to enable students to reflect on their learning experiences and to post a comment on another person's blogs to stimulate further reflection. weblogs may create an engaging and stimulating learning environment in which students feel like they own and are read by others. they can help students improve their analytical and critical thinking skills and promote social connections between students and instructors, teammates, and a worldwide audience. a learner blogging offers chances for ownership, sharing, and reflection. blogging can promote deeper participation and provide them a stage to show off their growing abilities (alrubail, 2016). if employed in english classes, the issues of students' freedom of selection in blogging themes, duplication, and educator revision and response should all be considered (noytim, 2010). conclusion dewi furwana, andi tenrisanna syam, qubra the development of a webblog for learning english grammar 666 this research aims to develop the appropriate basic english grammar material through blog learning for the twelfth-grade students at sman 4 palopo. the researcher used the addie model to analyze students’ needs, design the course grid, arrange content and material, and develop the material through the blog, implementation, and evaluation. the grammar material through blog learning is qualified as appropriate. based on all expert judgments, it obtained a score of 4.52 with a qualification of the “very good” category. in addition, the average of students’ perceptions scored 4.23 in the “very good” category. the appropriate basic english grammar material through blog learning for the twelfth-grade students at sman 4 palopo covers: (1) learning objectives follow students’ necessities; (2) material consists of modal verbs, singular and plural, noun and verb phrases, tenses, direct and indirect speech, passive voice, and articles; (3) presented visually and audio-visually; (4) exciting learning activities and is student-centred such as quizzes, games, and tasks; (5) material’s arrangement consists of a definition, observing activity, grammatical structure, function, and example; (6) an understandable and accessible and covered with a good, attractive, and consistent layout; (7) clear, effective, communicative language and is suitable; (8) material can increase students’ enthusiasm, focus, spirit, confidence, motivation, and activity. the link to access the blog is https://grammar101holic.blogspot.com. limitation this limitation involves access to internet infrastructure. a strong network connection is essential for enhancing weblog learning quality in some economically underdeveloped locations. implication the researcher suggests that the school use the weblog learning approach in english grammar subject, based on the findings. the school should make major efforts to update the language and computer labs with new technology and give teachers specialized weblog training. the use of weblog learning in a classroom by the school should be encouraged. the efficiency of weblog learning in palopo schools and its effects on student performance should be further investigated, according to more research. it is intended that the findings of this research will benefit schools, teachers, and students to acquire the competencies required for integrated learning. references ahluwalia, g., gupta, d., & aggarwal, d. 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(2006). blogs in tefl: a new promising vehicle. us-china education review, 3(5), 6973. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 669 the particular dialect or language that a person chooses to use on any occasion is called a code intrinsic and extrinsic motivation of english education graduation students batch 2018 in accomplishing academic performance elizabeth1 & ouda teda ena2 @lizzie.lizaa@gmail.com university of sanata dharma, indonesia received : 12 agustus 2019; accepted : 20 november 2019 abstract this research is aimed to identify intrinsic and extrinsic motivation of graduate students in english education master program batch 2018. however, motivation became the most dominant factor to build in relation to the academic performance. the research is limited to one research question “what are the factors of graduate students’ intrinsic and extrinsic motivation to build in relation to their academic performance?”. to answer the research question, the researcher employed descriptive qualitative research. the researcher conducted semi-structure interview with nine english education graduate students. the participants are purposively selected. the result showed that intrinsic motivation is more dominant than extrinsic motivation to build in relation to the academic performance of english education graduate students batch 2018. in intrinsic motivation, the initial purpose or goal-oriented of english education graduated students batch 2018 for entering the college is the most dominant factor in order to build in relation to the academic performance. in extrinsic motivation, the role of supportive peers is higher than other characteristics of extrinsic motivation. keywords: intrinsic motivation; extrinsic motivation; academic performance 21 copyright © 2019 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 7, number 2, december 2019 pp. 21 – 31 http://u.lipi.go.id/1457703302 mailto:tanasynovalia@gmail.com elizabeth & ouda teda ena intrinsic and extrinsic motivation of english education graduation students batch 2018 in accomplishing academic performance introduction motivation in general can be defined as a motive or reason which stimulate people to do action as their willingness, desire, or passion as targeted goals. dornyei (2005) argued that motivation is human navigation. it can either give direction or energize human behaviour. therefore, motivation is one of the important element in higher education. it can be function as navigation in the learning process. it will also increase students’ interest to learn. further, motivation energize the students to learn. it can lead students’ attitude toward the learning process itself. in this research, the researcher will be focused on the students’ motivation in the academic performance. according to deci and ryan (1985), motivation can predict students’ academic performance. therefore, motivation is one of the important things for educators. motivation can predict learning outcome and learning achievement. students’ motivation is one of the variable that has been significantly affect learning success. according to reiss (2012), students’ motivation or human motive can be divided into two types which are intrinsic motivation and extrinsic motivation. intrinsic motivation is the reason for people to do something due to his or her need and desire. there is no specific reason for the person in doing something since s/he love to do it for his or her own sake and pleasure. deci and ryan (1985) argued that intrinsic motivation is derived from personal need of competence and self determination. thus, students with intrinsic motivation try to develop themselves in order to achieve their learning goal. on the other hand, extrinsic motivation is a motive stimulated by some external factors like environment, reward,and punishment. deci and ryan (1985) stated that extrinsic motivation is “a means to an end”. however, intrinsic and extrinsic motivation are interrelated to each other. some research have shown that extrinsic rewards can lead to intrinsic motivation. for example, students who always submitted the assignments on time (external factor) will foster a sense of responsibility within his or herself. considering the importance of motivation in accomplishing academic performance. then, the researcher is aimed to find out some factors of motivation (either intrinsic or extrinsic) to build in relation to the academic performance of english education graduate students batch 2018 in one of private university in yogyakarta. 1. the conceptualisations of motivation in understanding the conceptual of intrinsic and extrinsic motivation, the researcher used self determination theory from dornyei. self determination 22 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) theory (sdt) is a framework theory of motivation that explain the various intrinsic and extrinsic proponents of motivation. according to dornyei (1998), self determination theory is one of the features in motivation theories. there are some previous studies related to self determination theory focused on intrinsic and extrinsic motivation. douglas brown (1990,1994) as cited in dornyei (2005) claimed that the importance of intrinsic motivation is influenced by extrinsic motivation such as the traditional school settings. other experts of self determination theory, luc and robert in dornyei (1998) describe that the components of intrinsic and extrinsic motivation are interrelated to each other. in addition, they emphasized that the classroom practices can affect the learners’ level of self determination. dornyei (1998) added that learners’ motivation can be increased by fostering learner autonomy in classroom. however, dornyei (1998) underlined that motivation is depend on learners’ responsibility to take efforts and strategies in learning rather than the factors outside. it means how the learner recognize their own learning successes and failures depends on conditional of the learner in taking their responsibility in