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 problem- based 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 problem- based 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 problem- based 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. 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