the learning process. however, the proponent of intrinsic motivation can turn an individual’s behaviour to be more positive. according to dornyei (1998), there are three types of intrinsic motivation. they are: “(a) to learn (engaging in an activity for the pleasure and satisfaction of understanding something new, satisfying one's curiosity and exploring the world); (b)towards achievement (engaging in an activity for the satisfaction of surpassing oneself, coping with challenges and accomplishing or creating something); and (c) to experience stimulation (engaging in an activity to experience pleasant sensations)” (p.121) however, there are three types of extrinsic motivation according to dornyei (1998): “(a) introjected regulation involves externally imposed rules that the student accepts as norms he/she should follow in order not to feel guilty. (b) identified regulation occurs when the person engages in an activity because he/she highly values and identifies with the behaviour, and sees its usefulness.the most developmentally advanced form of extrinsic motivation is (c) integrated regulation, which involves choiceful behaviour that is fully assimilated with the individual's other values, needs and identity (e.g. people deciding to learn a language which is necessary for them to be able to pursue their hobbies or interests).” (p.121) method in analyzing the factors of intrinsic and extrinsic motivation of english 23 elizabeth & ouda teda ena intrinsic and extrinsic motivation of english education graduation students batch 2018 in accomplishing academic performance education graduate students, the researcher applied descriptive qualitative method. according to ary, jacobs, and razavieh (2002), “qualitative research focuses on understanding social phenomena from the perspective of human participants in the study” (p.22). even, bodgan and biklen (2003) added that “one of features of qualitative research is that it is descriptive and it concerns in providing description of a phenomenon that occurs naturally without any intervention of an experiment or an artificially contrived treatment” (p.28). this research was intended to dig deeper on the factors of intrinsic and extrinsic motivation graduate students to build in relation to their academic performance. the researcher described naturally a phenomenon of graduate students’ motivation without any treatment or experiment. a qualitative research method is the most appropriate method here because it gives depth understanding the phenomenon of intrinsic and extrinsic motivation. therefore, it is the best method to analyze the factors of intrinsic and extrinsic motivation graduate students in accomplishing academic performance. the research was conducted in one of private university in yogyakarta. the researcher conducted the data through semi-structured interview with nine selected participants. the interview was being recorded. the data were collected in november. the date, time, and place for the interview was negotiated with each participant. then, the researcher identified the data from the interview section. coding was used by the researcher in order to analyze the data. however, the data analysis was in the form of descriptive qualitative by researcher’s interpretation. the participants of this study were the students of english education master program (eemp) batch 2018 in one of private university in yogyakarta. however, there are twenty two graduate students learning in english education master program batch 2018. yet, the researcher selected only nine graduate students out of twenty two graduate students to be interviewed through purposive sampling. barreiro & albandoz (2001) stated that “purposive sampling is the one in which the person who is selecting the sample is who tries to make the sample representative, depending on his opinion or purpose, thus being the representation subjective” (p.4). the reason of choosing purposive sampling was the researcher want to choose the participants who meet the categories of passionate in education and non-passionate in education. the categories are crucial to establish personal motivation in accomplishing academic performance. then, purposive sampling was used to seek for detail and depth understanding in a small number of participants. there were two research instruments used in this research. they were human instrument and interview guideline. according to donald ary, sorensen, & razavieh (2010), human instrument is the primary instrument in qualitative 24 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) research. hence, the researcher plays a role as a human instrument in this research for collecting and analyzing the data. according to lincoln and guba (1988), the concept of human instrument is an instrument to emphasize the role of researcher to play in the inquiry since qualitative research studied about human experiences and situations, then the researcher is flexible enough to capture the complexity of the human experience and capable of adapting and responding to the environment. thus, the researcher acted as the human instrument in order to collect the data from participants’ life story. the researcher talked to the participants in setting, observed the activities, and recorded the information in interview. the second instrument employed in this research is interview guideline. in order to gather the information, the researcher utilized interview guideline for capturing the thoughts, feelings, and opinions about the situations (donald ary, sorensen, & razavieh, 2010). the researcher as the human instrument interviewed the research participant in personally and recorded the answers. personal interview will provide the desired information from the participants (donald ary, sorensen, & razavieh, 2010). however, the interview guideline employed in this research consisted of ten questions regarding to intrinsic and extrinsic factors of motivation. those questions helped the researcher to find out the factors of intrinsic and extrinsic motivation in english education graduate students batch 2018. the researcher analyzed the data by using the conceptual of motivation theory to investigate the deeper personal motivation of each participant. in this research, the researcher utilized creswell’s (2009) to analyze the gathered data. there were six steps employed. they were organizing and preparing the data for analysis, reading all the data, coding, representing the data in qualitative narrations, using the coding to generate categories or themes for analysis and interpreting the data. first, the researcher organized and prepared the data for analysis by transcribing the data and typing notes from the interviews. second, the researcher read and re-read notes and transcripts. third, the researcher analyzed the data by coding the data. fourth, the researcher utilized the coding process to generate categories or themes for analysis. the themes and categories were analysed by drawing on the concept of motivation. fifth, the researcher represented the themes into a qualitative narration. sixth, the researcher interpreted the data through personal interpretation and compared with the theories. results & discussion this part would answer one research question “what are the factors of graduate students’ intrinsic and extrinsic motivation to build in relation to their academic performance?”. the researcher analyzed the factors of intrinsic and 25 elizabeth & ouda teda ena intrinsic and extrinsic motivation of english education graduation students batch 2018 in accomplishing academic performance extrinsic motivation through semi-structured interview to the nine selected participants in english education batch 2018 based on dornyei (1998) theory and pintrich (2003) theory developped by shia (1998) theory. in addition, the researcher made the blueprint interview and analyzed the data based on dornyei (1998) theory and pintrich (2003) which is developped by shia (1998). they illustrated eight criterion of the factors in intrinsic and extrinsic motivation. the factors included in intrinsic motivation are learners’ personal value, learners’ personal needs for achievement and learners’ personal mastery goals. extrinsic motivation involves peer acceptance, fear of failure, learning environment, the broader context, the nature of interaction with significant others. however, the factors of intrinsic and extrinsic motivation build graduate students’ academic performance. in addition, all of the factors are interrelated to build in relation their academic performance. here, the researcher chose the top factors of intrinsic motivation factors and extrinsic motivation in order to discuss further. the first indicator of intrinsic motivation appeared in the the result of data coding is learners’ personal goal oriented. 1. purpose/goal-oriented the most dominant factor in english education graduate students batch 2018 is their own purpose and their personal goal-oriented to learn in english education master program. this factor is always be the basic motive of the graduate students to have motivation in taking master’s education program. when they feel demotivated then the students remind themselves to their purpose and their learning goal at the first time for studying at master program. participant 1 : “the things that always motivate me is my own purpose and my goal-targeted at the first time to learn here in english education master program. i’ve ever failed for taking master program in the past. i kick myself out from my job so i can be more focused on my own study. i have no job right now. thus, i expect that there is no more failure. i have to finish what i have started. i want to graduate soon with master degree” participant 2 : “i am a student mother here. i will do my best since i pay the college tuition by myself, so i don’t want to waste it. it’s my responsibility to finish what i’ve started.” participant 3: “i always encourage myself by asking to myself ‘why do you here?’it can remind me to my initial purpose and goal-targeted before entering this college.” 26 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) all of the participants above have shown that learners’ personal goal and purpose to study in master program have motivated them. dornyei (1998) said that “human action is caused by purpose, and for action to take place, goals have to be set and pursude by choice” (p.120). however, it can be seen from their attendance list that those students never missed the class. from the results of interview showed that students’ self-awareness is high enough to pursue their master degree. in addition, some of the participants have higher self-encouragement to take new responsibility as a graduate students. in addition, they have self-encouragement to finish what they have started before. 2. passionate vs non-passionate in education non-passionate students seven participants out of nine said that they have no passion in teaching and education area. they said that the decision to take master program in education area is their parents. family authorithy become the main motive to learn in english education master program. participant 4 told that her parents illustrate that being a mom is being a teacher: “to be honest, actually being a teacher is not my passion. my father is a teacher. he give me a description to be a teacher. i ever said to my parents that i think i can not be a teacher. then, my parents said it’s oke, you can learn it. then, i think that becoming a teacher is useful for our daily life, for instance being a mom needs skill of teacher to educate kids. thus, i take english education master program now since my background of the study before is english department.” participant 5 told that his parents encourage : “my parents asked me to continue my education at master degree especially in education area..” participant 6 hesitate her skill to teach and to speak in front of people: “being a teacher is hard for me....i still need to improve myself especially for public speaking. i’m too shy to speak in front of the people.” the interview results show that the majority of graduate students batch 2018 in english education study at master program because their parents asked them to continue their study in education area. even, it is not their passion itself to work in education area. here, the non-passionate students are categorized as the factor of extrinsic motivation since the authority of the family is more dominant than the needs or desire itself to study at english education master program. as dornyei said that “when the person engages in an activity because he/she highly values and identifies with the behaviour, and sees its usefulness” 27 elizabeth & ouda teda ena intrinsic and extrinsic motivation of english education graduation students batch 2018 in accomplishing academic performance (p.121). here, the graduate students get the illustrate and the insight for being a teacher from their parents expectation/authorithy. then, it will be categorized to the extrinsic motivation. passionate students there are three participants out of nine answered that they have very passionate on teaching. participant 7 : “ i want to be a lecturer so i decide to continue my study at master program in education” participant 8 : “i am very passionate on teaching since the demand of my profession is to develop myself as a teacher.” participant 9 : “i want to upgrade degree as an educator since i have to deal with teacher training.” this passionate students can be categorized to the factor of intrinsic motivation. dornyei (1998) added that: “three subtypes of intrinsic motivation are (a) to learn (engaging in an activity for the pleasure and satisfaction of understanding something new, satisfying one's curiosity and exploring the world); (b) towards achievement (engaging in an activity for the satisfaction of surpassing oneself, coping with challenges and accomplishing or creating something);and (c) to experience stimulation (engaging in an activity to experience pleasant sensations).” (p.121) 3. learners’ personal needs participant 8 needs to develop skill : “my goal-targeted is being a lecturer in the future, so i need to learn a lot of new things” participant 9 needs to develop skill: 28 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) “i need to upgrade my skill and my knowledge to reach my goal engaged in education” participant 2 needs for achievement : “i want to make all lecturers believe in my capabilities. i can do it” participant 5 needs for achievement : “i love to learn... i need to learn” in extrinsic motivation, peer acceptance posit the higher factors than other extrinsic factors in order to build in relation to their academic performance. 1. peer acceptance participant 1: “my classmates are very supportive. if i don’t understand in a certain part, then i asked to them, they always be very welcome to explain and to share their knowledge to me.” participant 2 : “my classmates are easygoing. they are so helpful and informative. i feel so comfortable to interact with them all” participant 3: “my friends are great people but they still accept me and support me like a family. although my capabilities feels so far away than my friends, they still support and give me motivation as well. they do really understand our character. i feel so comfortable and safe learning in the classroom.” all of the participants said that their peer or friends in the classroom are so supportive, helpful, easygoing, and informative. however, graduate students feel that their friends in the classroom are the most dominant factor of extrinsic motivation for them. they feel like they do not fight alone, but they have family here. as dornyei (1998) described that behavior becomes valued and judged important for the individual. however, other factors of extrinsic motivation like the way lecturers teach, deliver material, interact with students in the learning process, and the clarity of the materials, are the second top of extrinsic motivation affected graduate students’ learning motivation. 1. lecturers, learning materials,and lecturing method participant 4: “the way lecturer teach and deliver materials in class is really good. they open our 29 elizabeth & ouda teda ena intrinsic and extrinsic motivation of english education graduation students batch 2018 in accomplishing academic performance insight and perception, they try to dig our point of view in different side and angle.” participant 5: “our lecturers are capable in teaching and delivering the materials. they have good knowledge to teach,and interact with their students. participant 6: “our lecturers are very concerned to their students, not just the materials, but from the students’ side either their psychology or their comfortable in the classroom. the quality of their teaching are very good since they really encourage the students to improve themselves.” lecturers who have performance, ability the material and the way to teach both will make students more motivated to attend lectures, and learn the materials. in other words, the role of lecturers is very important to increase students’motivation dornyei (1998) argued that “the form of extrinsic motivation, coming entirely from external sources such as rewards or threats (e.g.teacher's praise or parental confrontation)” (p.121) however, interview result have shown that all students are satisfied and motivated enough to join the lecturer. besides, the interview result showed that the good interactions between the lecturers and students through learning process in the classroom helps a lot in improving student confidence (mcglynn, 2008). conclusion based on the finding and discussion above, it can be concluded that learning motivation of english education graduate students batch 2018 is dominated by intrinsic motivation than extrinsic motivation. yet,there are two factors that make a person be motivated in learning, namely: 1. intrinsic motivation : a motive formed by internal factor, like: students’ goaloriented/purpose, students’ personal needs for achievement, students’ personal value. 2. extrinsic motivation: a motive formed by external factor, such as : peer acceptance, lecturer, lecturing method/activity, learning materials, learning environment. however, this research is expected to be used as an input and important information to be more concerned to students’ motivation. references 30 ideas, vol. 7, no. 2, december 2019 issn 2338-4778 (print) issn 2548-4192 (online) ary, d., jacobs, l.c., sorensen, c., & razavieh, a. (2002). introduction to research in education (6nd ed.).foth worth: wadsworth thomson learning. ary, d., jacobs, l.c., sorensen, c., & razavieh, a. (2010). an introduction to research in education. belmonth: wadsworth. barreiro, p.l., & albandoz, j.p. (2001). population and sample. sampling techniques, management mathematics for european schools. bodgan, r.c., & biklen, s.k. (2003). qualitative research for education: an introduction to theories and methods. new york: pearson education group. creswell, j. (2009). research design: qualitative, quantitative and mixed methods approaches. los angeles: sage publications inc. deci, e. l., & ryan, r. m. (1985). intrinsic motivation and self-determination in human behavior. new york, ny: plenum. deci, e. l., koestner, r., & ryan, r. m. (2001). extrinsic rewards and intrinsic motivation in education: reconsidered once again. review of educational research, 71(1), 1–27. doi:10.3102/00346543071001001. dörnyei, z. (1998). motivation in second and foreign language learning. language teaching, 31(3), 117-135. doi:10.1017/s026144480001315x. dornyei, z. (2005). the psychology of the language learner individual differences in second language acquisition. london: lawerence erlbaum associates. guba, e.g., & lincoln, y.s. (1988). do inquiry paradigms imply inquiry methodologies? in d. m. fetterman. (ed.) qualitative approaches to evaluation in education: the silent scientific revolution. (pp. 89-115.) london: praeger. mcglynn, a. p. (2008). beyond behaviour management: manage or motivate? education digest, 73(6), 19-22. pintrich, p. r. (2003). a motivational science perspective on the role of student motivation in learning and teaching contexts. journal of educational psychology, 95(4), 667-686. doi:10.1037/00220663.95.4.667. reiss, s. (2012). intrinsic and extrinsic motivation. teaching of psychology, 39(2), 152–156. doi:10.1177/0098628312437704. shia, r.m. (1998). academics intrinsic and extrinsic motivation and metacognition: assessing academic intrinsic motivation: a look at student goals and personal strategy (thesis)/ wheeling jesuit university, west virginia. 31 758 copyright © 2023 the author ideas is licensed under cc-by-sa 4.0 license issued by english study program of iain palopo ideas journal of language teaching and learning, linguistics and literature issn 2338-4778 (print) issn 2548-4192 (online) volume 11, number 1, june 2023 pp. 758 773 figurative language used in children’s songs in the 1990s and 2000s wisran1 institut agama islam negeri palopo wisranss@iainpalopo.ac.id1 received: 2023-07-09 accepted: 2023-07-09 doi: 10.24256/ideas.v11i1.4055 abstract this study aims to: (1) to find out the types of figurative languages used in children's songs in the 1990s and 2000s (2) to analyze the contextual meanings of figurative language used in children's songs in the 1990s and 2000s. the data in this study are in the form of words. data obtained by using the method of observation and documentation method. the data analysis used is descriptive qualitative. data is presented in formal and informal forms. the results of data analysis in this study found the types of figurative language in children's songs in the 1990s, namely simile, metaphor, personification, symbolic, paradox and hyperbole. while in children's songs in the 2000s, the types of figurative language used are simile, metaphor, personification, metonymy, symbolic, paradox, hyperbole and irony. keywords: figurative language, song, contextual meaning introduction language is a means of communication which, people use to express their ideas, thought and feelings. language is a system of sounds used as a means to communicate human’s feelings and thoughts with others. regarding the use of language, the researcher can say that the role of language is very important in human life as the part of social community. the study of language is known as linguistics. linguistics has several branches of study, thus are phonetics, phonology, morphology, syntax, semantics, pragmatics, sociolinguistics, psycholinguistics, neurolinguistics and historical linguistics. for the purpose of this research, the researcher chooses figurative language which is under the semantic branch. figurative language refers to language that deviates from standard order and significance in order to express complex meanings, creative prose, clarification, or associations that are evocative. in recent years, in the study of literature, figurative language has been commonly studied by linguists, since it has the meaning of elegance and beauty. abrams (1999:96) suggested that figurative language is used for the purpose of acquiring unique meaning of words as an indication or word utterance. this implies that it is not possible to grasp and http://u.lipi.go.id/1457703302 mailto:wisranss@iainpalopo.ac.id1 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 759 2interpret terms with figurative language in literal form. it utilizes speech figures to be more powerful, convincing and impactful. on the other hand, keraf (1985: 113) said that "figurative expression is the characteristic way of expressing the mind through language that shows the spirit and personality of the writer (language user)." it is generally used by authors to show their hearts. the writers want readers or listeners to experience the emotion through their hearts, not just their eyes or ears. in addition, figurative language is a language expression technique, a discussion style whose meaning does not refer to the literal meaning of the words that support it, but to the added meaning, the implied meaning and use of certain varieties to obtain certain effects, the overall language characteristics of a group of literary writers and the distinctive way of expressing thought and feelings both orally and in writing. music comes as a language that can be used for communicate that brings satisfaction and certain feelings against cultural values. apart from musical elements, the tone, theme, lyrics are also included as an essential element of the beauty of a song. in fact, sometimes the lyrics can also affect the feelings of those who hear it. every song writers always conveys the meaning and message contained in the song lyrics in each verse. song lyrics have the form of a message in the form of written words and sentences that can be used to create atmosphere and a certain imaginary image to the listener so that it can create various meanings. so that through song lyrics, a songwriter can communicate with the audience. music in its development is adapted to people's tastes so that music is different from other arts has its own charm and gives a new feel to the development of art in indonesia. as far as researcher knows that not all the songs can be said to be literary works because songs can be said to be literary works if the songs have lyrics that contain a lot of meaning in it, beautiful language and implied messages. sometimes people have difficulty understanding what a composer means in a song because of what the songwriters said conventinally not always what the songwriters want to say. a composer usually means implicitly. in an effort to understand the meaning of what the songwriter meant, further knowledge is needed. this study will analyze what types of figurative language were used in children’s songs in the 1990s and 2000s and the contextual meaning of figurative language used in children’s songs in the 1990s and 2000s. according to nurita (2011), teaches a character that has a good influence on their growth. in other words, the positive impact of children’s songs that teach about an act of courtesy that can affect their mind, soul and body. this is important to know so that the adults can direct children to listen to children’s songs more than the adult songs which are more dominant in this era. based on this explanation, the researcher is interested in making children’s songs as the object of her research. with regard to this semiotics, the verses of the qur’an have always described something in a parable. the descriptions of how beautiful life in heaven, the pain of retribution in hell and the enormity of the doomsday are all displayed with tamtsil or methaphors said nurcholish madjid in his book on scholars and community religiosity which is used as a language that is understood by humans to describe something that is really indescribable. 2. method 2.1. research method design descriptive qualitative method will be used in this research. according to (kothari, 1990: 18) qualitative research is concerned with qualitative phenomenon, i.e. phenomenon relating to or involving quality or kind, such as investigating the reasons for human behavior. this type of research aims that discovering the underlying motives and desires, using in wisran1 figurative language used in children’s songs in the 1990s and 2000s 760 depth interviews for the purpose. qualitative research is especially important in the behavioral sciences where the aim is to discover the factors which motivate people to behave in a particular manner or which make people like or dislike thing. it means that figures do not quantify the data, but describe it by counting each sentence that indicates figurative language expressions. this study focused on every type of figurative language and it is done by identifying, classifying, describing, and explaining the meaning of every figurative language. 2.2. data sources in the 1990s and 2000s, the data of this analysis will be taken from the children's song and based on analyzing each lyric. the sources of the object are website, youtube, journal, etc. therefore, the explanation for selecting the children's song as the data in the 1990s and 2000s is that today children's songs are becoming gradually extinct. 2.3. instrument of research in collecting data, researcher used to note-take as a research instrument. note taking is used to take notes and write them down on paper. the researcher made notes to find and classify each of the lyrics contained in the song, and explain it in written form. researchers get data from the song after listening to and rewriting the lyrics from youtube, websites and others then reading other relevant references such as journals, articles, research, theses, etc. 2.4. procedure of collecting data the researcher will use this following procedure in collecting the data: 1. selecting songs from the internet 2. searching for the popular children's songs in 1990s and 2000s 3. choosing twenty of the recommended song list 4. listening carefully and deeply that has been recommended 5. identifying the lyrics, phrases and sentences in the song 2.5. technique of analyzing data after finding the figurative language in the data source, the first, researcher will explain the reason to choose the data collection. then figurative language in the data source will explain the reason to choose the data collection. and the data will be analyzed using the theory of figurative language. second, identifying the types of figurative language, then analyzing the contextual meaning of each figurative language. last, making some conclusions based on the result of the research in findings and discussions. 3. results the results should summarize (scientific) findings of the study. it should be written in clear and concise. the separation or com-bination of results and discussion is accepted. if the result is separated into some subheadings, the subheading should be numbered as following example: 3.1. findings after doing research on songs for children, the findings of this study show the types of figurative language were found in children's songs in the 1990s and 2000s and the contextual meanings contained in the lyrics. the theory of figurative language used belongs to perrine (1988:565). based on this theory, the researchers found seven out of twelve types of figurative language, those were simile, metaphor, personification, hyperbole, paradox, symbolic, and irony. ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 761 1. types of figurative languages used in children’s songs in the 1990s and 2000s table 1. songs in 1990s no song title 1990s types of figurative language sim meta per ap syne meto sym all par hyp und iro 1 reflection 2 1 2 colors of the wind 1 3 1 1 3 you’ve got a friend in me 1 1 4 heaven light/hellfire 1 1 1 1 5 when she loved me 1 6 stand out 1 1 1 total 2 3 8 2 1 3 table 2. songs in 2000s no song title 2000s types of figurative language sim meta per ap syne meto sym all par hyp und iro 1 firework 4 1 3 1 1 10 1 2 remember me 2 1 1 3 a million dreams 1 1 1 3 4 a dream is a wish your heart makes 4 2 5 how does a moment last forever 1 2 1 6 let it go 3 3 3 total 9 5 13 0 0 1 1 0 2 18 0 1 based on the findings above, the researcher gives analyze the contextual meanings of figurative language used in children’s songs in the 1990s and 2000s. 2. analysis of the contextual meanings of figurative language used in children’s songs in the 1990s and 2000s wisran1 figurative language used in children’s songs in the 1990s and 2000s 762 a) contextual meanings of figurative language used in children’s songs in the 2000s 1. miguel (2017) – remember me a) hyperbole the researcher explains the hyperbole-containing line in this part. according to perrine, the hyperbole is clearly an exaggeration in the name of reality. it made the reader think in a different way than most people do. there is line that contain hyperbole, according to the researcher. datum 8 i hold you in my heart this lyric includes hyperbole because the expression of someone who wants to hug, but through his heart. while according to psychology, hug is simple body language that people always need when feeling any emotion. whether it's happy, sad, or when experiencing other emotional conditions. from this definition, it doesn't make sense if someone wants to hug through the heart, this doesn't show as body language. the meaning of this line is hugging the heart is an expression of someone who has each different world that can only be felt indirectly. b) personification in this part, the researcher delves deeper into the meaning of the sentence that includes personification. personification, as discussed in chapter 2, is figurative language that assigns human characteristics to an animal, an object, or an idea. in miguel’s "remember me" there is a sentence that can classified as personification. datum 9 each time you hear a sad guitar in this lyric, the personification can be seen in the words "every time you hear a sad guitar". according to the oxford learner’s dictionaries, guitar is a musical instrument that usually has six strings and is played with the fingers or with a plectrum which is an inanimate object and does not have human feelings. guitar is just a rhythm or accompaniment of a song, meaning that by playing the notes on the guitar, people can accompany or give a rhythm pattern to the song according to the feelings that someone wants. this can make listeners feel happy, sad, and other feelings. the meaning of the lyrics is someone who shows his sad feelings through the musical instrument he plays. datum 10 let the love we have live on in this lyric, the personification can be seen in the words "let the love we have live". meanwhile, according to oxford learner's dictionaries, love is a form of inanimate object which means a very strong feeling of love and care for someone or something. this means that it is as if you are in love with one of the characteristics of humans, namely life. the meaning of the lyrics above is someone who wants to keep the love they have forever. c) metonymy in this section, the researcher digs deeper into the meaning of sentences containing metonymy. based on perrine's theory, metonymy is a name change. as a literary device, it is a way of replacing an object or idea with something identical to it. in miguel's "remember me" there is sentence that belong to metonymy. datum 11 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 763 until you're in my arms again in this lyric, metonymy can be seen in the words "until you’re in my arms again". the word arm in the lyrics does not mean a real arm but a hug. 2. michelle williams (2017) – a million dreams a) hyperbole in this part the researcher gives the explanation about the meaning of a sentence in the song lyric containing hyperbole. the researcher found three hyperbole sentence. datum 12 i close my eyes and i can see this lyric includes a hyperbole because a person can't see anything in a closed eyes, but it means that when someone close their eyes and can see it means that many things can be imagined. datum 13 a million dreams are keeping me awake this lyric is hyperbole because dreams are things that can only be felt in a state of sleep. what is meant here is a dream as a hope that is being pursued by someone. datum 14 the brightest colors fill my head the lyrics of the song is a hyperbole which is clearly unreasonable, because the bright colors that fill a person's head are an idea or dream meaning that many have thought of in that person's head. b) personification in this part, the researcher delves deeper into the meaning of the sentence that includes personification. personification, as discussed in chapter 2, is figurative language that assigns human characteristics to an animal, an object, or an idea. in michelle williams’s "a million dreams" there is sentence that can have classified as personification. datum 15 the world that's waiting up for me in this lyric, the personification can be seen in the words "the world that’s waiting up for me". the world can’t wait for a person, because the world is the whole world of the universe. the meaning of this lyric is to motivate oneself to keep going and believe in the dream that will be achieved as if the world is waiting for it to achieve that dream. c) paradox in this part the researcher gives the explanation about the meaning of a sentence in the song lyric containing paradox. the researcher found a paradox sentence. datum 16 we can live in a world that we design in this lyric, the paradox is seen in the words “we can live in a world that we design”. as the view of people in general, who can design the world is only god, not humans. this is very contrary to the general view or the existing truth. d) simile in michelle williams's "a million dreams" there is sentence that is classified as simile. in this part, the researcher delves deeper into the meaning of the statement that include simile. as described in chapter two, wisran1 figurative language used in children’s songs in the 1990s and 2000s 764 simile is a figurative language that compares two completely distinct things. datum 17 through where no one's been before, but it feels like home it has an expression using the word “like” followed by the word “home” as a parable. the meaning of the word “home” from the sentence, the house is the most comfortable place. 3. brian wilson (2015) – a dream is a wish your heart makes a) metaphor in this part the researcher gives further analysis about the meaning of the sentence contains metaphor. as mentioned by perrine, metaphor is comparison holds merely in the realm of imagination. there are sentences categorized as metaphor in brian wilson’s “a dream is a wish your heart makes “. datum 18 a dream is a wish your heart makes when you're fast asleep in dreams you will lose your heartaches whatever you wish for, you keep some of the lyrics above are a kind of metaphor because compares dream with a strong desire. the extended metaphor of the entire lyrics above means that when a person has a dream which turns into desire, one must never give up. the lyrics also expresses that all the disappointments are lost in the dreams, hence at times, dreams are better than realities. b) personification in this part, the researcher delves deeper into the meaning of the sentence that includes personification. personification, as discussed in chapter 2, is figurative language that assigns human characteristics to an animal, an object, or an idea. in brian wilson’s "a dream is a wish your heart makes," there are two sentences that might be classified as personification. datum 19 your rainbow will come smiling through in this lyric, the personification can be seen in the words "your rainbow will come smiling through". according to sir isaac newton, a rainbow is a spectrum that results from the bending of incoming light through a prism. it contains seven basic colors. it can be said that a rainbow is an inanimate object that will not be possible to smile as it is known that a smile is an expression of lip movements that only living things can do. the meaning of this lyric is that one must believe that a day of happiness will come when the time has come. datum 20 to find fortune that is smiling on you in this lyric, the personification can be seen in the words "to find fortune smiling at you". the meaning of this lyric is how one will find luck, or success, and good things will happen. 4. celine dion (2017) – how does a moment last forever a) personification in this part, the researcher delves deeper into the meaning of the sentence that includes personification. personification, as discussed in chapter 2, is figurative language that assigns human characteristics to an animal, an object, or an idea. in celine dion’s "how does a moment last ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 765 forever," there is a sentence that might be classified as personification. datum 21 then when the shadows overtake us the personification in this lyric can be seen in the sentence "then when the shadow chases us". this is personification because the shadow will not be able to chase like a human. shadows can't do anything that humans do like running, walking, and so on. so this personifies the image as if it were human and nonsensical. the meaning of this lyric is someone who is afraid to be haunted by his past memories. datum 22 how can a story never die? the sentence above is personification because a story is something considered as humans who also experience death. meanwhile, according to oxford learners dictionaries, stories are events and people created by writers or speakers to entertain people. so this personifies the story as if it were a human who experienced death. the meaning of this lyric is to want a story that will never end and last forever b) hyperbole in this part the researcher gives the explanation about the meaning of a sentence in the song lyric containing hyperbole. the researcher found hyperbole in a sentence. datum 23 how does a moment last forever? hyperbole can be seen in this sentence when someone wants to have a moment that will not end and wants to last forever, this shows that the person is so happy that he doesn't want to feel the end of the moment he feels. but in reality every moment will surely find the end either a sad or happy ending. c) simile in celine dion's "how does a moment last forever," there is a sentence that are classified as simile. in this part, the researcher delves deeper into the meaning of the statement that includes simile. as described in chapter two, simile is a figurative language that compares two completely distinct things. datum 24 love pays no mind to desolation it flows like a river through the soul in the above lyrics "love doesn't care about sadness" it flows like a river through the soul. the parable of the lyrics can be seen referring to love which is an abstract noun, on the other hand love compares to a river of different things which are concrete nouns. the meaning of the lyrics is the feeling of someone who, even though he feels sad, is disappointed with the person he loves but still loves his partner. don't care about any sorrow but see the power of love that the person lives. b) contextual meanings of figurative language used in children’s songs in the 1990s 1. christina aguilera (1998) – reflection a) hyperbole the researcher explains the hyperbole-containing line in this part. according to perrine, the hyperbole is clearly an exaggeration in the name https://www.definitions.net/definition/shadows https://www.definitions.net/definition/story https://www.definitions.net/definition/moment https://www.definitions.net/definition/flows https://www.definitions.net/definition/river wisran1 figurative language used in children’s songs in the 1990s and 2000s 766 of reality. it made the reader think in a different way than most people do. there is a line that contain hyperbole, according to the researcher. datum 33 i can fool the world but i cannot fool my heart the lyrics are hyperbole because it seems that one person can fool the world. oxford learner's dictionaries define stupid as someone who behaves or speaks in a way that lacks intelligence or good judgment. while the world according to oxford learner's dictionaries is the earth, with all its countries, societies and natural features. it clearly doesn't make sense if one person can fool the world, because it is impossible for humans to be able to fool entire countries, even nature itself. the meaning of this lyric is a girl who feels sad and ashamed because she wants to show who she really is to the world but the girl is afraid to disappoint anyone. b) personification in this part, the researcher delves deeper into the meaning of the sentence that includes personification. personification, as discussed in chapter 2, is figurative language that assigns human characteristics to an animal, an object, or an idea. in christina aguilera’s "reflection," there are sentences that might be classified as personification. datum 34 there's a heart that must be free to fly the personification in this lyric can be seen in the sentence "there is a heart that must be free to fly". it personifies the heart as if it were a bird whereas the heart is an inanimate object that cannot do anything like a bird. the meaning of this lyric is someone who wants to have freedom. datum 35 in a world where i have to hide my heart the personification in this lyric can be seen in the sentence "in a world where i have to hide my heart". the oxford learner's dictionaries definition hide is a verb to place or keep someone/something in a place where they/the thing cannot be seen and found. it can be concluded that the heart is an inanimate object that cannot hide like a human or a living object. the meaning of this lyric is someone who feels pain and disappointment. 2. pocahontas (1995) – colors of the wind a) personification in this part, the researcher delves deeper into the meaning of the sentence that includes personification. personification, as discussed in chapter 2, is figurative language that assigns human characteristics to an animal, an object, or an idea. pocahontas’s "colors of the wind," there are three sentences that might be classified as personification. datum 36 but i know every rock and tree and creature has a life, has a spirit, has a name the first personification can be seen in the sentence “but i know every rock and tree and creature it has life, has spirit, has a name”. the sentence personifies stone living things like humans, and plants that has life, spirit, and a name. but in fact, according to oxford learner's dictionaries rock is an inanimate object that has a hard solid material that ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 767 forms part of the surface of the earth and several other planets. so the sentence that stones have life, spirit and names makes no sense. subjects are inanimate objects that cannot do human things and clearly contain personification. the meaning of this lyric is that every object, and living being is the same which has life, soul, and name. datum 37 can you sing with all the voices of the mountain? the second personification can be seen in the sentence “can you sing with all the voices of the mountain?”. the fact is that mountains do not have voices like humans and animals even though they are living things, but mountains cannot sound like humans. the meaning of this lyric is someone who wants to tell everyone that there is a mountain sound that people actually don't know but it's not like a human voice. but only a sound is issued when the mountain is experiencing an explosion, eruption and other things. datum 38 the rainstorm and the river are my brothers the heron and the otter are my friends the third personification can be seen in the sentence “rainstorms and rivers are my brothers, the heron and the otter are my friends”. the fact is that rainstorm and rivers are not humans who can be made friends, nor are heron and otters who can be friends. brothers and friends are very closely related to the characteristics of humans. the meaning of this lyric is someone who is comfortable with the life of the universe so that everything he goes through is seen as a brother and friend who always accompanies around him. b) metaphor in this part the researcher gives further analysis about the meaning of the sentence contains metaphor. as mentioned by perrine, metaphor is comparison holds merely in the realm of imagination. there is a sentence categorized as metaphor in pocahontas’s “colors of the wind.” datum 39 the earth is just a dead thing you can claim in this line, the songwriter uses a metaphor to compare “earth” to an inanimate object. the word “earth” in this sentence represents the world, the planet where we live. this is in accordance with the earth which is an inanimate object as a place to live also has a lot of natural beauty that can be enjoyed so as to provide a sense of comfort for everyone. the meaning of the lyrics is to tell that the earth is a place that must be recognized by all creatures in it. c) symbol in this part, researcher provides further analysis of the meaning of sentences containing symbols. as mentioned by perrine, symbolism is the use of symbols to signify concepts and qualities, giving them a symbolic meaning that is different from the literal meaning. in the lyrics of this song, there is one lyric that is categorized as a symbol in katy perry's "firework". datum 40 can you paint with all the colors of the wind? in the lyrics there is a parable symbol that show that the colors of the wind are symbols of the diversity of cultures, people, landscapes and others wisran1 figurative language used in children’s songs in the 1990s and 2000s 768 that make the world colorful and beautiful. this lyric means that people should realize how vast the world is, the breadth of what one knows about the earth that one knows, how rich the diversity of nature and culture one finds, and how many flavors one can absorb and kiss deeply through all of his senses. d) hyperbole the researcher explains the hyperbole-containing line in this part. according to perrine, the hyperbole is clearly an exaggeration in the name of reality. it made the reader think in a different way than most people do. there is a line that contain hyperbole, according to the researcher. datum 41 you can own the earth and still the lyrics of the song are hyperbole that clearly doesn't make sense, because it conveys a person's sense of comfort for what he feels and experiences as if he could own the earth with all its natural wealth. the meaning of the lyrics above is that a person must be aware of what is around him, and take care of all the natural wealth owned by the earth. 3. randy newman (1995) – you’ve got a friend in me a) hyperbole the researcher explains the hyperbole-containing line in this part. according to perrine, the hyperbole is clearly an exaggeration in the name of reality. it made the reader think in a different way than most people do. there is a line that contain hyperbole, according to the researcher. datum 43 when the road looks rough ahead and you're miles and miles the lyrics above include hyperbole because someone who expresses a difficult road becomes rough and a long distance is exaggerated into miles. the meaning of this lyric is a person who tells the story of his friendship about what they will face and what they are going through. b) personification in this part, the researcher delves deeper into the meaning of the sentence that includes personification. personification, as discussed in chapter 2, is figurative language that assigns human characteristics to an animal, an object, or an idea. randy newman’s "you’ve got a friend in me," there is a sentence that might be classified as personification. datum 44 our friendship will never die the lyrics of the song above personify friendly relations with human characteristics, namely death. in fact, friendship according to oxford learner's dictionaries is a relationship between friends which means an object that is not living so it can not die like a human. the meaning of this lyric is someone who wants friendship forever. 4. alan menken (1996)– heaven’s light/hellfire a) simile in alan menken's "heaven’s light/hellfire," there is a sentence that is classified as simile. in this part, the researcher delves deeper into the meaning of the statement that includes simile. as described in chapter two, simile is a figurative language that compares two completely distinct things. datum 45 ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 769 they had a kind of glow around them it almost looked like heaven's light the parable in the lyrics above is an explicit comparison that compares glow to the light of heaven. in this line the songwriter uses figurative language with the word "light of heaven". according to the oxford student dictionary, glow is something hot or warm to produce a steady light that is not too bright, while light is energy from the sun, lamps, etc. that makes it possible to see something. this clearly equates one thing with another. the meaning of this poem the author describes someone who sees the light of love and wants to get happiness like heaven's happiness. b) metaphor in this part the researcher gives further analysis about the meaning of the sentence contains metaphor. as mentioned by perrine, metaphor is comparison holds merely in the realm of imagination. there is a sentence categorized as metaphor in alan menken’s “heaven’s light/hellfire”. datum 46 he made the devil so much stronger than a man in the above lyric "he made the devil so much stronger than a man" it describes a demon who has a higher level of power than a man. according to oxford learner's dictionaries, the devil is the most powerful evil creature, while the male is only a human with limitations. the meaning of the lyric is to express the devil as a temptation or a power of desire that he cannot deny his love for the girl he wants. c) personification in this part, the researcher delves deeper into the meaning of the sentence that includes personification. personification, as discussed in chapter 2, is figurative language that assigns human characteristics to an animal, an object, or an idea. in alan menken’s "heaven’s light/hellfire," there is a sentence that might be classified as personification. datum 47 don't let this siren cast her spell the song lyrics above personify the siren with human language, namely speaking or speaking. while the siren in oxford learner’s dictionaries is a device or device that emits a long loud sound as a signal or warning. in this case the siren does make a sound but does not speak or speak like a human. the meaning of the lyrics is someone who wants to stick with what is right and wants to fight the desires that always bother him. d) paradox in this part the researcher gives the explanation about the meaning of a sentence in the song lyric containing paradox. the researcher found a paradox sentence. datum 48 my cold dark tower seems so bright in this lyric, the paradox is seen in the words “my cold dark tower looks so bright”. in this sentence the word dark with light is a contradiction, although the statement is true but false at the same time because dark and light will not occur together. the meaning of this lyric is a place so dark has wisran1 figurative language used in children’s songs in the 1990s and 2000s 770 light. discussion this discussion describes the data that the researcher has found and analyzed in the previous chapter, also answers the researcher's questions in chapter one. first, this discussion is about the types of figurative language in children's songs in the 1990s and 2000s, and the second explanation the contextual meaning of figurative language used in children's songs in the 1990s and 2000s. there are several types of figurative language used in the lyrics of children's songs in the 1990s and 2000s such as simile, metaphor, personification, hyperbole, paradox, symbolic, and irony. the most dominant figurative language found in 1990s children's songs is the type of personification, while the most dominant figurative language found in 2000s children's songs is hyperbole. personification is a figurative language that gives human attributes to animals, objects or concepts. personification is the depiction in other literary works of objects or nonhumans (inanimate objects) both observable and abstract which are seen as if they were human (perrine 1988:565). researchers found the most dominant type of personification in 1990s children's songs. some writers express their feelings in song lyrics by giving human attributes to the items that are highlighted. and then hyperbole is a figurative language using words that has a greater meaning than the actual sense or context, not necessarily stating something or a situation (perrine 1988:565). researchers found the most types of hyperbole in the 2000s children's songs analyzed. some songwriters use hyperbole to emphasize an overstatement, to exaggerate an event rather than a fact, and to show strong feelings to convince listeners. then, the listener can be convinced through the description of the word itself. after analyzing and explaining the data in children's songs in the 1990s and 2000s, the researcher tries to understand the contextual meaning of each lyric which belongs to the figurative language type. the researcher selected twelve songs each consisting of 6 songs in the 1990s and 2000s. the 1990s song titles included in the research data include: reflection, colors of the wind, you've got a friend in me, heaven's light, when she loved me, and stand out. the 2000s song titles included in the research data include: firework, remember me, a million dreams, a dream is a wish your heart makes, how does a moment last forever, and let it go. in addition, the researchers compared the results of the study with similar previous studies. the first researcher is damayanti. damayanti in 2018 has analyzed the figurative language in the novel the book of forbidden feelings written by lala bohang. this research focuses on simile, metaphor, personification, apostrophe, hyperbole, metonymy, symbol, and irony. in analyzing the data, he used a qualitative descriptive method. the results of this study indicate that the researcher found that there are 5 types of figurative language used in the novel. they are simile, personification, metaphor, apostrophe, and hyperbole. the meaning of figurative language is described based on the clues of each sentence that goes into its type and the contextual meaning of figurative language. the second study was taken from juniartini. juniartini in 2014 has also analyzed the figurative language used in the lyrics of paramore's songs in brand new eyes. after the data is analyzed and discussed, it can be ascertained that there are types of figurative language used in the lyrics of their five songs: hyperbole, metaphor, personification, simile. in addition, there are seven types of meaning analyzed in this study, namely: conceptual meaning, connotative meaning, stylistic meaning, affective meaning, collocative meaning, and thematic meaning. another study is a 2014 study by yulidar which analyzes the figurative language used in owl city's albums: a pragmatics perspective. this research uses pragmatics approach to find out the illocutionary act. the objects of the research are lyrics in the owl city’s album entitled ocean eyes and maybe i’m dreaming which consist of 19 songs. in collecting data, ideas, vol. 11, no. 1, june 2023 issn 2338-4778 (print) issn 2548-4192 (online) 771 writer uses the document. the data in this research are figurative language, they are metaphor, simile, personification, symbol, paradox, and hyperbole. the illocutionary meanings are thanking, asserting, stating, suggesting, boasting, complaining, ordering, requesting, advising, recommending, blaming, praising, and condoling. from the collected data, the writer finds 50 data. based on the research finding, the writer found that figurative language of hyperbole is the most appeared in the lyric of owl city’s albums. then, personification, simile, metaphor, symbol and the last is paradox. the figurative language of hyperbole is most appearing in the owl city’s song because the characteristic of the songwriter uses excessive words to express his feel to be a song. the next research finding is the illocution of the figurative language. meanwhile, in this study, the researcher conducted the same research or analysis as the previous researcher. however, the researcher aims to find certain things that are different from previous research. research was conducted on children's songs in the 1990s and 2000s. the focus of this research focuses on twelve types of figurative language, but the researcher only found seven of the twelve types of figurative language in the analyzed song lyrics. in contrast to previous studies, this study focuses on examining the meaning of figurative language contextually. contextual meaning arises as a result of the relationship between utterances with context. the word context includes the part of the description or sentence that support or add to the meaning of a word. a speech the same person can understand the different if the context different. based on the data that has been obtained, the meaning of each figurative language in the discussion in this study will be described. 4. conclusion based on the research findings, the figurative languages used in children’s songs in the 1990s and 2000s include, simile, metaphor, personification, hyperbole, paradox, irony. 1. simile in this study, this type of figurative language can be found in the songs heaven light/hellfire and stand out for children's songs in the 1990s and in the songs firework, a million dreams, how does a moment last forever and let it go for children's songs in the 2000s. in this type of figurative language, a situation is described by comparing it to something else. one example, in the song let it go in the sentence the wind is howling like this swirling storm inside, the meaning contained in it is an explicit comparison that compares the wind to a swirling storm. in this line the songwriter uses figurative language in the word “swirling storm”. according to the oxford learner's online dictionary, the definition of a storm is severe weather with strong winds and rain, and is often accompanied by thunder and lightning. in other words, someone who is experiencing chaos. 2. metaphor metaphor is used to help the writer describe things clearly, by comparing one thing with other things that have the same characteristics and characteristics. the difference between metaphor and simile is that metaphorical figurative language is implicit. while the simile is explicit. in this study, this type of figurative language can be found in the songs colors of the wind, heaven light/hellfire and stand out for the 1990s children's song and firework, and a dream is a wish your heart makes for the 2000s children's song. the contextual meaning contained in this type of figurative language can be seen in one of the stanzas in the song colors of the wind. in the sentence the earth is just a dead thing you can claim, the songwriter uses a metaphor to compare “earth” to an inanimate object. the word “earth” in this sentence represents the world, the planet where we live. this is in accordance with the earth which is an inanimate object as a place to live also has a lot of natural beauty wisran1 figurative language used in children’s songs in the 1990s and 2000s 772 that can be enjoyed so as to provide a sense of comfort for everyone. the meaning of the lyrics is to tell that the earth is a place that must be recognized by all creatures in it. 3. personification personification is a figurative language that attaches the characteristics of living things to inanimate objects. in this study, this type of figurative language can be found in the songs reflection, colors of the wind, you've got a friend in me, heaven light/hellfire and when she loved me for children's songs in the 1990s and in the song firework, remember me, a million. dreams, how does a moment last forever, let it go and a dream is a wish your heart makes for a 2000s children's song. in the sentence let the storm rage on in the song let it go it can be interpreted that this storm equates nature with living things. the meaning of the lyric is someone who is experiencing uncontrollable anger and let it go through inner turmoil, feelings of anxiety and restlessness. 4. hyperbole this figurative language aims to suppress, intensify, or give an exaggerated impression in this study. this type of figurative language can be found in the songs reflection, colors of the wind, you've got a friend in me, for the 1990s children's song and in the song firework, remember me, a million dreams, how does a moment last forever, let it go and for the 2000s children's song. in the sentence i hold you in my heart in the song remember me, it can be interpreted simply that someone who wants to hug, but through his heart. 5. paradox in this study, this type of figurative language can be found in the song heaven light/hellfire for a children's song in the 1990s and in the song firework, a million dreams for a children's song in the 2000s. a simile that compares the real situation or fact with the opposite situation can be seen in the verse my cold dark tower seems so bright in the song heaven light/hellfire. 6. symbol symbol using language styles that compare humans with the attitudes of other living creatures in the form of expressions in this study this type of figurative language can be found in the colors of the wind song, and stand out for the 1990s children's song and firework for the 2000s children's song. in the sentence like the fourth of july in the song firework it can be interpreted that there is a parable symbol which shows that like the fourth of july is the date of independence of the united states of america. where the lyrics mean that make that night a day of independence for yourself and light the fire of passion to make it shine as bright as possible. 7. irony used to hide facts and say otherwise. in this study, this type of figurative language can be found in the song colors of the wind, and stand out for the 1990s children's song and firework for the 2000s children's song. in the song firework there is a verse six feet under screams, but no one seems to hear a thing it means when a person is buried six feet under screams and no one seems to hear a thing, the irony is obvious. when a person is buried alive and screams for help, but no one hears them, it is irrationally cruel. the implication of this phrase is that no one cares. references 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